Triangulation in Teaching,

Assessment and Learning Outcomes

Sheema HaiderDirector QEC

Indus UniversityDate: 7 December 2016

Outline of the Session

• Quality Assurance• What is Triangulation• ILOs, Teaching & Assessment

Methodology• Establishing link• Conclusion.

What is Quality Assurance

• Quality assurance refers to the mechanisms and procedures adopted by providers to assure a given quality, or the continued improvement of quality.

• It is the process through which a provider assures itself and its stakeholders that it consistently reaches the highest standards possible, in all aspects of its activities

What is Triangulation??

Triangulation is a process by which a teacher collects evidence about student learning; this evidence is collected from three different sources. These sources are conversations (ILOs), observations (Teaching/Methodologies), and products (Assessments)

ILOs

Teaching Assessment

Popular Trends in Teaching

• Following the popular trends. • (OBE, PLOs, Curriculum Revision)• Including innovation or essential

elements with little or no connections • (ILOs, CLOs, Innovative Assessment)• Practicing without knowing why or how• Examples:

• SAR, ILOs, Course Report, PLOs

POs & ILOs• POs : are statement that defined what students are expected to know and be

able to perform or attain by the time of graduation • PLOs Defined

• Program learning outcomes are statements that describe what learners will know and be able to do when they graduate from a program. They are closely linked to the credential framework and program standards set by the

• Example of PO• Students can able to solve complex engineering problems, design &

develop components after intense research /case based for public & health products .

• ILOs Defined• Intended Learning Outcomes or in short ILOs. • Also referred as LOs, DLOs, CLOs, PLOs, SLOs etc.• It is an essential element of Program Specification, Curriculum Document,

Course Specification.

Examples of ILOs

• At the end of the course/program, Students will be able to:• Produce various evidenced based Business

plans for increasing productivity in simulated business contexts.

• Write business letters and reports effectively within a simulated/case based scenario.

Teaching Methods

• Most neglected element in our teaching and learning context.• No orientation provided to new faculty.

• RESULT:• Every teacher teaches the way he was taught or they way he

was inspired.

• Teaching methods include: lecture, debate, small group work, whole group and small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest speakers, memorization, humor, individual presentation, brainstorming etc. (NCAAA CS Doc)

• http://www.assess.com/citas/

Assessment Defined

• Third pillar and most important one.• Mostly taken for granted either due to

system or lack of knowledge.• Every teachers follows how he was assessed

during his academic life.• Resistance to change is common.

Assessment Methods• Formative Assessment (CAT)

• Classroom Assessment focusing on the learning taking place.• Formulation of concept (Obsolete)• More than 15 Techniques available to implement after

lecture.• Concept making after lecture• Muddiest Point ( What you like & don’t like about

lecture)• RQCSC Techniques

• R= Recall• Q=Question• S=Summarize• C=Comment• C=Connect (Real Life example)

Assessment Methods

• Summative Assessment: (Compulsory)• Administrative and used for grading.• Assessment that shows what students have learned.• Test , Quiz , Midterm etc

EACH ILO MUST BE LINKED WITH TEACHING STRATEGIES

• SETTING PAPER• Level 1: Assignments /Quizzes• Level 2: Assessing results/ each question against each

students (ILOs)

Triangulation in Assessment

What is Triangulation??

ILOs

Teaching Assessment

Need for Triangulation

• At present, almost all HEIs are insisting faculty to:• Develop ILOs• Introduce innovative methods of teaching• Use Effective Assessment Tools

• The ISSUE is:• There is no coordination among all these three

element. (Example of a Course Outline)

Need for Triangulation (Contd..)

• There is no/little use of writing ILOs unless you know:

• How to imbed them in students

• How to assess whether learning has taken place or

not.

Need for Triangulation (Contd..)

• There is no/little use of Introducing innovative teaching strategies unless you know:• What learning outcomes you are trying to

achieve.• How well students can perform as a result of

innovation.

Need for Triangulation (Contd..)

• There is no/little use of using multiple assessment techniques you know:

• Whether or not your teaching was consistent with learning outcomes

• Whether or not your learning outcomes are aligned with the type of assessment.

