introduction to degree qualifications profile and learning ... and learn… · introduction to...
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IntroductiontoDegreeQualificationsProfileandLearningFrameworks
NATASHAJANKOWSKI , D IRECTOR
NATIONAL INSTITUTEFORLEARNINGOUTCOMESASSESSMENT (NILOA)
RESEARCHASS ISTANTPROFESSOR, UIUC
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NILOANILOA’smissionistodiscoveranddisseminateeffectiveuseofassessmentdatatostrengthenundergraduateeducation
andsupportinstitutionsintheirassessmentefforts.
● SURVEYS ● WEB SCANS ● CASE STUDIES ● FOCUS GROUPS● OCCASIONAL PAPERS ● WEBSITE ● RESOURCES ● NEWSLETTER ●
PRESENTATIONS ● TRANSPARENCY FRAMEWORK ● FEATURED WEBSITES ●ACCREDITATION RESOURCES ● ASSESSMENT EVENT CALENDAR ● ASSESSMENT
NEWS ● MEASURING QUALITY INVENTORY ● POLICY ANALYSIS ●ENVIRONMENTAL SCAN ● DEGREE QUALIFICATIONS PROFILE ● TUNING
www.learningoutcomesassessment.org
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www.learningoutcomesassessment.org
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www.degreeprofile.org
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OurtimetodayWearegoingtotalkaboutLearningFrameworks!
WhatistheDQP?
Howwasitdeveloped?
Whatcanyoudowithit?
Whathastheimpactofitbeen?
Whatotherlearningframeworksareavailable?
Whatresourcesarethere?
Andhowdowegetstarted?
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What is the Degree Qualifications Profile?
WHAT DOES ADEGREE
REPRESENT?seat time?
Carnegie credit hours?grade point averages?
required courses?
All of these suggest what degrees represent in terms of numbers.
What do degrees represent in terms of learning?
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TheDegreeQualificationsProfile
Whatisit?
Anefforttodefineinexplicittermswhatdegreesshouldmean,irrespectiveofdiscipline
Who’sresponsible?
(1)Highereducation
(2)Fourdrafters
(3)LuminaFoundationforEducation
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What is the Degree Qualifications Profile?
THEDQPIS
aframeworkclarifyingwhatdegreesshouldsignifyintermsofknowledgeandability.
amodelforexplicitstatementsoflearningoutcomes.
aplatformforeffectiveassessment.
THEDQPISN’T
Anattempttodictatestandardsorpromotestandardization.
Acomprehensivecollectionoflearningoutcomes.
Adeviceforevaluatingfacultyperformance.
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OrganizationoftheProfile
Fiveareasoflearning• BroadandIntegrativeKnowledge• SpecializedKnowledge• IntellectualSkills• AppliedandCollaborativeLearning• CivicandGlobalLearning
Shownasinterrelated,notdiscrete
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5 AREAS OF PROFICIENCY:
3 DEGREE LEVELS:
associate’s
bachelor’s
master’s
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TrackingandMappingOver800institutionsusedtheDegreeQualificationsProfile– ourtaskwastoharvestthelearningandinformtherevision…
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DocumentedUsesofDQP/Tuning
ReviewandreviselearningoutcomesstatementsMappingthecurriculumRevisingGeneraleducationAligningtransferbetween2and4yearDevelopingprogramsAccreditationStrategicplanningAssessingstudentlearningParticipatinginastatewideofnationalTuningprocess
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6FoundationalPrinciples
Coherent,intentionalpathwaysSequenced,integratedlearningTransparencyandportabilityQualityassuranceInclusionandequityCollaboration
It’sallaboutstudents!
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Whatarewelearning?
ImpactStudyofInstitutionsthatusedtheDQPfrom2011torevisionin2014:
• InstitutionalActivityReports• Usersurvey• Projectreports• DQPcasestudies• Institution-authoredexamplesofpractice• Reviewofinstitutionalwebsites
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ImpactReports
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MoreSuccessfulWhenConnected&Integrated
Percentageofreportedinvolvementwithadditionalinitiatives.
