1 / 22

Articulating and Assessing Learning Outcomes

Articulating and Assessing Learning Outcomes. Stating Objectives Developing Rubrics Utilizing Formative Assessment. What are Learning Outcomes?. Learning Outcomes as Stated Objectives: Plan for the content of the course. Material identified as needing coverage.

yves
Download Presentation

Articulating and Assessing Learning Outcomes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Articulating and Assessing Learning Outcomes Stating Objectives Developing Rubrics Utilizing Formative Assessment Paul Parkison: Teacher Education

  2. What are Learning Outcomes? • Learning Outcomes as Stated Objectives: • Plan for the content of the course. • Material identified as needing coverage. • Credentialing organization’s standards. • Ends we hope to Achieve Paul Parkison: Teacher Education

  3. Critical Look at the Perception and Use of Learning Outcomes • Faculty focus tends to turn to what will be taught, not what will be learned. • Students perceive learning outcomes as grades. • “I paid for this course” mentality • “I attended class, I turned in my assignments, I should get an A” mentality • Need to reconnect student and faculty! Paul Parkison: Teacher Education

  4. Focus on Desired Learning Well-written educational objectives should clearly specify what students are to learn and how they are to demonstrate that learning. • Learning Objectives • Rubrics • Formative Assessment • Backward Design Paul Parkison: Teacher Education

  5. Introducing Learning Outcomes: The Constructivist Classroom • Proposing problems of emerging relevance to students • Challenging suppositions • Teaching primary concepts rather than discrete bits of information • Valuing students’ points of view Post-modern Classroom? Paul Parkison: Teacher Education

  6. Using Bloom’s Taxonomy: Basic Cognitive Level Paul Parkison: Teacher Education

  7. Using Bloom’s Taxonomy: Higher Order Thinking Paul Parkison: Teacher Education

  8. Creating Statements of Learning Outcomes • Combining learning content with cognitive processes. • Combining Lower Order cognitive processes with Higher Order cognitive processes. • Statement should focus upon student learning! Paul Parkison: Teacher Education

  9. What is a Rubric? • A Rubric is a set of clear expectations or criteria used to help teachers and pupils focus on what is valued in a subject, topic, or activity. • A Rubric describes the level at which a pupil may be performing a process or completing a product. • A Rubric describes what is to be learned rather than what is to be taught. Paul Parkison: Teacher Education

  10. Creating Rubrics Based on Statements of Learning Outcomes • By combining content with higher and lower order cognitive processes a natural matrix is created. • Multiple learning outcomes within one student activity facilitates efficient instruction and assessment. Paul Parkison: Teacher Education

  11. Example: Article Review ReflectionRubric Paul Parkison: Teacher Education

  12. Example: Article Review ReflectionStatement of Leaning Outcomes • Information Seeking: • The student can identify a scholarly article related to middle level education and can assess the relevance of the article’s content to middle level education. Paul Parkison: Teacher Education

  13. Example: Article Review ReflectionStatement of Leaning Outcomes • Appraisal of Literature • The student can explain significant information within the article and can compare information to their previous experience or other scholarly work. Paul Parkison: Teacher Education

  14. Example: Article Review ReflectionStatement of Learning Outcomes • Analyzing Perspective • The student can discover a topic on which there is a diversity of perspectives and can use specific information to defend their perspective on the topic. Paul Parkison: Teacher Education

  15. Example: Article Review ReflectionRubric Paul Parkison: Teacher Education

  16. Discussion Questions: • Is it necessary to write down objectives? • How many objectives should I state in a course or assignment? • Are there any cautions I should keep in mind regarding objectives? Paul Parkison: Teacher Education

  17. Helping Students UNDERSTAND • Students who understand can explain. • Students who understand can interpret. • Students who understand can apply. • Students who understand see in perspective. • Students who understand demonstrate empathy. • Students who understand reveal self-knowledge. Wiggins and McTighe, 1998. Paul Parkison: Teacher Education

  18. Six Facets of Understanding Paul Parkison: Teacher Education

  19. Backward Design Grant Wiggins and Jay McTighe developed a curriculum design model that emphasizes the ends to be achieved: • Given a task to be accomplished, how do we get there? • What kinds of lessons and practices are needed to master a key performance? Paul Parkison: Teacher Education

  20. Identify Desired Learning Outcomes: Results Determine Acceptable Evidence Plan Learning Experiences and Instruction Stages in the Backward Design Process Paul Parkison: Teacher Education

  21. Stage One:Identifying Learning Outcomes Wiggins and McTighe recommend four criteria: • Is the material enduring? • Is the material at the heart of the discipline? • Is the material needing un-coverage? • Is the material potentially engaging? Paul Parkison: Teacher Education

  22. Establishing Purpose: Following Backward Design Procedures • Identify the “Mission” of the Lesson or Unit! • Identify the Developmentally Responsive Framework to guide the Lesson or Unit! • Create Appropriate Lesson Plan(s). • Create Rubric Aligned with Mission, Framework, and Standards. • Generate Formative Evaluation Forms. Paul Parkison: Teacher Education

More Related