course-level learning objectives

8/12/2019 Course-Level Learning Objectives

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CourseCourse--LevelLevel LearningLearning OutcomesOutcomes


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Why transform to a language ofWhy transform to a language ofassessment?assessment?

Specific learning outcomes lead to:Specific learning outcomes lead to:

More measurable outcomesMore measurable outcomes

Better assessmentBetter assessment

Higher quality feedbackHigher quality feedback

Improved courses and programsImproved courses and programs

Improved student learning andImproved student learning andachievementachievement


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Design Backward

Alignment Within CoursesAlignment Within Courses

IntendedLearning

Outcomes ofthe Lesson

IntendedLearning

Outcomes ofthe Unit

IntendedLearning

Outcomes ofthe Course

Deliver Forward


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Outcomes Based AssessmentOutcomes Based Assessment:: A processA process

by which youby which you1.1. determine the indicatorsdetermine the indicators of an effectiveof an effective

program,program,

The Language of AssessmentThe Language of Assessment

2.2. use t ose n catorsuse t ose n cators as cr ter a oras cr ter a orassessing the program, andassessing the program, and

3.3. apply the resultsapply the results of the assessmentof the assessment

toward the ongoing and continuoustoward the ongoing and continuousimprovement of the program.improvement of the program.


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Objectives vs. OutcomesObjectives vs. Outcomes11

Program/courseProgram/course objectivesobjectives are general goals thatare general goals that

define what it means to be an effective program/course.define what it means to be an effective program/course.They areThey are general, indefinite, and not intended to begeneral, indefinite, and not intended to bemeasuredmeasured. They set the overall agenda for the. They set the overall agenda for theprogram/course.program/course.

Student learningStudent learning outcomesoutcomes areare specific resultsspecific results thetheprogram/course seeks to achieve in order to attain theprogram/course seeks to achieve in order to attain thegeneral goals defined in the objectives. Outcomes aregeneral goals defined in the objectives. Outcomes are

definite and intended to be measureddefinite and intended to be measured. They establish. They establishthe particular means by which the agenda (as defined bythe particular means by which the agenda (as defined byobjectives) is achieved. The achievement of outcomesobjectives) is achieved. The achievement of outcomesis evidence that our students are learning.is evidence that our students are learning.


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Direct assessmentDirect assessment of learning: gathersof learning: gathers

evidenceevidence, based on, based on student performancestudent performance,,which demonstrates the learning itself.which demonstrates the learning itself. Examples: most classroom testing for gradesExamples: most classroom testing for grades

Direct vs. Indirect AssessmentDirect vs. Indirect Assessment11

criteriacriteria

Indirect assessmentIndirect assessment of learning: gathersof learning: gathersreflectionreflection about the learning orabout the learning or secondarysecondaryevidenceevidence of its existence.of its existence. Examples: student, alumni, employer surveysExamples: student, alumni, employer surveys


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Embedded assessmentEmbedded assessment:: a means of gatheringa means of gathering

information about student learning that isinformation about student learning that is builtbuiltintointo, and is, and is a natural part ofa natural part of the teachingthe teaching--learning process.learning process.

Assessment is not always an addAssessment is not always an add--onon11

Example: as part of a course, expecting each seniorExample: as part of a course, expecting each seniorto complete a research paper that is graded forto complete a research paper that is graded forcontent and style, but is also assessed for advancedcontent and style, but is also assessed for advanced

ability to locate and evaluate Webability to locate and evaluate Web--based informationbased information(as part of a program level, or a college(as part of a program level, or a college--wide outcomewide outcometo demonstrate information literacy).to demonstrate information literacy).


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Assessment for accountabilityAssessment for accountability: assessment of: assessment of

some unit (could be a department, program orsome unit (could be a department, program orentire institution) toentire institution) to satisfy stakeholderssatisfy stakeholders externalexternalto the unit itself. Results are often comparedto the unit itself. Results are often comparedacross units, compared to state and nationalacross units, compared to state and national

Accountability andAccountability andImprovementImprovement11

norms, andnorms, and always summativealways summative..

Assessment for improvement:Assessment for improvement: assessmentassessmentthatthat feeds directlyfeeds directly, and often immediately,, and often immediately, backbackinto revisinginto revising the course, program or institution tothe course, program or institution toimprove student learning results. This can beimprove student learning results. This can beformative or summativeformative or summative..


