By: Ann Clarke-Okah, Learning Outcomes Consultant & Andy Thompson, Program Assessment Coordinator, Office of Quality Assurance (Academic Programs)
Many of you are already familiar with the concept of course-level learning outcomes. Perhaps you already include these statements of expected skills and competencies students will demonstrate by the end of the course on each course syllabus. But what about the degree or diploma, as a whole? Wouldn’t it also be helpful to make clear our expectations for graduates of each program?
Program-level learning outcomes assume that student learning is more than just the sum all courses taken. Developing program-level learning outcomes requires a holistic approach to understanding and articulating student learning – an approach in which all pathways to the completion of the degree or diploma are considered.
Looking at learning outcomes from the program perspective can provide faculty with clearer sense of the program’s goals and expectations. Establishing program learning outcomes can ensure there is coherence to the program and a better sense of the contribution individual program requirements make. Program learning outcomes also benefit students by communicating to them what they will gain from the program. They provide a rationale for the program structure, which includes the core as well as the other program requirements (e.g. breath, experiential learning requirements). In addition, they can assist students in understanding course components e.g. group work, oral presentations, or various forms of written assignments.
The assessment of program-level learning outcomes can provide rich data about your program, including answers to the following questions:
- Are students able to communicate clearly, in a style appropriate for their discipline? Are they given enough opportunities to practice and develop their written and oral communication skills?
- Does the program structure allow to student to gain sufficient breadth in important subject areas?
- How are students taught to think critically? When and how is critical thinking applied?
- Are there subsets of students who are achieving program learning outcomes to a greater to lesser degree than others?
The ultimate goal of any learning outcomes assessment process is continual program improvement. The evidence gathered through your assessments can be used to guide program changes and the allocation of resources in a more informed and purposeful way.
To find out more about program-level learning outcomes assessment, contact the Office of Quality Assurance, or check out our Assessment of Learning webpages.