Lindenwood graduates have broad, integrative, and specialized knowledge.
Lindenwood graduates have communicative fluency.
Lindenwood graduates have effective problem-solving skills.
Lindenwood graduates have essential habits of mind.
ILO 1 is related to content
ILOs 2 through 4 are related to skill
Example: ILO 4
ILO 4: Lindenwood graduates have effective problem-solving skills.
4.1: Strategy: Lindenwood graduates can solve problems strategically.
4.2 : Collaboration: Lindenwood graduates can solve problems collaboratively.
4.1 Strategy KPI1 Design a Strategy
4.1 Strategy KPI2 Implement a Strategy
4.1 Strategy KPI3 Evaluate a Strategy
4.2 Collaboration KPI 2 Implement a Strategy in Collaboration with Others
4.2 Collaboration KPI 1 Design a Strategy in Collaboration with Others
4.2 Collaboration KPI 3 Evaluate a strategy in collaboration with others
What are ILOs, Components, and KPIs?
Each outcome (1-4) has components. These are represented by a decimal.
EX: 2.1, 2.2, 2.3, 2.4, 2.5, & 2.6
The components have their own set of KPIs.
Each component has at least one KPI; but most have three
For each component, you must import and assess all KPIs.
The KPI is what you are assessing.
ILO is the overall outcome. There are 4 ILOs.
Each of the four outcomes have their own set of components.
Institutional Learning Outcome
Key Performance Indicators
KPIs per ILO
Lindenwood General Education Performance Indicators 2.1 through 2.6
2.1 Students can reason ethically
Recognize ethical issues and dilemmas
Evaluate different ethical perspectives and concepts
Synthesize a solution to an ethical issue or dilemma
2.2 Students can think adaptively
Adapt skills, abilities, theories, or methodologies gained in one situation to new situations
2.3 Students can think critically
Analyze issues comprehensively
Formulate evidence-based positions that account for issues’ complexity
Recognize the limits of own positions
2.4 Students can think innovatively
Create original work or solutions
Synthesize existing ideas in an imaginative way
2.5 Students can apply diverse perspectives
Demonstrates awareness of the diversity of cultural perspectives in the U.S. and/or abroad
Examines human identities (including but not limited to class, race, ethnicity, religion, gender, sexual orientation, age, or ability) as fluid and/or multiple
Demonstrates understanding of human societies as complex systems rooted in historical, cultural and/or political contexts
2.6 Students can apply principles of responsible citizenship
Identify public concerns
Respectfully situate own views in relation to alternate or opposing views on public concerns
Evaluate historical or potential civic action around public concerns
Lindenwood General Education Performance Indicators 3.1 through 3.4
3.1 Students are effective writers
Demonstrate a thorough understanding of context, audience, and purpose in written communications
Produce original written communications
Apply conventions for writing in particular forms and/or academic fields
3.2 Students are effective speakers
Demonstrate a thorough understanding of context, audience, and purpose in spoken communications
Produce original spoken communications
Apply conventions for speaking in particular forms and/or academic fields
3.3 Students can communicate effectively and ethically in a digitally connected world
Demonstrates a thorough understanding of context, audience, and purpose in digital communications
Produce original digital communications
Ethically apply conventions for digital communication in particular platforms
3.4 Students can support communications with quantitative evidence
Select appropriate format of quantitative evidence
Employ quantitative evidence to support an argument
Accurately interpret quantitative data
Lindenwood General Education Performance Indicators 4.1 & 4.2
4.1 Students can solve problems strategically
Design a strategy
Implement a strategy
Evaluate a strategy
4.2 Students can solve problems collaboratively
Design a strategy in collaboration with others
Implement a strategy in collaboration with others
Evaluate a strategy in collaboration with others
Required Syllabus Information
The following ILO Subcomponents will be assessed within this course, and these assessment results will be entered in Canvas using Canvas Outcomes. Consult the GE Assessment Calculator for specific information.
The following information must be placed in your syllabus:
Type the department, course, and campus code in the designated box.
Example: ART 10000 SC
Read the notes for specific instructions
You will always import ILO 1.1, also known as the content ILO. The calculator will tell you the assignment and content area for ILO 1.1
ILO 2-4, or the skill ILOs, will be different for each course. You will also be told which assignment to use for whichever ILO(s) you are to use in your course.
Use the GE Calculator to find the ILOs required for your course, as well as the type of assignment that needs to be used to assess the ILO.
Click the ILO you want to import
keep drilling down by clicking the Component. Finally, click on the KPI
Scroll and click Import
Importing the Outcomes
Click Account Standards
Click Lindenwood University
First, you must import the outcomes into your course. Follow steps 3.1 & 3.2
Adding KPIs to Assignments
After creating the assignment, click on + Rubric to add the KPIs.
1.Click + Rubric
You'll also clean up the rubric by adding a title and removing the default criterion. Or you can always add a rubric along with the outcomes.
2.Click + Outcome
You need to add EACH KPI for every outcome you are assessing.
Each outcome has up to three KPIs. Make sure you have all KPIs imported
3. Add the KPIs
Uncheck the box next to "Use this criterion for grading. Then, click Import.
Once you have all of the KPIs on the assignment, save the rubric.
Once the KPIs are imported into Canvas, you can attach them to assignments.
Using a Rubric with Outcomes
Whether you're creating it from scratch, or using a previously created rubric, begin by adding the rubric first.
If you found a previously created rubric, click the pencil icon to reopen the rubric. If you created one from scratch, you should be good to go for this step.
Add those KPIs! You'll do this the same way you would if you weren't using a rubric. The important part is that you add the rubric first, and then the outcomes.
Find or Create the Rubric
Do you use a rubric to grade in Canvas? Follow these steps to add a grading rubric along with the outcomes.
Create the assignment with a submission type as No Submission, On Paper, or Online.
Create the assignment
Once you save the assignment, follow the directions to attach the ILOs to the assignment's rubric.
Attach the ILOs
Edit the assignment and change the submission type to External Tool and find Turnitin.
Change it to Turnitin
Assessing the ILOs
Navigate to SpeedGrader
Go to Grade and hover over the assignment name. Then, click SpeedGrader
Open the Rubric
You may also want to slide the pane out so you can get the full view.
Assess the Student
Click on the rating and click Save.
Use SpeedGrader to assess each student.
Assess the students on a RELATIVE basis instead of an ABSOLUTE basis.
Assess them RELATIVE to the course level. For example, if you are teaching a 100-level course, you should assess their ability RELATIVE to what should be expected in an introductory course.
Therefore, if they perform at a level that is competent for an introductory course, you can feel comfortable assigning a 3.
Relative vs Absolute
Enable at the course level
First, you must enable the feature by going to Settings. Then, click on Feature Settings.
Switching to the Learning Mastery Gradebook
Now, you'll have the option to click Learning Mastery when clicked in the Grades tab.
View the progress of each student for every outcome that has been imported and graded in the course.