developing course-level learning objectives4.ppt
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Developing Course-Level LearningOutcomes: Enhancing Learning
Through Shared Expectations
A Workshop Hosted by:
The College of Arts and Science,the Thompson Center for Learning and Teaching, and
the Assistant Provost for Assessment and Institutional
Accreditation
December 1, 2006University of Michigan-Flint
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Agenda:
Introduction (Definitions and Objectives)
Working Lunch (Critique and Share)
Writing Well Stated Outcomes
One Framework: Blooms Taxonomy
Independent Work 1:
Articulating your course objectives and outcomes
Course Alignment
Independent Work 2: Specifying Teaching & Learning Activities
Stating Assessments of Student Learning
Beyond Course Alignment
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Why transform to a language ofassessment?
Specific learning outcomes lead to:
More measurable outcomes Better assessment
Higher quality feedback
Improved courses and programs Improved student learning and
achievement
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IntendedLearning
Outcomes ofthe Lesson
IntendedLearning
Outcomes ofthe Unit
IntendedLearning
Outcomes ofthe Course
Deliver Forward
Design Backward
Alignment Within Courses
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Outcomes Based Assessment: A processby which you
1. determine the indicators of an effective
program,2. use those indicators as criteria for
assessing the program, and
3. apply the results of the assessmenttoward the ongoing and continuousimprovement of the program.
The Language of Assessment
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Objectives vs. Outcomes1
Program/course objectives are general goals thatdefine what it means to be an effective program/course.They are general, indefinite, and not intended to bemeasured. They set the overall agenda for the
program/course.
Student learning outcomes are specific results theprogram/course seeks to achieve in order to attain thegeneral goals defined in the objectives. Outcomes aredefinite and intended to be measured. They establishthe particular means by which the agenda (as defined byobjectives) is achieved. The achievement of outcomesis evidence that our students are learning.
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Direct assessment of learning: gathersevidence, based on student performance,which demonstrates the learning itself. Examples: most classroom testing for grades
or evaluation of a research paper on specificcriteria
Indirect assessment of learning: gathersreflection about the learning or secondaryevidence of its existence. Examples: student, alumni, employer surveys
Direct vs. Indirect Assessment1
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Embedded assessment: a means of gatheringinformation about student learning that is builtinto, and is a natural part of the teaching-
learning process.
Example: as part of a course, expecting each seniorto complete a research paper that is graded forcontent and style, but is also assessed for advancedability to locate and evaluate Web-based information(as part of a program level, or a college-wide outcometo demonstrate information literacy).
Assessment is not always an add-on1
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Formative assessment: the gathering ofinformation about student learning - during theprogression of a course or program and usually
repeatedly - to improve the learningof currentstudents.
Summative assessment: the gathering of
information at the conclusion of a course,program, or undergraduate career to improvelearning of the next cohort of students or to meetaccountability demands.
Formative vs. SummativeAssessment 1
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Assessment for accountability: assessment ofsome unit (could be a department, program orentire institution) to satisfy stakeholders externalto the unit itself. Results are often compared
across units, compared to state and nationalnorms, and always summative.
Assessment for improvement: assessment
that feeds directly, and often immediately, backinto revising the course, program or institution toimprove student learning results. This can beformative or summative.
Accountability andImprovement1
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Assessment of individuals: uses the individual student,and his/her learning, as the level of analysis.
Assessment of programs: uses the department or
program as the level of analysis. Ideally program goalsand objectives would serve as the basis for theassessment.
Assessment of institutions: uses the institution as the
level of analysis. Ideally, institution-wide goals andobjectives would serve as a basis for the assessment.At this level it is essential to examine institutionaldocuments such as mission and vision statements, aswell as strategic plans.
Levels of Assessment1
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Lunch Activity
Share your experiences with writing learningoutcomes for courses or programs with those atyour table. Describe questions/challenges you face
Review the syllabi provided What do you like/not like with respect to the learning
outcomes in each syllabus?
Use Worksheet 1 (blue) to make individualobservations and the same worksheet (buff) forcollective observations
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Characteristics of Well StatedLearning Outcomes
2
student-focused rather than professor focused
focused on the learning resulting from an activityrather than on the activity itself
focused on skills and abilities central to thediscipline and based on professional standards ofexcellence
general enough to capture important learning but
clear and specific enough to be measurablefocused on aspects of learning that will developand endure but that can be assessed in someform now
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Common Problems withLearning Outcomes
Using vague terms, such as: Appreciate Become aware of Become familiar with Develop Know Learn Understand
Describing action taken by someone other thanthe learner. The program will... or The course will
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A Comparison of Poorly and WellStated Outcomes
Students will understandEriksons developmentalstages.
Students will be familiar with
the major sociologicalperspectives and how theyrelate to their daily lives.
