Outcomes & Curriculum
What is the primary purpose of a student learning outcome (SLO)?
To clearly define what students should know or be able to do.
What is test item analysis used for?
To evaluate question difficulty and discrimination, improving exam reliability.
What is one instructional strategy you plan to use to support student achievement?
Example: Case studies, flipped classroom, simulation.
What is one Galen College policy that relates to curriculum or assessment?
CDIE Policy, Testing Policy
In one sentence, describe what “Building the Lamp” means.
It’s Galen’s model for connecting curriculum design with student experience.
Give one example of aligning an outcome with curriculum content.
Example: Outcome on patient safety aligns with simulation labs on medication administration.
Share one classroom data point you can analyze to improve instruction.
Example: Exam results, attendance, student participation.
Why is it important to align instruction with student learning outcomes?
It ensures teaching is purposeful and outcome-driven.
Why is it important to follow assessment policies?
To maintain fairness, consistency, and accreditation standards.
How does Building the Lamp support student learning consistency?
It creates coherence across courses and outcomes.
Why is measurable language essential when writing outcomes?
It ensures outcomes can be assessed objectively.
How can assessment data guide instructional changes?
It highlights where students struggle, prompting targeted support.
Give an example of adjusting instruction after analyzing student data.
Example: Re-teaching dosage calculations if many students missed related exam items.
Share a way you might engage in curriculum revision at Galen.
Example: Submitting data-based proposals to the curriculum committee.
Share one way you can connect Building the Lamp to your students’ daily experiences.
Example: Explaining how course concepts link to clinical practice.
How can backward design improve the connection between outcomes and curriculum?
It starts with desired outcomes, then designs assessments and learning activities to align.
What’s one way to make use of low-performing test items?
Revise or replace them, or use them as teaching moments in class review.
What role does student feedback play in instructional improvement?
It provides direct insight into what supports or hinders learning.
How does faculty participation in assessment processes strengthen the college?
It ensures decisions are grounded in classroom reality and shared expertise.
Why is faculty involvement crucial in Building the Lamp?
Faculty ensure curriculum reflects real classroom and clinical needs.
Name one challenge you anticipate when correlating outcomes with curriculum and how you might address it.
Example: Overlap or redundancy → addressed by faculty collaboration and curriculum mapping.
How does using assessment data align with evidence-based practice in education?
It provides measurable evidence to support instructional decisions.
How can you ensure your instructional choices foster equitable learning?
By using diverse examples, multiple teaching strategies, and universal design principles.
Describe a challenge of faculty-driven curriculum and one benefit.
Challenge: Time commitment; Benefit: Ensures curriculum is relevant and faculty-owned.
What’s one new perspective you gained about your role in Building the Lamp?
Reflection-based: e.g., I now see my teaching as part of a larger student success system