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ALOA conceptual model: Aligning Learning Outcomes and Assessment

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ALOA conceptual model: Aligning Learning Outcomes and Assessment

  1. 1. Click to edit Master title style• Click to edit Masterthe styles Evaluation of text Application of – Second level E-learning Methodologies to the • Third level Education of Engineering – Fourth level » Fifth level Rita Falcão de Berredo Programa Doutoral em Media Digitais Especialidade Criação de Audiovisual e de Conteúdos Interativos Universidade do Porto :: FEUP Porto, 21st of January of 201323-01-13
  2. 2. Main concepts Master title style Click to edit • Click What should be assessed? to edit Master text styles – Second level • Third LEARNING level LEARNING ALIGNMENT – Fourth level ASSESSMENT ASSESSMENT OUTCOMES OUTCOMES » Fifth levelWhat do we How do we knowhope students will learn? that they have learned? 23-01-13
  3. 3. Before… to edit Master title style ClickWhat will we teach our students? • Click to edit Master text styles – Second level • Third LEARNING level LEARNING – Fourth level OBJECTIVES OBJECTIVES » Fifth level ALIGNMENT ASSESSMENT ASSESSMENT CONTENT CONTENT 23-01-13
  4. 4. Why change?... Click to edit Master title style• Demand for new skills and competences • Click to edit Master text styles• Mobility and recognition – Second level• Quality approach and accreditation • Third level – Fourth level » Fifth level THE FOCUS IS ON THE STUDENTS! THE FOCUS IS ON THE STUDENTS! 23-01-13
  5. 5. AndClick to edit Master title style now what?• How can we help teachersknowledgeadequate Studentswe have prior select an and skills may How can edithelp teachersstyles an adequate select • Click to Master text• assessment strategy for thethey need for the Students must learn what learning assessment strategy for the learning – Second level outcomes? and future profession outcomes?level • Third• Provide evidence of acquired competences – Fourth level » Fifth level LEARNING LEARNING ALIGNMENT ASSESSMENT ASSESSMENT OUTCOMES OUTCOMES 23-01-13
  6. 6. To whom is this relevant? style Click to edit Master title• Students • Click to edit Master text styles• Faculty – Second level• Course and curriculum developers • Third level• Internal quality and accreditation – Fourth level » Fifth level• Mobility and recognition• Employers• General public 23-01-13
  7. 7. Why thisto edit Master title style Click theme? • Click to edit Master text styles European project VIRQUAL – Second level • Third level – Fourth level » Fifth level 23-01-13
  8. 8. Learningto edit Master title style Click OutcomesLearning outcomes are statements of what a • Click to edit Master text styleslearner is expected to know, understand and/or – Second levelbe able to demonstrate after completion of • Third levellearning. – Fourth level(AHELO - Assessment of Higher Education Learning Outcomes » Fifth levelby OECD) A common language, building blocks, A common language, building blocks, genetic code genetic code 23-01-13
  9. 9. Assessment Master title style Click to editAssessment: Any procedure used to estimate • Click learning for whatever purpose.student to edit Master text styles – Second level(Brown et al) • Third level – Fourth level » Fifth levele-Assessment is the use of ICT and the Internet ine-Assessment is the use of ICT and the Internet inparticular for the assessment of learning, includingparticular for the assessment of learning, includingdesign, delivery and/or recording of responses.design, delivery and/or recording of responses.(JISC) (JISC) 23-01-13
  10. 10. Alignment edit Master title style Click to • Click to editlevel Alignment: The Master text styles of correspondence – Second level between objectives, • Third level instruction Fourth level – and assessment. » Fifth level (Anderson et al) 23-01-13
  11. 11. Initial Research Click to edit Master title style LEARNING LEARNING • Click to edit Master text stylesASSESSMENT ALIGNMENT ALIGNMENT ASSESSMENT OUTCOMES OUTCOMES – Second level • Third level Where – Fourthfind LOs in Engineering Education? can I level » Fifth level Courses Courses Qualification Qualification Programs Programs Frameworks Frameworks 23-01-13
  12. 12. Learningto edit Master title style Click Outcomes in Engineering• Four qualification frameworks • Click to edit Master text styles – ABET: Accreditation Board for engineering and –Technology Second level • Third level – EUR-ACE: European quality label for engineering – Fourth level degree programmes » Fifth level – CDIO: Conceiving, Designing, Implementing, Operating – EQF: European Qualification Framework 23-01-13
  13. 13. Initial Research Click to edit Master title styleASSESSMENT Mastertypesstyles• Click to edit Which text of assessmentASSESSMENT should be considered? – Second level • Third level – Fourth level formative » Fifth level exam essay email MCQ chat peer project group 23-01-13
  14. 14. Assessment Master title style Click to edit• Multiple choice questions • Click to edit Master text styles• Short Answer Questions – Second level• Problems level • Third• Essays – Fourth level » Fifth level• Practical work• Reflective practice 23-01-13
  15. 15. Alignment edit Master title style Click to •ALIGNMENTedit Master text styles Click to – Second levelGeneral Specific • Third level – Fourth level Course and Course and LOs QFs LOs QFs » Fifth level Programme Programme LOs LOs General General Assessment Assessment assessment assessment tasks tasks methods methods 23-01-13
  16. 16. Alignment edit Master title style Click to scenariosAt course level… • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level 23-01-13
  17. 17. Simple problem…? Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level 23-01-13
