(Insert course name) Curriculum Alignment Framework

Curriculum Alignment Framework Visual Icon Guide for Teaching and Formative Assessment

Curriculum Alignment Framework Visual Icon Guide for Major Assessments

Core Competencies (UNDER CONSTRUCTION)

Online Learning Opportunity

Discussion LectureResearch Report, Paper, or Presentation

Presentation

Video Reading Lab Lab Exam

Experiential Learning/ Field Work

Guest Speaker Feedback

Collaborative Learning

Visuals (graphics, animations)

Core CompetenciesUNDER CONSTRUCTION

Course Description

Instructional/Lab Hours: 0Credits:

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Program Outcomes1.

OutcomesWhat do students need to be able to do “out there” as a result of the learning experiences they receive?

Concepts & SkillsConcepts: What should learners understand? What do students need to analyze, evaluate or create? Skills: What do learners need to be able to do?

Teaching Strategies & Formative AssessmentHow can these concepts and skills be taught to promote deeper, more significant learning? Include learning activities, demonstrations, opportunities for practice and feedback and additional resources that will help students understand the major concepts and develop the necessary skills that will help them succeed on the key assessment(s) and show probable evidence that they have achieved the outcome.

(Copy and paste these icons for FORMATIVE ASSESSMENTS into the left column below)

AssessmentWhat evidence can students provide to demonstrate their ability to meet the intended outcome?

(Copy and paste these icons for MAJOR ASSESSMENTS into the column below)

Make sure the outcome has the following characteristics:

Written in an active voice Learner-focused and

describe what you envision students will do immediately “after” and “outside” their educational experience.

The expectations are realistic and reasonable given available resources and timeframes.

The statements are complex enough to drive a rigorous body of content and assessment strategies. They should focus on the application and integration of acquired knowledge and skills that may be used by the learner now and in the

Concepts:Lower levelWrite key words or phrases that describe the important concepts and ideas in which students must discover some of depth of meaning in order to achieve the intended outcomes (8-15 is usually sufficient). Can usually be represented in 1-3 words.

Examples: facts, concepts, theories, models, perspectives, structures, organizations, purposes

Check to see that these fit within the scope of the outcome statement

Higher levelKey problems students must work to resolve which are in the intended

Copy and paste corresponding icons from above

Include activities, resources, and feedback opportunities (self, peer, and instructor to student) that will help students gain some depth of meaning around the concepts and essential ideas that will help them to succeed on the Key assessment(s) and achieve the intended outcomes. (See examples below).

EXAMPLESIdentify appropriate learning environments where students can work with the learning materials and build on the concepts individually, collaboratively, and instructor led.

Instructor lecture that describes the concept of __________. Includes animated visual (created by EET media team) of __________, can also be accessed for review online in Canvas.

Text book___________, chapter, page #. Topic ______. Students complete short Quiz on __________.

Small group work (in class) – students create infographics (either using online tool such as Piktochart or easil.ly or hand drawn) to describe the concept or process of _________. (Each group is assigned a different topic/concept). Student share completed projects (online) with peers.

Write short descriptions of meaningful task(s) through which the student can show evidence of their achievement of the intended outcomes.

Will this assessment task provide probable evidence that the student can meet the intended outcome?

Is the criteria clear enough for students to understand what they are expected to do and how it is connected with the learning outcome? Have students been provided with a rubric or grading criteria?

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future. The outcome statements are

short, well-constructed, clear, and easy-to-interpret sentences.

outcomes (usually no more than 4-5). * Should start with an action word and fit within the scope of the outcome.

Check to see that these fit within the scope of the outcome statement

Examples: problems, results, conclusions, relationships, proposals

Skills:Write the action statements that describe abilities that are essential to demonstrate the intended outcomes (usually no more than 4 or 5). Check to see that these fit within the

scope of the outcome statement

Examples: tasks, demonstrations, performances, experiments, processes, maneuvers, interviews routines

Have all the key concepts been addressed? Has information been represented in multiple ways that allow different

opportunities for students to make connections within and between concepts?

Have student been given multiple opportunities to express what they know?

Are there multiple ways for students to engage (individually, collaboratively, peer-led, instructor led)?

Have students been given adequate learning opportunities to help them to prepare and succeed in the key assessment and show evidence that they have met the learning outcome?

EXAMPLESInstructor led demonstration of __________ process (in class/lab). Students are also provided with an infographic online (created by EET media specialist) that illustrates the process so that they can also review at their own pace and frequency for skill development. They are allowed to bring this into lab to guide them through the process (see next activity).

Students experiment with __________ to demonstrate their ability to _______. Use peer feedback and self-reflection.

Students submit short report describing experiment results – includes a description of the process and results, peer feedback and personal reflection of feedback. (Students are given criteria on providing feedback and responding to it. This is incorporated in their assignment grade and reflects the key program outcome ____________ and 21st century skill ___________.

Have all the key skills been addressed? Have students been given multiple opportunities to practice, gain

feedback, and express what they can do? Will the learning opportunities prepare students for the key

assessment? Have students been multiple opportunity to see their own process,

reflect on it, and improve?

Is there evidence of 21st century skill development?

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Outcomes Concepts & Skills Teaching Strategies & Formative Assessment AssessmentOutcome 1 Concepts:

Skills:

Outcome 2 Concepts:

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Skills:

Outcome 3 Concepts:

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Skills:

Outcome 4 Concepts:

Skills:

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Outcome 5 Concepts:

Skills:

Outcome 6 Concepts:

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Skills:

Outcome 7 Concepts:

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Skills:

Outcome 8 Concepts:

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Skills:

Outcome 9 Concepts:

Skills:

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Outcome 10 Concepts:

Skills:

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