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Assessment of individualsAssessment of individuals: uses the individual student,: uses the individual student,

and his/her learning, as the level of analysis.and his/her learning, as the level of analysis.

Assessment of programsAssessment of programs: uses the department or: uses the department orprogram as the level of analysis. Ideally program goalsprogram as the level of analysis. Ideally program goals

Levels of AssessmentLevels of Assessment11

assessment.assessment.

Assessment of institutionsAssessment of institutions: uses the institution as the: uses the institution as thelevel of analysis. Ideally, institutionlevel of analysis. Ideally, institution--wide goals andwide goals and

objectives would serve as a basis for the assessment.objectives would serve as a basis for the assessment.At this level it is essential to examine institutionalAt this level it is essential to examine institutionaldocuments such as mission and vision statements, asdocuments such as mission and vision statements, aswell as strategic plans.well as strategic plans.


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Characteristics of Well StatedCharacteristics of Well StatedLearning OutcomesLearning Outcomes22

studentstudent--focused rather than professor focusedfocused rather than professor focused

focused on the learning resulting from an activityfocused on the learning resulting from an activityrather than on the activity itselfrather than on the activity itself

focused on skills and abilities central to thefocused on skills and abilities central to the

sc p ne an ase on pro ess ona s an ar s osc p ne an ase on pro ess ona s an ar s oexcellenceexcellence

general enough to capture important learning butgeneral enough to capture important learning butclear and specific enough to be measurableclear and specific enough to be measurable

focused on aspects of learning that will developfocused on aspects of learning that will developand endure but that can be assessed in someand endure but that can be assessed in someform nowform now


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Common Problems withCommon Problems withLearning OutcomesLearning Outcomes

Using vague terms, such as:Using vague terms, such as:

AppreciateAppreciate Become aware ofBecome aware of Become familiar withBecome familiar with DeveloDevelo

KnowKnow LearnLearn UnderstandUnderstand

Describing action taken by someone other thanDescribing action taken by someone other thanthe learner.the learner. The program will... orThe program will... or The course willThe course will


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A Comparison of Poorly and WellA Comparison of Poorly and WellStated OutcomesStated Outcomes

Students will understandStudents will understandEriksons developmentalEriksons developmental

stages.stages.

Students will be familiar withStudents will be familiar withthe major sociologicalthe major sociological

Students will identify andStudents will identify andsummarize each of Eriksonssummarize each of Eriksons

stages of development.stages of development.

Students will describe each ofStudents will describe each ofthe major sociologicalthe major sociological

perspectives and how theyperspectives and how theyrelate to their daily lives.relate to their daily lives.

Students will develop the skillsStudents will develop the skills

necessary for conductingnecessary for conductingresearch in the naturalresearch in the naturalsciences.sciences.

perspectives and will illustrateperspectives and will illustratehow each perspective relateshow each perspective relatesto events in their daily lives.to events in their daily lives.

Students will design, conduct,Students will design, conduct,

and analyze a research projectand analyze a research projectusing appropriate scientificusing appropriate scientifictheory and methodologytheory and methodology


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Why Classify LearningWhy Classify LearningOutcomes?Outcomes?

All learning outcomes are not developed,All learning outcomes are not developed,delivered, or measured equallydelivered, or measured equally


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Learning DomainsLearning Domains

Three primary domains for classifyingThree primary domains for classifying

educational goals:educational goals:

ni iv kn wlni iv kn wl

Affective (attitudes)Affective (attitudes)

Psychomotor (skills)Psychomotor (skills)


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Blooms Taxonomy ofBlooms Taxonomy ofEducational ObjectivesEducational Objectives33 ((Cognitive domain)Cognitive domain)

A now classic system that classifies educationalA now classic system that classifies educationalgoals to facilitate the development andgoals to facilitate the development and

. .

A hierarchical taxonomy of student behaviorsA hierarchical taxonomy of student behaviorsthat reflect the development of increasinglythat reflect the development of increasingly

complex cognitive abilities and skills as a resultcomplex cognitive abilities and skills as a resultof instructional experiences.of instructional experiences.


