Three Issues for Effective Development of Curriculum & Assessment
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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.
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Three Issues for Effective Development of Curriculum & Assessment
- 1. Three Issues for Effective Development of Curriculum & Assessment
- 2. Ongoing Discussion . . . REFLECT & Discuss 70+ comments
- 3. Outcomes vs. Objectives Effective Outcomes & Objectives Assessment Improvement Framework
- 5. Outcome vs. Objective Are the terms interchangeable? http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/s/in/photostream/
- 8. Serves to define scope of course (5-8)
- 9. Is defined by a group
- 11. Serves to define a specific task (>> 5-8)
- 12. Is defined by faculty within their course
- 14. The ISSUES Prescriptive curriculum Institutional assessment unfocused Blur of poor outcomes & objectives Ineffective classroom assessment
- 15. Developing Effective Outcomes & Objectives
- 16. Effective OUTCOMES Demonstrate 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
- 21. ?!?
- 23. Assessment method operationally defined
- 25. Effective OBJECTIVES Given plain text of an existing research paper with 3-5 references cited in the bibliography, students will be able to formatwith 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/
- 26. Effective OBJECTIVES Given 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/
- 27. Effective OBJECTIVES Given plain text of an existing research paper with 3-5 references cited in the bibliography, students will be able to format with 80% accuracyan 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/
- 29. Improving Assessment http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/s/in/photostream/
- 31. ACTIVE Learning Learners may, by design, cognitively influence the learning process.
- 32. COLLABORATIVE Learning Learners are interdependent and reciprocally influence learning activities and outcomes.
- 33. AUTHENTIC Learning Learners exhibit knowledge or perform a skill in a naturally occurring environment as possible.
- 34. stores files and data for later use controls all of the peripherals runs applications and is temporary memory communicates with other networked computers RAM in a computer ____.
Notas do Editor
- They can be labeled with any terminology. The key is TWO concepts:Course level outcomesObjective
- They can be labeled with any terminology. The key is TWO concepts:Course level outcomesObjective
- Often misapplied. It is NOT a heirarchy of skill level; it is a taxonomy. (create/insert graphic – separate slide)Time and time again, I’ve heard faculty teaching lower division survey courses suggest that students need knowledge & comprehension before they move on to higher order thinking.True… BUT… a trip through the taxonomy can and should be iterative within a course – each topic or module could/should engage all levels…There’s cognitive exercise and the proficiency at which you perform that exercise. Same true of the other dimension as well – give example of 4th grader – Texas History and jumping jacks.Why?
- Knowledge for Knowledge sake not good enough anymore.Arguably, NO course outcome should be written at understand or remember.