| Bloom's Taxonomy

Defining Expectations
What do we want students to take from our institutional activities?

 Before we can measure student learning, we must first establish, map, and publicize explicit expectations for the learning we facilitate as an institution.  There are many reasons why this is important.

• We need to make describe our expectations in a way that is observable and measurable. (Why?)

• We need to ensure that our expectations are reasonable. (Why?)

• We need to make sure our expectations are the product of collegial collaboration and dialog. (Why?)

• We need to make our expectations clear, visible, and accessible to students and the public. (Why?)

 Making expectations observable and measurable.
As much as we value "art appreciation," we cannot see nor measure a student's appreciation of a particular work of art something unless he does something that is indicative of appreciation. When we define our expectations, we should take great care to ensure that they are evidenced by what we observe that a student can do as a result of our activities. < back to top

 Making expectations reasonable
While many of us recognize that the benefits of a college experience resonate years after we leave, it is important that the expectations we define are observable within the context of the learning activities. We cannot observe students outside of the context of our areas, so we must be sure to define expectations that are within our reach. For example, we will not be able to see if students become "lifelong readers" after completing a  reading class. < back to top

 Making expectations collegial
If two groups do not agree on essential learning, it is difficult to determine the learning that should be measured, since one group may favor a particular one aspect of learning over another. Therefore, as we define expectations, we must be collaborative and inclusive of different expert points of view while striving to agree learning that is essential to specific courses, programs, degrees/certificates, services, and the institution overall.  < back to top

Making expectations clear, visible, and accessible
One benefit of the learning paradigm is that expectations of learning should be visible to the public. Benefits of this include heightened accountability for all stakeholders in education, as they will be held accountable to concrete expectations about what learning must occur. For example, if the faculty for the printing program have clear evidence that students must be able to operate a web press in order to be employable in the region, the college has a compelling case linking student learning to resource allocation. It is easier for faculty to make this case when the institutional leaders are aware of the objective and its importance to institutional effectiveness. Also, once expectations are clearly defined and communicated by areas across the college, the institution can more effectively guide students  as they plan and pursue their educations. < back to top

 

The content of this page is provided by the MJC Student Learning Outcomes Committee
For questions regarding the content of this page contact Letitia Senechal, MJC SLO Facilitator.