Writing SLOs — student learning outcomes

WHEN the Commission on Higher Education (CHEd) required an outcomes-based syllabus through CMOs 15 and 16, s. 2005, educational institutions began orienting their respective academics and teachers on what outcomes-based education (OBE) is. One OBE feature was to specify the Student Learning Outcomes (SLOs) in the OBE syllabus. In the late '90s, as consultant to the CHEd, I was tasked by then CHEd Chairperson Dr. Ester Garcia to draw up an outcomes-based monitoring and evaluation, which shortly after, was labelled Institutional Quality Assurance Monitoring and Evaluation (IQuAME) by then CHEd Commissioner Dr. Cristina Padolina, assigned oversight for this quality assurance project requested of me. Having been several times a study grantee of the British Council, I requested the assistance of the then UK's Quality Assurance Director John Randall who stayed with our team for two weeks. Indeed, the OBE syllabus in our time, is a phase in the CHEd's chain of thought.

What are student learning outcomes (SLOs)? Student learning outcomes describe the knowledge/skills/abilities/attitudes etc. a student should display after participating in an educational activity. Students are assessed based on their participation in a learning experience by demonstrating what they know or are able to do upon being assessed. Student demonstration should be measurable. (https://apps.carleton.edu › studentlife › assets › W...) SLOs are statements clearly describing the specific type and level of new learning which students will have achieved — and can reliably demonstrate — by the end of a learning activity such as a course/subject. At the University of Hong Kong, the transition of study plans which express the intended learning outcomes is referred to as Outcomes-based Teaching and Learning (OBTL) (17 Nov 2017). (http://tillamookbaycc.edu › uploads › 2017/03)