0%
10%
20%
30%
40%
50%
60%
RevisingGeneralEducation
RevisingProgramReview
UsingVALUERubrics
UsingLEAP DevelopingCBEPrograms
RevisingInstitutionalLearningOutcomes
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DQPServingMultipleEnds
PercentageofreportedusesoftheDQP
0%
10%
20%
30%
40%
50%
60%
70%
80%
RevisionandAlignmentofLearningOutcomes
RevisionofGeneralEducation
AlignmentofLearningOutcomeswithExternal
Expectations
Transfer
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20
DQPServingMultipleLevels
PercentageofreportedlevelsofuseofDQP
0%
10%
20%
30%
40%
50%
60%
70%
80%
Department/Program GeneralEducation Institution Co-curriculum
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MultiplePositiveImplications
PercentageofreportedimplicationsfromDQPengagementbychangetype
0%
10%
20%
30%
40%
50%
60%
70%
80%
ReviseLearningOutcomes
DevelopCoherentandIntegrated
Program/Curricula
CreationofCurricularPathways
IncreasedFacultyEngagement
AlignmentofLearningOutcomes
ChangedProgramReviewProcesses
ChangedCourseReviewand
ApprovalProcesses
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AreasofImpact
1. Quality-focusedconversations2. Clarifiedlearningandpersonal
developmentoutcomes3. Curriculumrevision4. AssessmentofStudentLearning
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Conclusions
TheimpactofDQPisbroadenedanddeepenedwhenimplementedasalarger-scalechangeeffort.
CollaborationiskeytoeffectiveDQPimplementationefforts.
ThepositiveeffectsofusingtheDQPincreasewhentheworkisconnectedtoandbuildsonexistinginitiatives,structures,andprocesses.
SalutaryeffectsoftheDQPaccruewhenstudentsandtheirlearningarethemajorfocusofthework.
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BiggestImpactAshiftingofperspective…
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StartingInstitution
TransferInstitution
Courses
Employment
Co-Curriculum
CURRENTSTUDENTEXPERIENCEOFHIGHEREDUCATION
Assignments
Programs
GeneralEd
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StartingInstitution
TransferInstitution
Courses
Employment
Co-Curriculum
Assignments
Programs
GeneralEd
HOWWEWORK
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StartingInstitution
TransferInstitution
Courses
Employment
Co-Curriculum
INITIATIVESINHIGHEREDUCATION
Assignments
Programs
GeneralEd
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StartingInstitution
TransferInstitution
Courses
Employment
Co-Curriculum
Assignments
Programs
GeneralEd
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StartingInstitution
TransferInstitution
Courses
Employment
Co-Curriculum
Assignments
Programs
GeneralEd
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StartingInstitution
TransferInstitution
Courses
Employment
Co-Curriculum
Assignments
Programs
GeneralEd
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StartingInstitution
TransferInstitution
Courses
Employment
Co-Curriculum
Assignments
Programs
GeneralEd
HOWWENEEDTOWORK
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Conversations“Anythingthatencouragesandfacilitatesdiscussionsregardingtheessentialquestionsofwhoourstudentsare,whoweare,andwhatourlearningoutcomesareforstudentsearningdegreesatdifferentlevelscanonlybeseenasadesirableoutcome!”
~Administrator,public,four-yearuniversity
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Faculty“Ididn’trealizewhenwestartedthisprojectthatIwouldbesayingnow– thisworkhasshiftedourfacultyculture!Allfromconversationsaroundthemeaningofthedegree.Thoseconversationsenricheddialogwithfacultyacrossdisciplines,encouragedmoreattentiontoappliedlearning,andmadeusenthusiasticaboutdiscussingpedagogyandassignmentdesign.”
~Facultymember,four-yearpublicuniversity
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FacultyandAssessment“UseoftheDQPhashelpedourcommunitygraspthebenefitsofassessment:helpingstudentsachievethecompetenciesatalevelappropriatetotheirdegree.Specifically,themainbenefithasbeentofocusandstrengthenfacultyparticipationinassessment.Weusedtotrytocoercethemintodoingit,nowtheyaretellinguswhyitmatters.”
~Administrator,four-yearpublicuniversity
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StudentLearningOutcomes“ThefacultyfindtheDQPoutcomesingeneraltobebetterattunedthanmosttotheactualworkthattheirstudentsdo.Theylikethefactthattheyareexplicitandassignment-focusedratherthanvagueandgeneral.Thefivecategoriesmakealotofsensetousinstitutionallyandallowustoadapttheoutcomestoourmission.Thus,learningoutcomesassessmenthasreceivedagreatboostfromourparticipationintheproject.Also,departmentscanseethevaluethatassessmentbringstotheirprogramandtheirstudentsinaveryconcreteway.”