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Blooms Taxonomy of CognitiveBlooms Taxonomy of CognitiveLevelsLevels

There are 6 categories, listed hierarchically fromThere are 6 categories, listed hierarchically from

simplest to most complexsimplest to most complex

KnowledgeKnowledge

ompre ens onompre ens on ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation


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Blooms Taxonomy: KnowledgeBlooms Taxonomy: Knowledge44

Definition:Definition: ability to remember information fromability to remember information from

simple (facts, terminology) to moresimple (facts, terminology) to morecomplex/abstract (theories, principles)complex/abstract (theories, principles)

Student Learning Verbs:Student Learning Verbs: List, name, identify, show, define,List, name, identify, show, define,

recognize, recall, state, describe, label,recognize, recall, state, describe, label,match, outline, reproduce, selectmatch, outline, reproduce, select


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Blooms Taxonomy: KnowledgeBlooms Taxonomy: Knowledge44

Examples:Examples:Knowledge of dates,Knowledge of dates,

events, places, major ideas, andevents, places, major ideas, andmastery of subject mattermastery of subject matter

The student willThe student will

Define the 6 levels of BloomsDefine the 6 levels of Bloomstaxonomy of the cognitive domaintaxonomy of the cognitive domain


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Blooms Taxonomy:Blooms Taxonomy:

ComprehensionComprehension44

Definition:Definition: ability to understand material at a levelability to understand material at a level

sufficient for grasping its meaning andsufficient for grasping its meaning andinferring its implicationsinferring its implications

rans at ng, compre en ng, or nterpret ngrans at ng, compre en ng, or nterpret nginformation based on prior learninginformation based on prior learning

Student Learning Verbs:Student Learning Verbs: Summarize, explain, interpret, describe,Summarize, explain, interpret, describe,

compare, paraphrase, differentiate,compare, paraphrase, differentiate,demonstrate, restate, illustratedemonstrate, restate, illustrate


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Blooms Taxonomy: ComprehensionBlooms Taxonomy: Comprehension44

Examples:Examples: Translates knowledge intoTranslates knowledge into

next context, interprets facts, compare andnext context, interprets facts, compare andcontrast, order, group, infer, predictcontrast, order, group, infer, predict

The student willThe student will Explain the purpose of BloomsExplain the purpose of Blooms

taxonomy of the cognitive domaintaxonomy of the cognitive domain


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Blooms Taxonomy: ApplicationBlooms Taxonomy: Application44

Definition:Definition: ability to correctly and independently bring to bearability to correctly and independently bring to bear

abstractions (e.g., theories, principles, methods) inabstractions (e.g., theories, principles, methods) insolving concrete problemssolving concrete problems

, ,, ,

to complete a task with a minimum of directionto complete a task with a minimum of direction

Student Learning Verbs:Student Learning Verbs:

Solve, illustrate, calculate, compute, use, interpret,Solve, illustrate, calculate, compute, use, interpret,relate, manipulate, apply, classify, modify,relate, manipulate, apply, classify, modify,demonstrate, construct, discover, predictdemonstrate, construct, discover, predict


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Blooms Taxonomy: ApplicationBlooms Taxonomy: Application44 Examples:Examples: Use information, methods, concepts orUse information, methods, concepts or

theories in new situations, solve problems using requiredtheories in new situations, solve problems using required

skills or knowledgeskills or knowledge

Write an instructional objective for each level ofWrite an instructional objective for each level ofBlooms taxonomy of the cognitive domainBlooms taxonomy of the cognitive domain


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Blooms Taxonomy: AnalysisBlooms Taxonomy: Analysis44

Definition:Definition:

ability to parse information into is constituentability to parse information into is constituentelements and to identify the relationships betweenelements and to identify the relationships betweenthose elementsthose elements

Student distinguishes, classifies, and relates theStudent distinguishes, classifies, and relates theassump ons ypo eses, ev ence, or s ruc ure o aassump ons ypo eses, ev ence, or s ruc ure o astatement or questionstatement or question

Student Learning Verbs:Student Learning Verbs:

Analyze, organize, categorize, deduce, choose,Analyze, organize, categorize, deduce, choose,contrast, compare, distinguish, separate, differentiate,contrast, compare, distinguish, separate, differentiate,discriminatediscriminate


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Blooms Taxonomy: AnalysisBlooms Taxonomy: Analysis44

