objectives: what’s the point? while waiting for the presentation to begin, please access kahoot...

Objectives: What’s the Point?

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Albert Lea, Austin, and Owatonna, Minnesota

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Objectives: What’s the Point?Sheryl BartonKim HansenJill Holmes

15


Riverland Community College


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The attendee will be able to:Explain the relationship between objectives, outcomes, and assessments.

Develop outcomes that support course objectives using proper action verbiage.

Describe how objectives promote student learning.

Explain the importance of alignment of objectives, outcomes, and assessments with regard to program accreditation and Quality Matters™.


College Mission and Vision

College Goals

Program Mission and Vision

Program Outcomes

Course Objectives

Student Learning

OutcomesAssessme

nt Activities

Curriculum mapping process links the items together.


First, Some Vocabulary… Program Outcomes

Identify what the program intends to accomplish Course Objectives (Student will be able to …)

Describe what will be covered in a course Student Learning Outcomes (Student will successfully …) Provide a description of what a student should be able to do at the end of a course

Must be measurable Start with an action word such as “Describe” or “Compare”

Assessment Tool to determine if a student has met an outcome and objectiveAlbert Lea, Austin, and Owatonna, Minnesota

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Have your college departments developedprogram mission/vision statements?

1. Yes2. No3. Not Applicable


Have your college departments developedprogram outcomes?

1. Yes2. No3. Not Applicable


Does your college have Master Course Outlines (MCO) that include course objectives?

1. Yes2. No


Do faculty include information from the MCO(objectives and outcomes) on the syllabus?

1. Yes2. No


Do faculty link student learning outcomesto course objectives?

1. Yes2. No


Objectives: What’s the Point?

Provide an outline to the students of what they will learn throughout the course.

Promote student learning by providing guideposts so students can measure course progress.

Provide direction to students when preparing for assessments.

Limit “Why do we have to do this” questions and “attitude.” Albert Lea, Austin, and Owatonna, Minnesota

http://www.educatorstechnology.com


Ways to Assess

ObjectivesOutcomes

Design and Assessment Model

Assessment Activities

Course Objectives &

Student Learning Outcomes

Program Outcomes

College Mission,

Vision & Goals

Assessment Activities

Course Objectives &


Program Outcomes

College Mission,

Vision & Goals

Design Backward

Assess Forward



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What would be an assessment tool for:

Explain the budgeting process.

Providing Information to StudentsWhat will I learn this week?What do I need to do to learn it?How will I know how well I’ve learned it?

Self AssessmentGraded Assessment

How will my graded assessment be scored?When will my graded assessment be scored?


ACCT2012 – PRINCIPLES OF MANAGERIAL ACCOUNTINGWeek 10 Assignments

What will I learn to do this week?1. Describe the budgeting process and the benefits it provides.2. Explain the relationship between budgeting and human behavior.3. Prepare a sales budget and related schedule of cash receipts.What do I need to do to learn it?1. Watch the live classroom lecture video … 2. Read and work through the topics from your textbook … 3. Complete the Practice Questions …How will I know how well I’ve learned it?Self-Assessment for the “practice” items:1. Check the solutions to your practice questions. 2. Review the solutions to the practice “A” exercises and “A” problems. Graded Assessment - Problem 7-17A (10 points)1. Complete this problem in CONNECT by … 2. Return to CONNECT 24 hours after the due date/time to see the solution.Developed by: Kim Hansen and Dan Wirkus, Riverland Community College


Course ObjectivesThe student will be able to

Student Learning OutcomesThe student will successfully

AssessmentThe outcome will be achieved

by

Recognize a variety of possible goals, assumptions,

interpretations or perspectives, which can give alternative

meanings or solutions to given situations or problems

Explain the characteristics of an organization experiencing

structural and managerial changes

reading; preparing a personal profile; writing a case study;

participating in reflection exercises

Understand a supervisor’s role in managing the changing

workplace

Interview a supervisor who has experienced recent change in

the workplace

writing and relating a personal interview about change, its

impetus, and challenges

Define and identify change and change phases

Track a change in a workplace and cross-reference to change

phase models

preparing an assignment relating to the steps and

phases of change; relating discussions identifying change;

quizzing

Assess managing the challenges of change

leadership

Recognize and identify challenges that occur during

change phases and offer solutions

reading; writing reflections; preparing discussions; quizzing


Providing Information to Students

Providing Information to Students Program Outcomes

Course Objectives—Students will be able to

Student Learning Outcomes—Student will successfully

Unit/Chapter

Activity

Apply critical thinking processes to ethically analyze and evaluate business situations

Ethical and Civic Responsibility—examine, articulate, and apply their own ethical views.