Students will develop the skillsnecessary for conductingresearch in the naturalsciences.
Students will identify andsummarize each of Eriksonsstages of development.
Students will describe each of
the major sociologicalperspectives and will illustratehow each perspective relatesto events in their daily lives.
Students will design, conduct,and analyze a research projectusing appropriate scientifictheory and methodology
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Why Classify LearningOutcomes?
All learning outcomes are not developed,delivered, or measured equally
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Learning Domains
Three primary domains for classifyingeducational goals:
Cognitive (knowledge)
Affective (attitudes)
Psychomotor (skills)
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Blooms Taxonomy of
Educational Objectives3
(Cognitive domain)
A now classic system that classifies educationalgoals to facilitate the development andevaluation of college and university curricula.
A hierarchical taxonomy of student behaviors
that reflect the development of increasinglycomplex cognitive abilities and skills as a resultof instructional experiences.
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Blooms Taxonomy of Cognitive
Levels
There are 6 categories, listed hierarchically fromsimplest to most complex
Knowledge Comprehension Application Analysis
Synthesis Evaluation
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Blooms Taxonomy: Knowledge4
Definition: ability to remember information from
simple (facts, terminology) to more
complex/abstract (theories, principles)
Student Learning Verbs:
List, name, identify, show, define,recognize, recall, state, describe, label,match, outline, reproduce, select
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Blooms Taxonomy: Knowledge4
Examples: Knowledge of dates,events, places, major ideas, and
mastery of subject matter
The student will
Define the 6 levels of Bloomstaxonomy of the cognitive domain
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Blooms Taxonomy:
Comprehension4
Definition: ability to understand material at a level
sufficient for grasping its meaning and
inferring its implications Translating, comprehending, or interpreting
information based on prior learning
Student Learning Verbs: Summarize, explain, interpret, describe,
compare, paraphrase, differentiate,demonstrate, restate, illustrate
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Blooms Taxonomy: Comprehension4
Examples:Translates knowledge intonext context, interprets facts, compare andcontrast, order, group, infer, predict
The student will Explain the purpose of Blooms
taxonomy of the cognitive domain
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Blooms Taxonomy: Application4
Definition: ability to correctly and independently bring to bear
abstractions (e.g., theories, principles, methods) insolving concrete problems
The selection, transfer, and use of data and principlesto complete a task with a minimum of direction
Student Learning Verbs: Solve, illustrate, calculate, compute, use, interpret,
relate, manipulate, apply, classify, modify,demonstrate, construct, discover, predict
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Blooms Taxonomy: Application4
Examples: Use information, methods, concepts ortheories in new situations, solve problems using requiredskills or knowledge
The student will
Write an instructional objective for each level ofBlooms taxonomy of the cognitive domain
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Blooms Taxonomy: Analysis4
Definition: ability to parse information into is constituent
elements and to identify the relationships betweenthose elements
Student distinguishes, classifies, and relates theassumptions hypotheses, evidence, or structure of astatement or question
Student Learning Verbs: Analyze, organize, categorize, deduce, choose,
contrast, compare, distinguish, separate, differentiate,discriminate
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Blooms Taxonomy: Analysis4
Examples: Seeing patterns, organization of parts,recognition of hidden meanings, identification ofcomponents
The student will Compare and contrast the cognitive and affective
domains as specified by Bloom
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Blooms Taxonomy: Synthesis4
Definition: ability to combine elements into new wholes (e.g.,
ideas, plans of action, abstract relations) that aremore than the sums of their respective parts
Student originates, integrates, and combines ideas
into a product, plan, or proposal that is new to him orher.
Student Learning Verbs:
Design, create, hypothesize, invent, develop, support,schematize, write, report, discuss, plan, devise,compare, construct, compose, generate
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Blooms Taxonomy: Synthesis4
Examples: Use old ideas to create new ones,generalize from given facts, relate knowledge fromseveral areas
The student will
Design a classification scheme for writing educationalobjectives that combines the cognitive, affective, andpsychomotor domains.
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Blooms Taxonomy: Evaluation4
Definition: Ability to offer quantitative and qualitative judgments
about the value of ideas and methods
Student appraises, assesses, or critiques on a basisof specific standards and criteria
Student Learning Verbs: Evaluate, choose, estimate, judge, defend, criticize,
justify, recommend, critique, interpret, support
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Blooms Taxonomy: Evaluation4
Examples: Compare and discriminatebetween ideas, assess value of theories orpresentations, make choices based on reasonedargument, verify value of evidence, recognizesubjectivity
The student will Judge the effectiveness of writing objectives
using Blooms taxonomy
L i O b Bl
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Learning Outcomes by Blooms
Taxonomy
Note: While this worksheet accommodates 7 learning outcomes, your specific course will most likely have more than this single worksheet can
accommodate. The purpose of the worksheet is to provide a framework and not set parameters.