Examples:Examples: Seeing patterns, organization of parts,Seeing patterns, organization of parts,recognition of hidden meanings, identification ofrecognition of hidden meanings, identification of

componentscomponents

The student willThe student will Compare and contrast the cognitive and affectiveCompare and contrast the cognitive and affective

domains as specified by Bloomdomains as specified by Bloom


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Blooms Taxonomy: SynthesisBlooms Taxonomy: Synthesis44

Definition:Definition: ability to combine elements into new wholes (e.g.,ability to combine elements into new wholes (e.g.,

ideas, plans of action, abstract relations) that areideas, plans of action, abstract relations) that aremore than the sums of their respective partsmore than the sums of their respective parts

Student originates, integrates, and combines ideasStudent originates, integrates, and combines ideasinto a roduct lan or ro osal that is new to him orinto a roduct lan or ro osal that is new to him or

her.her.

Student Learning Verbs:Student Learning Verbs: Design, create, hypothesize, invent, develop, support,Design, create, hypothesize, invent, develop, support,

schematize, write, report, discuss, plan, devise,schematize, write, report, discuss, plan, devise,compare, construct, compose, generatecompare, construct, compose, generate


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Blooms Taxonomy: SynthesisBlooms Taxonomy: Synthesis44

Examples:Examples: Use old ideas to create new ones,Use old ideas to create new ones,

generalize from given facts, relate knowledge fromgeneralize from given facts, relate knowledge fromseveral areasseveral areas

Design a classification scheme for writing educationalDesign a classification scheme for writing educationalobjectives that combines the cognitive, affective, andobjectives that combines the cognitive, affective, andpsychomotor domains.psychomotor domains.


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Blooms Taxonomy: EvaluationBlooms Taxonomy: Evaluation44

Definition:Definition: Ability to offer quantitative and qualitative judgmentsAbility to offer quantitative and qualitative judgments

about the value of ideas and methodsabout the value of ideas and methods

Student appraises, assesses, or critiques on a basisStudent appraises, assesses, or critiques on a basis

Student Learning Verbs:Student Learning Verbs: Evaluate, choose, estimate, judge, defend, criticize,Evaluate, choose, estimate, judge, defend, criticize,

justify, recommend, critique, interpret, supportjustify, recommend, critique, interpret, support


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Blooms Taxonomy: EvaluationBlooms Taxonomy: Evaluation44

Examples:Examples: Compare and discriminateCompare and discriminatebetween ideas, assess value of theories orbetween ideas, assess value of theories or

presentations, make choices based on reasonedpresentations, make choices based on reasonedargument, verify value of evidence, recognizeargument, verify value of evidence, recognizesubjectivitysubjectivity

The student willThe student will Judge the effectiveness of writing objectivesJudge the effectiveness of writing objectives

using Blooms taxonomyusing Blooms taxonomy


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Learning Outcomes by BloomsLearning Outcomes by Blooms

TaxonomyTaxonomy

XX1.a.1.1.a.1. Define the threeDefine the threetenets of the Centraltenets of the CentralLimit TheoremLimit Theorem

1.a1.a learn thelearn theconceptualconceptualfoundations offoundations of

1.1. IntroduceIntroducestudents tostudents toinferentialinferential

EvalEval--uationuation

SynSyn--thesisthesis

AnalAnal--ysisysis

AppliAppli--cationcation

ComCom--prehenprehen--sionsion

KnowKnow--ledgeledge

Bloom's Taxonomy of CognitiveBloom's Taxonomy of CognitiveCategoriesCategories

Student LearningStudent LearningOutcomesOutcomes

Unit/LessonUnit/LessonLearningLearningOutcomesOutcomes

CourseCourseGoals/ObjectivesGoals/Objectives

Note: While this worksheet accommodates 7 learning outcomes, your specific course will most likely have more than this singlNote: While this worksheet accommodates 7 learning outcomes, your specific course will most likely have more than this single we worksheet canorksheet canaccommodate. The purpose of the worksheet is to provide a framework and not set parameters.accommodate. The purpose of the worksheet is to provide a framework and not set parameters.