~Administrator,four-yearprivateinstitution
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Curriculum“WethoughtwewereadoptingtheDQPtohelpwithassessment,butinsteadittransformedourthinkingaboutourcurriculumandhowwedesignit.TheDQPbecameaplatformfromwhichtolaunchaninstitution-widediscussionregardingcurriculumdesign.”
~Administrator,two-yearpublicuniversity
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Whatcanyoudowithit?• MappingtheCurriculum• ArticulatingLearningOutcomes• AdvancingTransferStudentSuccess• RepresentingCo-curricularLearning
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DQPProcess
RevisionofLearningOutcomes
AlignmentofLearningandCurriculumMapping
Revisionandredesignofcurriculum&learningexperiences
Revisionandalignmentofassessmentactivities
Revisionofpolicies
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TheLearningSystemsParadigm
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Consensus-based
Throughfaculty-ledconversations,reflections,andexplorationswithemployers,alumni,students,andothers,asharedunderstandingandconsensusisreachedonlearningoutcomes.Thissharedunderstandingservesasthefoundationforrevisingoutcomesforenhancedclarityanddesigningeducationalexperiences.
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Alignment
Usingtheagreeduponlearningoutcomes,facultyandstaffaligneducationalexperiencesthroughouttheinstitutionforintentionalintegration,coherence,andfosteringofmultiplepathways.Alignmentinvolvescurriculummapping,scaffolding,assignmentdesign,mappingofcareerpathways,andco-curricularengagement.
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Learner-Centered
Theeducationalsystemreorganizeseducationalexperiencesaround allstudentsandtheirlearning.Takingastudentviewincludesconsiderationofissuesofequity,learning-focusedtransfer,alternativedeliverymodels,flexibilityinofferings,integrationofprior-learningassessment,ensuringstackablecredentials,andbuildingmultiplepathways.
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Communication
Communicationandcollaborationwithstudentsandotheraudiencesthroughtransparentdiscussionsaroundtheoutcomesandeducationalsystemworkstomaketheimplicitexplicit.Communicationinvolvesexplorationandintegrationwithadvising,alternativetranscripts,admissions,andemployers.
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OtherframeworksLEAPEssentialLearningOutcomes:LEAPELOs
DegreeQualificationsProfile:DQP
Tuning(History,Communications,etc.)
EmployabilitySkillsFramework
CommonEmployabilitySkills(NACE)
CommonCoreStateStandards
Betacredentialsframework
Connectingcredentials
Internationalframeworks
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Askyourself…Whatdoyouwanttodoandtowhatdoyou
wanttoconnect?Eachlearningframeworkaddressesdifferent
needsandends
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Whatdoesaframeworkallowyoutodo?SetyouupforengagementwithVALUErubrics
Providespointsofcommongroundthroughasharedunderstandingandlanguage
Engagewithemployersinamoremeaningfulmannerthroughdemonstrationconversations
Mapwherelearningoccurs
Integratecurricularandco-curricular
Findpointsofsimilarityanddistinction
Moveintocomprehensivelearnerrecords
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Twowaysin:MappingandAssignments
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Facultyareworkingtocreateacurriculumthatintentionallybuildsinintegrated
learningopportunitiesovertimeforstudentstoapplyandpracticeaswellastransfertheirknowledgeandskillsthroughassignments,in
andoutofcourses.
MappingNationally
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FindingsfromNILOA’sSurveyofProvosts2017
77%reportcurrentlymappingcurriculum
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LearningOutcomesareIncreasinglyAligned
At50%ofcampuses:allprogramshavePLOsandalignthosePLOswithILOs
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AssessmentforStudentSuccessisbasedonauthenticmeasuresof
studentlearningClassroom-
basedassessment
Rubrics
NationalStudentSurveys
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CurriculumMapping:TheProcessFocusedoncurriculumandprogramlearningoutcomes
Two-dimensionalmatrixrepresentingcoursesononeaxisandoutcomesontheother
Facultyidentifywhichcoursesaddresswhichlearningoutcomes
Emailaroundanexcelsheetforfacultytoself-identify
Departmentchairsindividuallycompleteamap
Groupsoffacultycometogethertomapcoursestolearningoutcomes
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MapLevel1LearningOutcomes
Course1 Course2 Course3 Course4
LearningOutcome1 X X
LearningOutcome2 X
LearningOutcome3 X X X
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But…..Isitanindividualprocessoroneofconsensusbuilding?