2.b.1. Outcome
1.c.1. Outcome
2.a Outcome2. Introduce
students todescriptivestatistics
1.c Test for differencebetween means
X1.b.1. Outcome1.b Apply to confidence
intervals
X1.a.2. Describe threekey distributions
X1.a.1. Define the threetenets of the Central
Limit Theorem
1.a learn the
conceptualfoundations ofinference
1. Introducestudents toinferentialstatistics
Eval-uation
Syn-thesis
Anal-ysis
Appli-cation
Com-prehen-
sionKnow-ledge
Bloom's Taxonomy of CognitiveCategories
Student LearningOutcomes
Unit/LessonLearningOutcomes
CourseGoals/Objectives
2.b Outcome
2.a.1. Outcome
1.a.2. Combine to explainthe relationship betweenthe three distributions
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Course-LevelLearning
Outcomes
Teaching and
Learning Activities
Assessmentsof StudentLearning
Alignment within a Given Course
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The Next Step:
Given your student learning outcomes,what specific tasks or activities will youhave students complete to promote
learning?
Given these student learning outcomes,how will you know when your students
have achieved the outcomes for thatlesson or course (what assessments willyou use)?
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Teaching & Learning Activities byOutcomes and Blooms Taxonomy
2.b.1 Outcome
2.a.1 Outcome
1.c.1 Outcome
In class, students willcalculate sample meansand construct a
sampling distribution.Homework will reinforcelesson.
1.b.1 Outcome
1.a.3 Combine toexplain therelationship between
the threedistributions
1.a.2. Describe threekey distributions
Class lecture andstudents will readassigned chapter.
1.a.1 Define thethree tenets of theCentral LimitTheorem
EvaluationSynthesisAnalysisApplicationComprehensionKnowledge
Bloom's Taxonomy of Cognitive CategoriesStudentLearningOutcomes
Class lecture andstudents will readassigned chapter.
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Assessments by Outcomes andBlooms Taxonomy
2.b.1 Outcome
2.a.1 Outcome
1.c.1 Outcome
Homework and
examination.
1.b.1 Outcome
1.a.3 Combine toexplain therelationship between
the threedistributions
1.a.2. Describe threekey distributions
Homework andexamination.
1.a.1 Define thethree tenets of theCentral LimitTheorem
EvaluationSynthesisAnalysisApplicationComprehensionKnowledge
Bloom's Taxonomy of Cognitive CategoriesStudentLearningOutcomes
Homework andexamination.
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Beyond Course Alignment
Thinking Globally: Alignment of course levellearning outcomes:
Sequentially How do my outcomes fit with those of more advanced
courses? What do I expect students to have learned by the time
they when they enter this class?
Programmatically: How do all of the courses within a programs
curriculum fit together? How do the program curricula contribute to the
institutional outcomes?
Ali t B t C O t
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IntendedLearning
Outcomes ofthe Lesson
IntendedLearning
Outcomes ofthe Unit
IntendedLearning
Outcomes ofthe Course
IntendedLearning
Outcomes ofthe Academic
Program
IntendedLearning
Outcomes ofthe Institution
Deliver Forward
Design Backward
Alignment Between Course Outcomeand Institutional Outcomes
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Want to learn more?
Plan to participate in theAssessment Summit,
January 12, 2007
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References
1 Leskes (2002) Beyond Confusion: An AssessmentGlossary, Peer Review.
2 Huba and Freed. 2000. Learner-CenteredAssessment on College Campuses.
3 Bloom.1956. Taxonomy of Educational Objectives,Handbook I: The Cognitive Domain
4 From Don Clark,http://www.nwlink.com/~dpmc;arl/hrd/bloom.html, theLearning Skills Program at the University of Victoria(htttp://www.coun.uvic.ca/learn/program/hndouts/bloom.
html) , the Faculty Roles and Rewards Program atPortland State University(http://edtech.clas.pdx.edu/presentations/frr99/blooms.htm), and W. Huitt,http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html.
http://www.nwlink.com/~dpmc;arl/hrd/bloom.htmlhttp://htttp//www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://htttp//www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://edtech.clas.pdx.edu/presentations/frr99/blooms.htmhttp://edtech.clas.pdx.edu/presentations/frr99/blooms.htmhttp://chiron.valdosta.edu/whuitt/col/cogsys/bloom.htmlhttp://chiron.valdosta.edu/whuitt/col/cogsys/bloom.htmlhttp://edtech.clas.pdx.edu/presentations/frr99/blooms.htmhttp://edtech.clas.pdx.edu/presentations/frr99/blooms.htmhttp://htttp//www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://htttp//www.coun.uvic.ca/learn/program/hndouts/bloom.htmlhttp://www.nwlink.com/~dpmc;arl/hrd/bloom.html