articulating and assessing learning outcomes
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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. - PowerPoint PPT PresentationTRANSCRIPT
Paul Parkison: Teacher Education 1
Articulating and Assessing Learning
OutcomesStating ObjectivesDeveloping RubricsUtilizing 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 LearningWell-written educational
objectives should clearly specify what students are to learn and how they are to demonstrate that learning.
1. Learning Objectives2. Rubrics3. Formative
Assessment4. 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
Bloom’s Level of Educational Objectives
Behavioral Verbs Representing Intellectual
ActivityKnowledge Who, what, when, where, define,
describe, memorize, label, list, recognize, name, repeat, draw, state, identify, select, write, locate, recite.
Comprehension Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize, clarify, show, review, tell.
Application Apply, change, put together, construct, discover, produce, make, report, sketch, solve, show, collect, prepare, interpret, relate, design
Paul Parkison: Teacher Education 7
Using Bloom’s Taxonomy: Higher Order Thinking
Bloom’s Level of Educational
Objectives
Behavioral Verbs Representing Intellectual
ActivityAnalysis Examine, classify, categorize, research,
contrast, compare, disassemble, differentiate, separate, investigate, subdivide, diagram, analyze, conclude.
Synthesis Combine, hypothesize, construct, originate, create, design, formulate, role play, develop, suppose, organize, compile, compose, generate.
Evaluation Compare, recommend, assess, value, apprise, solve, criticize, weigh, consider, debate, defend, conclude, predict, evaluate.
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.
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Example: Article Review Reflection
RubricCategory: Learning Outcome
Excellent Proficient Developing
Basic
Information Seeking
Both “A” and “B”
“A” but not “B”
“B” butNot “A”
Neither “A” Nor “B”
Appraisal of
Literature
Both “A” and “B”
“A” but not “B”
“B” butNot “A”
Neither “A” Nor “B”
Analyzing Perspectiv
e
Both “A” and “B”
“A” but not “B”
“B” butNot “A”
Neither “A” Nor “B”
Paul Parkison: Teacher Education 12
Example: Article Review Reflection
Statement 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.
Category “A” “B”Information Seeking
Student identifies a scholarly article related to middle level education.
Student assesses the relevance of the article content to middle level education.
Paul Parkison: Teacher Education 13
Example: Article Review Reflection
Statement 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.
Category “A” “B”
Appraisal of Literature
Student explains significant information within a scholarly article.
Student compares significant information within a scholarly article to their previous experience or other scholarly work.
Paul Parkison: Teacher Education 14
Example: Article Review Reflection
Statement 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.
Category “A” “B”Analyzing Perspective
Student discovered a topic on which there is a diversity of perspectives.
Student used specific information to defend their perspective on the topic.
Paul Parkison: Teacher Education 15
Example: Article Review Reflection
RubricCategory: Learning Outcome
Excellent Proficient Developing
Basic
Information Seeking
Both “A” and “B”
“A” but not “B”
“B” butNot “A”
Neither “A” Nor “B”
Appraisal of
Literature
Both “A” and “B”
“A” but not “B”
“B” butNot “A”
Neither “A” Nor “B”
Analyzing Perspectiv
e
Both “A” and “B”
“A” but not “B”
“B” butNot “A”
Neither “A” Nor “B”
Paul Parkison: Teacher Education 16
Discussion Questions:1. Is it necessary to write down
objectives?2. How many objectives should I state
in a course or assignment?3. Are there any cautions I should
keep in mind regarding objectives?
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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.
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Six Facets of UnderstandingFacet of
UnderstandingCriteria Statements
1. Explanation Accurate; Coherent; Justified; Systematic; Predictive
2. Interpretation Meaningful; Insightful; Significant; Illustrative; illuminating
3. Application Effective; Efficient; Fluent; Adaptive; Graceful
4. Perspective Credible; Revealing; Insightful; Plausible; Unusual
5. Empathy Sensitive; Open; Receptive; Perceptive; Tactful
6. Self-knowledge Self-aware; Meta-cognitive; Self-adjusting; Reflective; Wise
Paul Parkison: Teacher Education 19
Backward DesignGrant 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?
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Stages in the Backward Design Process
Identify Desired Learning Outcomes: Results
Determine Acceptable Evidence
Plan Learning Experiences and Instruction
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Stage One:Identifying Learning OutcomesWiggins and McTighe recommend four
criteria:1. Is the material enduring?2. Is the material at the heart of the
discipline?3. Is the material needing un-
coverage?4. Is the material potentially
engaging?
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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.