Iftwofacultymembersindividuallymappedthecurriculumwouldtheyendupwiththesamemap?
Ifstudentsmappedthecurriculum,wouldtheyhavethesamemapasfaculty?
Whatisstandardofalignment?Isonepaperinoneclassenough?
Dowehaveasharedunderstandingofwhatwearebuildingtowards?
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Intr
oduc
tory
Co
urse
Rese
arch
M
etho
ds
Adv
ance
d Co
nten
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SLO 1: Disciplinary knowledge base (models and theories)
Introduced Reinforced Reinforced Reinforced ReinforcedMastery / Assessed
SLO 2: Disciplinary methods Introduced Reinforced ReinforcedMastery / Assessed
SLO 3: Disciplinary applications Introduced Reinforced Reinforced ReinforcedMastery / Assessed
Critical ThinkingSLO 4: Analysis and use of evidence
Introduced Reinforced Reinforced ReinforcedMastery / Assessed
SLO 5: Evaluation, selection, and use of sources of information
Introduced Reinforced Reinforced ReinforcedMastery / Assessed
CommunicationSLO 6: Written communication skills
Introduced Reinforced Reinforced ReinforcedMastery / Assessed
SLO 7: Oral communication skills
Introduced Reinforced ReinforcedMastery / Assessed
Integrity / ValuesSLO 8: Disciplinary ethical standards
Introduced Reinforced ReinforcedMastery / Assessed
SLO 9: Academic integrity Introduced Reinforced Reinforced Reinforced ReinforcedMastery / Assessed
Project ManagementSLO 10: Interpersonal and team skills
Introduced Reinforced ReinforcedMastery / Assessed
SLO 11: Self-regulation and metacognitive skills
Introduced Reinforced Reinforced ReinforcedMastery / Assessed
Center for University Teaching, Learning, and Assessment Sample Curriculum Map (Level of Skill)
http://uwf.edu/cutla/
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Intr
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Rese
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SLO 1: Disciplinary knowledge base (models and theories)
Exam Questions Exam Questions Exam Questions Exam Questions Exam QuestionsCapstone Portfolio
SLO 2: Disciplinary methods Exam Questions Exam Questions Exam QuestionsCapstone Portfolio
SLO 3: Disciplinary applications
Exam Questions Exam Questions Class Project Term PaperCapstone Portfolio
Critical ThinkingSLO 4: Analysis and use of evidence
Term Paper Lab PaperClass
PresentationTerm Paper
Capstone Portfolio
SLO 5: Evaluation, selection, and use of sources of information
Annotated Bibliography
Term Paper Lab Paper Term PaperCapstone Portfolio
CommunicationSLO 6: Written communication skills
Reflection Essays
Lab Paper Term Paper Term PaperCapstone Portfolio
SLO 7: Oral communication skills
Class Presentation
Poster SessionClass
PresentationClass
PresentationIntegrity / ValuesSLO 8: Disciplinary ethical standards
Reflective Paper
IRB/ACUC Proposal
Reflective Paper
Capstone Portfolio
SLO 9: Academic integrityClass
Assignments & Exams
Exams & Term Paper
Class ExamsClass
Assignments & Exams
Class Assignments &
Exams
Exams & Term Paper
Exams & Term Paper
Capstone Portfolio
Project ManagementSLO 10: Interpersonal and team skills
Peer Review of Team Skills
Project Client Feedback
Peer Review of Team Skills
Capstone Portfolio
SLO 11: Self-regulation and metacognitive skills
Class Assignments &
Exams
Class Assignments &
Exams
Class Assignments &
Exams
Exams & Term Paper
Capstone Portfolio
Center for University Teaching, Learning, and Assessment Sample Curriculum Map (Assignments & Embedded Assessments)
http://uwf.edu/cutla/
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TakeAwayMappingisalens,it’sawayofseeingsomethingsandthereforenotseeingothers.Oncewerealizeit’salens,weneedtoconsiderthelayersthatcanbemappedaswellashowourstudentsmovethroughandexperienceourintentionaldesign.