2.b.1.2.b.1. OutcomeOutcome

1.c.1.1.c.1. OutcomeOutcome

2.a2.a OutcomeOutcome2.2. IntroduceIntroduce

students tostudents todescriptivedescriptivestatisticsstatistics

1.c1.c Test for differenceTest for differencebetween meansbetween means

XX1.b.1.1.b.1. OutcomeOutcome1.b1.b Apply to confidenceApply to confidence

intervalsintervals

XX1.a.2.1.a.2. Describe threeDescribe three

key distributionskey distributions

inferenceinferencestatisticsstatistics

2.b2.b OutcomeOutcome

2.a.1.2.a.1. OutcomeOutcome

1.a.2.1.a.2. Combine to explainCombine to explainthe relationship betweenthe relationship betweenthe three distributionsthe three distributions


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Course-LevelLearning

Outcomes

Alignment within a Given Course

Teaching and

Learning Activities

Assessmentsof Student

Learning


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The Next Step:The Next Step:

Given your student learning outcomes,Given your student learning outcomes,

what specific tasks or activities will youwhat specific tasks or activities will youhave students complete to promotehave students complete to promote

Given these student learning outcomes,Given these student learning outcomes,how will you know when your studentshow will you know when your students

have achieved the outcomes for thathave achieved the outcomes for thatlesson or course (what assessments willlesson or course (what assessments willyou use)?you use)?


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Teaching & Learning Activities byTeaching & Learning Activities by

Outcomes and Blooms TaxonomyOutcomes and Blooms Taxonomy

Class lecture andClass lecture andstudents will readstudents will readassigned chapter.assigned chapter.

1.a.11.a.1 Define theDefine thethree tenets of thethree tenets of theCentral LimitCentral LimitTheoremTheorem

EvaluationEvaluationSynthesisSynthesisAnalysisAnalysisApplicationApplicationComprehensionComprehensionKnowledgeKnowledge

Bloom's Taxonomy of Cognitive CategoriesBloom's Taxonomy of Cognitive CategoriesStudentStudent

LearningLearningOutcomesOutcomes

2.b.12.b.1 OutcomeOutcome

2.a.12.a.1 OutcomeOutcome

1.c.11.c.1 OutcomeOutcome

In class, students willIn class, students willcalculate sample meanscalculate sample meansand construct aand construct asampling distribution.sampling distribution.Homework will reinforceHomework will reinforcelesson.lesson.


1.a.31.a.3 Combine toCombine toexplain theexplain therelationship betweenrelationship betweenthe threethe three

distributionsdistributions

1.a.2.1.a.2. Describe threeDescribe threekey distributionskey distributions

Class lecture andClass lecture andstudents will readstudents will readassigned chapter.assigned chapter.


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Assessments by Outcomes andAssessments by Outcomes and

Blooms TaxonomyBlooms Taxonomy

Homework andHomework andexamination.examination.

1.a.11.a.1 Define theDefine thethree tenets of thethree tenets of theCentral LimitCentral LimitTheoremTheorem

EvaluationEvaluationSynthesisSynthesisAnalysisAnalysisApplicationApplicationComprehensionComprehensionKnowledgeKnowledge

Bloom's Taxonomy of Cognitive CategoriesBloom's Taxonomy of Cognitive CategoriesStudentStudent

LearningLearningOutcomesOutcomes


2.a.12.a.1 OutcomeOutcome

1.c.11.c.1 OutcomeOutcome



1.a.31.a.3 Combine toCombine toexplain theexplain therelationship betweenrelationship betweenthe threethe three

distributionsdistributions

1.a.2.1.a.2. Describe threeDescribe threekey distributionskey distributions



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Beyond Course AlignmentBeyond Course Alignment Thinking Globally: Alignment of course levelThinking Globally: Alignment of course level

learning outcomes:learning outcomes: SequentiallySequentially

How do my outcomes fit with those of more advancedHow do my outcomes fit with those of more advancedcourses?courses?

What do I expect students to have learned by the timeWhat do I expect students to have learned by the timethey when they enter this class?they when they enter this class?

Programmatically:Programmatically: How do all of the courses within a programsHow do all of the courses within a programs

curriculum fit together?curriculum fit together? How do the program curricula contribute to theHow do the program curricula contribute to the

institutional outcomes?institutional outcomes?


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Design Backward

Alignment Between Course OutcomeAlignment Between Course Outcome

and Institutional Outcomesand Institutional Outcomes

IntendedLearning

Outcomes ofthe Lesson

IntendedLearning

Outcomes ofthe Unit

IntendedLearning

Outcomes ofthe Course

IntendedLearning

Outcomes ofthe Academic

Program

IntendedLearning

Outcomes ofthe Institution

Deliver Forward

course-level learning objectives

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