three issues for effective development of curriculum & assessment
DESCRIPTION
1. Objectives & Outcomes are distinct concepts. Blurring of the two may create significant issues for faculty and institutions regarding curriculum, assessment, and accreditation. 2. Strategies exist for the development of effective objectives and effective outcomes. Two caveats. First, when using Bloom's Taxonomy as a strategy, remember that it's a taxonomy *not* a heirarchy. Second, outcomes written with a focus on knowledge and comprehension are arguably inappropriate for *many* college courses. 3. Given effective objectives and outcomes, assessment becomes the focus. A framework exists to facilitate continuous improvement of assessment methods.TRANSCRIPT
THREE ISSUES FOR EFFECTIVE DEVELOPMENT OF CURRICULUM & ASSESSMENT
Ongoing Discussion . . .
70+ comments
REFLECT & Discuss
Outcomes vs. Objectives
Effective Outcomes & Objectives
Assessment Improvement
Framework
Outcomes vs. Objectives
Outcome vs.
Objective
Are the terms interchangeable?
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Learning OUTCOMEDemonstrate proficiency in the use of word processing, spreadsheet, database, and presentation applications.
• Focuses on student’s knowledge, skill or ability• Serves to define scope of course (5-8)• Is defined by a group• Allows a variety of assessment strategies
Learning OBJECTIVEGiven plain text of an existing research paper with 3-5 references cited in the bibliography, students will be able to format with 80% accuracy a MS Word document according to MLA guidelines including all document specifications (margins, headers, footers, use of styles, tab stops etc).
• Focuses on skill being taught• Serves to define a specific task (>> 5-8)• Is defined by faculty within their course• Alludes to a specific assessment method
The ISSUES
• Prescriptive curriculum• Institutional assessment unfocused• Blur of poor outcomes & objectives• Ineffective classroom assessment
Developing Effective
Outcomes & Objectives
Effective OUTCOMESDemonstrate proficiency in the use of word processing, spreadsheet, database, and presentation applications.
• Knowledge, skill or ability within discipline• Focus 5-8 outcomes on content of course• Frame potential objectives & assessment• Allow flexibility• Observable behavior
Bloom’s Taxonomy?
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http://www.flickr.com/photos/fishbraintexas/
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Effective OBJECTIVESGiven plain text of an existing research paper with 3-5 references cited in the bibliography, students will be able to format with 80% accuracy a MS Word document according to MLA guidelines including all document specifications (margins, headers, footers, use of styles, tab stops etc).
• Observable & measureable behavior• Assessment method operationally defined• Four elements: Audience, Behavior, Condition
& Degree.
Effective OBJECTIVESGiven plain text of an existing research paper with 3-5 references cited in the bibliography, students will be able to format with 80% accuracy an MS Word document according to MLA guidelines including all document specifications (margins, headers, footers, use of styles, tab stops etc).
http://www.flickr.com/photos/mag3737/4528990486/sizes/m/in/photostream/
Effective OBJECTIVESGiven plain text of an existing research paper with 3-5 references cited in the bibliography, students will be able to format with 80% accuracy an MS Word document according to MLA guidelines including all document specifications (margins, headers, footers, use of styles, tab stops etc).
http://www.flickr.com/photos/mag3737/4528990486/sizes/m/in/photostream/
Effective OBJECTIVESGiven plain text of an existing research paper with 3-5 references cited in the bibliography, students will be able to format with 80% accuracy an MS Word document according to MLA guidelines including all document specifications (margins, headers, footers, use of styles, tab stops etc).
http://www.flickr.com/photos/mag3737/4528990486/sizes/m/in/photostream/
Effective OBJECTIVESGiven plain text of an existing research paper with 3-5 references cited in the bibliography, students will be able to format with 80% accuracy an MS Word document according to MLA guidelines including all document specifications (margins, headers, footers, use of styles, tab stops etc).
http://www.flickr.com/photos/mag3737/4528990486/sizes/m/in/photostream/
Assessment Improvement Framework
Improving Assessment
http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/s/in/photostream/
ACTIVE Learning
Learners may, by design, cognitively influence the learning process.
COLLABORATIVE Learning
Learners are interdependent and reciprocally influence learning activities and outcomes.
AUTHENTIC Learning
Learners exhibit knowledge or perform a skill in a naturally occurring environment as possible.
A. stores files and data for later use
B. controls all of the peripherals
C. runs applications and is temporary memory
D. communicates with other networked computers
RAM in a computer ____.
