academic specialist academic development. and/or attitudes
TRANSCRIPT
Measuring Learning:Linking Assessments to Outcomes
Academic SpecialistAcademic Development
Imagination
Knowledge and/or Skills
and/or Attitudes
Klingon and Beyond
o Converse in Klingon in daily work and life situations.
The Art of Walking
Arguing with Judge Judy
David Beckham
What are characteristics of learning outcomes?
Outcomes
Learning outcomes describe how the student will integrate knowledge, skills, and abilities learned in a course or program in a complex role performance.
Red River College http://www.rrc.ca/LearningOutcomeSupport/
Intended learning outcomes are..
Clearly statedRelevant (useful & appropriate for the intended learners)MeasurableAchievable and realistic
Appropriate to the rigor and breadth of the degree, certificate or diploma awardedConsistent with the mandate of the provider
Council of Ontario Universities. (n.d.) A guide to learning outcomes, degree level expectations an the quality assurance process in Ontario. Retrieved from http://www.cou.on.ca/publications/reports/pdfs/ensuring-the-value-of-university-degrees-in-ontari
“Outcome statements should be clear enough to be understood by anyone who has interest in the course. They must be complex enough to provide direction for the entire course.”
Stiehl, R. & Lewchuk, L. (2008). The Outcomes Primer Reconstructing the College Curriculum. Corvallis, OR: The Learning Organization.
Action Verb Learning Focus Purpose
Design a creative playschool area to facilitate development of fine and gross motor areas.
Differentiate between clients needing counseling
to determine short-term and long-term treatment plans.
Express analytical and critical thinking through clear, grammatically correct academic writing
at a level appropriate for a first year university student.
Intended learning outcomes are..
Clearly statedRelevant (useful & appropriate for the intended learners)MeasurableAchievable and realistic
Appropriate to the rigor and breadth of the degree, certificate or diploma awardedConsistent with the mandate of the provider
Learn about advocacy planning, current social policy and legislation.
Develop a advocacy plan using knowledge ofcurrent social policy and legislation.
Design, populate, and extract data from a data base.
Create a database capable of producing specifiedreports.
Explain the importance of preventive maintenance.
Perform preventive maintenance on pneumatic and hydraulic systems.
Identify Desired Results
Determine Acceptable Evidence
Plan learning experiences and instruction
Understanding by Design
Wiggens. G. & McTighe, J. (2011).The Understanding by Design Guide to Creating High Quality Units. Alexandria, Va: ASCD.
AlignmentLearning Outcomes
Assessments InstructionalStrategies
Outcome 1Converse in Klingon in daily and life work situations
Assessment: test, exam, portfolio, essay, demonstration,product, presentation, case study, real world application,
Outcome 1Outcome 2Outcome 3Outcome 4Outcome 5Outcome 6
Assessment Tool 1Assessment Tool 2Assessment Tool 3Assessment Tool 4Assessment Tool 5
How I Align My Assessments with Learning Outcomes
“Assessment is the curriculum”
Forensic science class & Bloom’s taxonomy
April 29, 2014
Evaluating Critical Thinking and Problem Solving in Large Classes: Model Eliciting Activities for Critical Thinking Development
http://heqco.ca/en-CA/Research/Research%20Publications/Pages/Summary.aspx?link=135
Professor Dancealot
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences and
Instruction
Hattie Ranking: Influences And Effect Sizes Related To Student Achievement
Source: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
Direct ParaphrasingApplication CardsStudent-Generated Test QuestionsPaper or Project Prosectus
Classroom Opinion PollsDouble-Entry JournalsMisconception/Preconception CheckMinute PaperCategorizing Grid
Direct Paraphrasing
Students are directed to paraphrase an important theory, concept, or argument for a specific
audience and purpose.
Application Cards
After students have learned about an important principle, generalization or theory, or procedure, on an index card, the student writes down at least one possible real-world
application.
Student-Generated Test Questions
Prior to a test, have student generate questions (specify topic and kinds of questions) that they believe will appear
on the test.
Paper or Project Prospectus
Students complete a brief, structured first-draft plan for a term paper or project. The prospectus assess the
student’s skill at synthesizing what they have learned.
Minute Paper
At the end of class, the instructors asks the students to write their responses to the following two questions:
“What was the most important thing you learned during this class?” and “What important question remains
unanswered?”
Muddiest Point
Students jot down a quick response to the question: “What was the muddiest point in …?”
Products
Conversations Observations
Learning Outcomes
Assessments
Instructional Strategies