Evaluate social responsibility approaches used by business organizations.

Analyze and evaluate business situations/scenarios and apply an ethical view.

Describe the benefits of ethical behavior and socially responsible behavior.

Chapter 4 Ethics and Social Responsibility

Chapter 4 QuizResponding to Tragedy Assignment

Apply critical thinking processes to ethically analyze and evaluate business situations.

Demonstrate knowledge in critical business areas including management, marketing, and the legal and regulatory environment.

Ethical and Civic Responsibility—examine, articulate, and apply their own ethical views.

Explain the organizing function within a business organization.

Explain the evolution of organizational structure as a company changes due to internal and external forces.

Analyze and evaluate business situations/scenarios and apply an ethical view.

Explain the organizing function within a business organization.

Apply appropriate organizing processes to management situations/scenarios.

Explain the evolution of organizational structure as a company changes.

Part 3—OrganizingChapter 9 Designing Adaptive Organizations

Chapter 9 QuizEli Lilly Headquarters Assignment


Assessment Types Class activities Clickers Discussions Exams or Quizzes Experiments Polls or Surveys Papers, projects, presentations, or reflections

Portfolios Self-assessment Textbook Software Worksheets

Learning Styles How do you facilitate active learning in a traditional classroom?

How do you facilitate active learning in an online classroom?


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Self-Assessment

Which learning management softwaredoes your college use?


1. Blackboard2. Desire2Learn (D2L)3. WebCT4. Angel5. Moodle6. Free hosted software7. Other

Self-Assessment


Providing Objectives and Outcomesto Students Using D2L




Course Objective

Program Outcome


Program Outcome

Course Objective Student Learning

Outcome

Assessments

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Quality Matters AlignmentStandards 2.1, 2.2, 2.3, 3.1, 4.1, 5.1, and 6.1 need to align.

Alignment conveys the idea that critical course components work together to ensure that students achieve the desired learning outcomes.

Measurable course and module/unit learning objectives form the basis of alignment in a course. (QM™ Rubric 2011-2013)


Quality Matters Alignment (Cont.)

Standard 2 Learning Objectives (Competencies) 2.1—The course learning objectives describe outcomes that are measurable

2.2—The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives

2.3—All learning objectives are stated clearly and written from the students’ perspective

Standard 3 Assessment and Measurement 3.1—The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources


Quality Matters Alignment (Cont.)

Standard 4 Resources and Materials 4.1—The instructional materials contribute to the achievement of the stated course and module/unit learning objectives

Standard 5 Learner Interaction and Engagement 5.1—The learning activities promote the achievement of the stated learning objectives

Standard 6 Course Technology 6.1—The tools and media support the course learning objectives

(QM™ Rubric 2011-2013)


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Ways to Assess

ObjectivesOutcomes

Arizona State University, TeachOnline, Resources for Teaching Online (http://teachonline.asu.edu/objectives-builder/)

California State University, Chico, Tool Box (http://www.csuchico.edu/vpaa/assessment/toolbox/index.shtml)

Illinois Online Network, Developing Course Objectives (http://www.ion.uillinois.edu/resources/tutorials/id/developObjectives.asp)

Kahoot! (http://getkahoot.com)


Resources for Educators

Resources for Educators (cont.)

University of North Carolina – Charlotte, The Center for Teaching and Learning, Writing Objectives Using Bloom’s Taxonomy (http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/writing-objectives)

NC State University, Office of Institutional Research and Planning, Internet Resources for Higher Education Outcomes Assessment (http://www2.acs.ncsu.edu/UPA/archives/assmt/resource.htm#gen)

The University of Texas at Austin, Center for Teaching + Learning, Methods of assessment (https://ctl.utexas.edu/assessment/methods)

Vanderbilt University, Center for Teaching, Bloom’s Taxonomy (http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/#2001)



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Contact UsSheryl Barton

Business and Office Technology Instructor507-379-3350

[email protected]

Kim HansenAccounting Instructor

[email protected]

Jill HolmesBusiness Instructor

[email protected]


objectives: what’s the point? while waiting for the presentation to begin, please access kahoot...

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vocabulary program outcomes

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