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JRCERT Update

Student Learning Outcomes

Bette Schans, PhD, R.T.(R), FASRT

ssessment of student learning is an in-depth
process. One of the most important aspects in Institution
the assessment process is the development of Program
Astudent learning outcomes (SLOs). SLOs are
integral to higher education for many reasons, but the Course
most prominent reasons are related to institutional and
program integrity, continuous improvement in teaching Class
and learning, and accountability by evidence of student Session
learning. This article discusses student learning assess-
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ment levels, tips for SLO development, and the differ-
ence between SLOs and program effectiveness data. Figure. Student learning assessment levels. © 2018 ASRT.

Levels of Assessment
Student learning assessment occurs at many levels, Box
from the institution down to an individual class session, Student Learning Outcome Examples
but the most important assessments for program faculty
occur at the program and course levels (see Figure). Program Level
SLOs are defined as “statements that clearly state the Upon completion of the program, students will be able to:
expected knowledge, skills, attitudes, competencies,  communicate effectively while completing the patient his-
and habits of mind that students are expected to acquire tory in the clinical setting (aligns with communication pro-
at an institution of higher education.” General SLO gram goal)
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characteristics can be described as specific to an insti-  demonstrate excellent patient care while preparing the
tutional level or program level, clearly expressed and patient for invasive procedures (aligns with clinical compe-
understandable by multiple audiences, and aligned to tency program goal)
institutional and program goals. 2 Course Level
More specifically, program level SLOs should Upon completion of the course, students will be able to:
describe what the students can do related to the pro-  differentiate a sign from a symptom when taking patient
gram, and can be evaluated at various times in the
program (eg, beginning, middle, or end); however, history
course level SLOs should be more defined and describe  properly prepare a sterile tray for an invasive procedure
what the students can do after completing a specific
course (see Box).
writing an outcome. Many faculty use the SMART
Developing Student Learning Outcomes (specific, measureable, achievable, realistic, and
Whether developing a new course or program assess- time-bound) method to develop goals and SLOs
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ment plan, faculty members need to be proficient in (see Table 1). Program or course SLOs should :

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Reprinted with permission from the American Society of Radiologic Technologists for educational purposes. ©2019. All rights reserved.