LEARNING ASSESSMENT AND OUTCOMES-BASED TEACHING (Learning) OBJECTIVES Certification 130 (UPR-BT 1999-00) - PowerPoint PPT Presentation

LEARNING ASSESSMENT AND OUTCOMES-BASED TEACHING (Learning) OBJECTIVESCertification 130 (UPR-BT 1999-00)

Marta Colón de Toro, SPHR

Assessment Coordinator

CBA-UPRM

October 28, 2004

By the end of this session you will be able to:

• Identify major provisions of Certification 130
• Rewrite your course syllabus according to Certification 130
• Rewrite course objectives to reflect learning outcomes.

Course Code and Title

Crds/Hrs

Pre/Co requisites and other requirements

Course Description

According to Official Bulletin

Course objectives

Outcomes based

Course Content with Time Distribution

(List specific topics and

sub-topics)

Teaching strategies and methodology

Learning Resources

Evaluation Strategies

Grading System

Bibliography

Not more than 5 yrs old, must be available in GL (or MSC)

Rights of handicapped students

Definition

“Are types of executions that the students can perform after being taught in a way that they show that they have learned what was expected.”

Norman Gronlund

-------------------------------------------------------

Purpose

• Express expectations of what is to be learned in a course
• Provide a context for what will be learned

Clarify personal goals

Measure success

Reduce anxiety

Improve studying effectiveness

The Professor

Design relevant classroom material

Design relevant assignments

Design tests/projects

Improve Teaching!

Improve Learning!

Focuses on the professor’s effort, intent

or

Learning

Focuses on the student’s achievement

“Expose the student to recent research in marine sciences”

“Evaluate recent research in marine sciences”

College Goals

Program Goals

Course Goals

Session Objectives

“Apply scientific inquiry methods.”

“Think logically and critically.”

“…basic and applied research.”

“…apply data collection techniques.”

“list steps in the scientific research process.”

• Write one complex objective for each main topic.
• “Given the data of a job analysis, develop a job description that complies with EEO and ADA guidelines”.
• Write several simpler objectives within each topic.
• “Identify pros and cons of different job analysis methods”.
• “Discuss EEO and ADA provisions for writing job descriptions”.
• Write 1-2 simple objectives for each class/assignment.
• “Provide a definition of job analysis”.
• “Describe the process of analyzing jobs”.

• Express them in terms of observable and measurable behavior
• Facilitates assessment of learning
• Objectives should answer these questions:
• What must students do to show that they have learned.
• What should students be able to do as a consequence of their learning.

• Whatthe student is expected to do after learning. (performance)
• The circumstances under which the student will be able to perform.(condition).
• The level of acceptable performance. (standard)

3

Basic Elements

analyze compute classify collaborate

compare appreciate contrast define

demonstrate direct derive designate

discuss display evaluate know

identify infer integrate interpret

justify list understand organize

grasp report respond solicit

state synthesize name explain

• Compare & contrast,

critique, justify

Evaluating

• Adapt, combine, compare, contrast, design, generate

Synthesizing

• Correlate, diagram, distinguish, outline, infer

Analyzing

• Determine, develop, compute, utilize, conduct

Applying

• Classify, explain, discuss, give examples, summarize

Comprehending

• Define, describe, list, reproduce, enumerate

Knowing

“At the end of this session you will be able to:

• Identify each general topic of your course
• Write down what you expect the students to be able to do in regard to each topic.
• These become the list of course objectives
• Communicate them to students
• Use them to develop assignments, exams, etc…
• Make sure you will be able to measure each objective
• Consider the level at which they should be able to perform. (Bloom’s taxonomy)
• Rewrite each objective based on outcomes.

• Always ask yourself…

What would students be able to do if they “understood”?

• Give examples of …
• Determine the “correct” method to use…
• Discuss pros and cons…
• Identify elements in a given case…
• Apply the correct technique