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AlignmentHowdoyouensurealignmentbetweenourassignmentsandagivenlearningoutcomeforalearningexperience?Whatelementsofthelearningenvironmentdoweneedtoalign?Howmuchis“enough”tobeplacedinamap?Doesitneedtobetightlyalignedorlooselyaligned?
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LearningOutcomes
GeneralEducation MajorCourses ActivitiesandExperienceThatProvideSupport
PossibleCareers
LearningOutcome1
Generaleducationcoursesthatsupportthelearningoutcomes
Coursesthataddressspecificoutcomes
Cocurricularelementsthatsupportspecificoutcomes
Possiblecareerpathsrelatedtothemap
LearningOutcome2
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LearningOutcomes
PriorLearning
Courses OtherRequiredCourses,RecommendedElectives
ActivitiesandExperienceThatProvideSupport
Work-BasedLearningExperiences
CertificationsandLicensures
PossibleCareers
LearnerIdentified
LearningOutcome1
Priorlearningthatisacceptedinrelationtospecificoutcomes
Coursesthataddressspecificoutcomes
Othercoursesthatsupportandreinforcespecificoutcomes
Cocurricularelementsthatsupportspecificoutcomes
Employmentandotherexperiencesthatreinforcespecificoutcomes
Possiblecertificationsconnectedtotheoutcomes
Possiblecareerpathsrelatedtothemap
Elementsidentifiedbylearnersassupportinglearningoutcomes
LearningOutcome2
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TransparencyAwarenessofLearningOutcomeStatements
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Arestudentsevenaware?Studentfocusgroupsrevealthatmoststudentsarenotevenawaretheyarebeingassessed.Butuponlearningaboutassessment…wishtheyhadbeen
toldaboutitearlier.
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Withwhomdowesharethemaps?Advising?Students?Orientationfornewfaculty?Adjuncts?Others?
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LearningSystemsParadigmMappinginaLearningSystemsParadigmasksustotakeawiderlenstothinkdeeplyaboutthevariousplaceswherelearningishappeningthataren’tdocumentedinourtraditionalmaps.
Consensus-basedremindsusthatweeachhavearoletoplayinsupportingourlearnersachievementofoursharedlearningoutcomes.
Alignmentremindsusthatweneedtoexploretheconnectionspointsbetweenvariouslearningexperiencestosupportintegrationandtransferabilityoflearning.
Learning-centeredasksustobemindfulofourassumptionsandimplicitdesign,andworkwith ourlearners.
Communicatedstressesthatallofourworkisfornaughtifwedon’tshareitwithothersandtellthemwhywearedoingthingsthewayweare.
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Withwhomdowesharethemaps?Advising?Students?Orientationfornewfaculty?Adjuncts?Others?
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LearningSystemsParadigmMappinginaLearningSystemsParadigmasksustotakeawiderlenstothinkdeeplyaboutthevariousplaceswherelearningishappeningthataren’tdocumentedinourtraditionalmaps.
Consensus-basedremindsusthatweeachhavearoletoplayinsupportingourlearnersachievementofoursharedlearningoutcomes.
Alignmentremindsusthatweneedtoexploretheconnectionspointsbetweenvariouslearningexperiencestosupportintegrationandtransferabilityoflearning.
Learning-centeredasksustobemindfulofourassumptionsandimplicitdesign,andworkwith ourlearners.
Communicatedstressesthatallofourworkisfornaughtifwedon’tshareitwithothersandtellthemwhywearedoingthingsthewayweare.
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AssignmentsasAssessments
Facultyareworkingtocreateacurriculumthatintentionallybuildsinintegrated
learningopportunitiesovertimeforstudentstoapplyandpracticeaswellastransfertheirknowledgeandskillsthroughassignments,in
andoutofcourses.
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Assignmentsasawayin
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
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Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Howassignmentsconnect
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ProgramView
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
MajorGeneralEducation
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Connections
Assignment
ScaffoldingLearning
EvaluativeCriteria
LearningOutcomes
Employers
Co-curricular
Implicationsfortranscripts,careerdevelopment,andpathways
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Resources:Toolkit
http://www.learningoutcomeassessment.org/assignmenttoolkit.html
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MoreResources
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QuestionsEmail:[email protected]
http://www.learningoutcomesassessment.org
www.assignmentlibrary.org
www.degreeprofile.org