Using Content Analysis to Support the Development of Measurable Learning Outcomes in Higher Education

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-10 - Centering Students' Knowledges in Institutional Assessment

Abstract

This presentation examines an mixed methods approach to examining program learning outcomes in higher education using a content dictionary derived from the Revised Bloom’s taxonomy. Our study found the process provided us with insight into the nature of the program learning outcomes examined, but also found that a great deal more work needs to be done before this approach can be routinely applied to an analysis of learning outcomes

Authors

• James P. Van Haneghan, University of South Alabama

• Melissa D Dean, University of South Alabama