• The Reason to Develop OBE ( OUTCOME BASED EDUCATION)

OBE - TRIANGULATION

• What is outcomes based teaching and learning?

• OBTL is a student-centred approach for the delivery of educational programmes. The curriculum topics in a programme and courses are expressed clearly as the intended outcomes for you to achieve. Teaching is then designed to directly facilitate you to achieve those outcomes.

Institutional Mission Statement

Stake holders

Program Objectives

Program OutcomesKnowledge , skills ,graduate attitude

Outcome -related course learning objectives

Ability to: explain, calculate , derive design

Assessment of attainment Level

Continual Improvement

OBE- Mapping (CO)

OBE- Mapping (CO) Cont..

OBE- Mapping (CO) Cont..

OBE- Mapping (CO) Cont..

OBE- Mapping (CO) Cont..

OBE- Mapping (CO) Cont..

How well you Know Whether they achieve it or not?

• Formative Assessment• Summative Assessment• Course Assessment• Program Assessment• Assessment Tools• Direct & Indirect Assessment

ASSESSMENT /EVALUATION TOOLS

• Exit surveys , Exit interviews (P)• Alumni survey and interviews (P)• Employer surveys and interviews (P)• Job offers , starting salaries ( relative to national

benchmark)• Admission to graduate schools (P)• Performance in group and internship assignments (P,C)• Assignments , reports and case in capstone designed

course (P,C)• Standardized tests (P,C)

P: Program C: Course

ASSESSMENT /EVALUATION TOOLS

• Student surveys , individual and focus group interviews (P,C)

• Peer-Evaluations , self evaluation (P,C)• Student portfolios (P,C)• Behavioral observations (P,C)• Written test linked to Indented Learning Outcome(ILO)© • Written project reports ©• Oral presentation , live or videotape ©• Research proposals , student –formulated problems ©• Classrooms assessment Techniques ©

Example of Triangulation

Example ILO: At the end of the course, students will

be able to analyze current business issues in the local market.Teaching Method:

Lecture, Case StudiesAssessment Method:

Assignment, Case Presentation

Example of Triangulation  Learning Outcomes Teaching

StrategiesAssessment

Methods1.0 Knowledge

At the end of the course/program, Students will be able to:1.1 Comprehend basic as well as

advanced concepts of ____ within the framework of ____________

Lectures , Group Discussions

Formal Assessment through Quiz, Assignment and term exam.

2.0 SkillsAt the end of the course/program, Students will be able to:

2.1 Produce various evidenced based Business plans for increasing productivity in simulated business contexts.

Lectures , Group Discussions, Practical Sessions

Formal Assessment through Quiz, Assignment and term exam. Indirect Assessment through rubric and observations

3.0 Generic SkillsAt the end of the course/program, Students will be able to:

3.1 Write business letters and reports effectively within a simulated/case based scenario.

Lectures, Group Work, Assignment

Case Studies, Formal Assessment, Assignments

Example of TriangulationLearning Outcomes

1st Assessm

ent (QUIZ)

2nd Assessme

nt

Assignment(s)

Mid-term

Final Term

ILO 1.1 50% 10%   20%  

ILO 1.2 50%     30% 20%ILO 1.3   40% 60%    ILO 1.4   50%   30% 20%

ILO 1.5       20% 40%

ILO 1.6     40%   20%

Chapters used for

each assessment

 Chapter-1, 3 & 5

 Chapter-1, 2,4 & 6

 Chapter

8-10

Chapter 1-8

Chapter 1-12

First Conclusion

• We need to revisit our course outlines/course specifications and see whether or not there is a connection.

IF NO/little Connection• We need to establish connection among

ILOs, Teaching Methods & Assessment Strategies.

Second Conclusion

• Once connection is established, align it with Program Learning Outcomes

The program must have documented outcomes for graduating students with the same triangulation.

Final Conclusion

• This triangulation is just a parameter. There is a need to educate faculty in the areas of:• 1. ILOs formulation and mapping with PLOs.• 2. Innovative Teaching Methods with a focus

of ILO of the course.• 3. Assessment which is multiple, derived not

only from product but other two elements as well AND must be based on ILOs already identified.

THANK YOU !