  18. 18. The ALOA conceptual model Click to edit Master title styleAligning Learning Outcomes and Assessment • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level ALIGNMENT ALIGNMENT 23-01-13
  19. 19. The rBloom Matrix title style Click to edit Master • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth levelAdapted from Anderson et al 23-01-13
  20. 20. The ALOA conceptual model Click to edit Master title styleAligning Learning Outcomes and assessment • Click to edit Master text styles – Second level rBLOOM • Third level MATRIX – Fourth level » Fifth level ALIGNMENT ALIGNMENT 23-01-13
  21. 21. Teacher to edit Master title style Click with NEW course • Write LOs statements • Click to edit Master text styles – Second level • Define content • Third level • Define learning activities – Fourth level • Define assessment » Fifth level HELP!! ALOA • Ensure alignment ALOA 23-01-13
  22. 22. Analysis to edit Master title style Click of LOs The student should be able to describe the main The student should be able to describe the main • Clickcomponents of a personal computer. to edit Master text styles components of a personal computer. – Second level • Third level NOUN //KNOWLEDGE NOUN KNOWLEDGE – Fourth level VERB //COGNITIVE PROCESS VERB COGNITIVE PROCESS » Fifth level rBloom Matrix 23-01-13
  23. 23. Compare matrixes Click to edit Master title style • Click to edit Master text styles ASSESSEMENT 11 ASSESSEMENT – Second level LOs • Third level ASSESSEMENT 22 ASSESSEMENT LOs ALOA ALOA MATRIXES – LOs MATRIXES Fourth level DB DB MATRIXES » Fifth level ASSESSEMENT 33 ASSESSEMENTMATRIXES OF ALOA SYSTEM ALIGNEDLOs of course ASSESSMENT STRATEGY 23-01-13
  24. 24. Teacher to edit Master title style Click with EXISTING course • LOs statements written • Click to edit Master text styles – Second level • Content defined HELP!! Third level • • Existing learning activities – Fourth level • Assessment strategy defined » Fifth level • Verify alignment ALOA ALOA 23-01-13
  25. 25. Compare matrixes Click to edit Master title styleMATRIXES OF ALOA SYSTEM ASSESSMENT METHODS • Click to edit Master text stylesLOs of course (EXISTING) – Second level ASSESSEMENT 11 ASSESSEMENT • Third level LOs – Fourth level ALOA ALOA ASSESSEMENT 22 ASSESSEMENT LOs MATRIXES LOs MATRIXES » Fifth level DB DB MATRIXES ASSESSEMENT 33 ASSESSEMENT ALIGNMENT ALIGNMENT REPORT REPORT e.g.: Accreditation purposes 23-01-13
  26. 26. Work overviewMaster title style Click to edit• Four case studies • Click to edit Master text styles• LOs and assessment methods – Second level• Application of the ALOA • Third level• Improvement of ALOA – Fourth level » Fifth level 23-01-13
  27. 27. Major contributions of this work to Click to edit Master title stylethe field of study• The ALOA conceptual model•• A structured approachtext styles Click to edit Master to assessment – Second level• Linking Bloom and assessment •• BloomThird level as a translation for LOs – Fourth level• ClarificationFifth the alignment concept » of level Reflection Reflection Quality Quality Mobility Mobility 23-01-13
  28. 28. Future work Master title style Click to edit • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level 23-01-13
  29. 29. Click to edit Master title style • Click to edit Master text styles – Second levelThank– you. • Third level Fourth level » Fifth level 23-01-13
  30. 30. Roles of to edit Master title style Click the rBloom Matrix• Describing • – Analyzing and describing the LOs Click to edit Master text styles ––Analyzing and describing assessment methods Second level • Third• Aligning level – Fourth level – Aligning » Fifth level assessment and LOs• Mapping – LOs of different levels (programme/course/QF) – LOs of different sources (recognition) – Assessment 23-01-13
  31. 31. Step 1: Analysis of LOs style Click to edit Master title Students should be able to design and implement a Students should be able to design and implement a •simpledistributed application. styles Click to edit Master text simple distributed application. – Second level• In terms oflevel • Third knowledge it is considered that the KNOWLEDGE includes mainlyPROCESS and design process COGNITIVE procedural – Fourth level conceptual. Procedural » Fifth level Understand: interpreting•Conceptual The cognitive tasks will include planning and Apply: implementing producing an application according to criteria. Evaluate: checking, critiquing Some interpretation of criteria willproducing Create: planning, be necessary as well as iterative evaluation of the application against the given requisites. 23-01-13
  32. 32. STEP 2: to editrBloom title style Click Build Master matrixKNOWLEDGE KNOWLEDGE • Click to edit Master text stylesProcedural ProceduralConceptual Conceptual – Second level • Third level – Fourth levelCOGNITIVE PROCESS COGNITIVE PROCESS » Fifth levelUnderstand: interpreting Understand: interpretingApply: implementing Apply: implementingEvaluate: checking, critiquing Evaluate: checking, critiquingCreate: planning, producing Create: planning, producing 23-01-13
  33. 33. Scenarios of application style Click to edit Master title Application and stakeholders • Click to edit Master text stylesProposal of internal – Second level Single coursealignmentThird level • Teachers, curriculum developersVerification – Fourth level of internal Single coursealignment » Fifth level Teachers, curriculum developers, accreditationVertical alignment Course/programme/QF curriculum developers, accreditationHorizontal alignment Several courses, prior learning Teachers, recognition and mobility 23-01-13
  34. 34. Research questions title style Click to edit Master• RQ1) Which type of Learning Outcomes in the • field of Engineering are relevant and should Click to edit Master text styles – Second level be considered? • Third level – Defining and describing LOs in engineering – Fourth level• RQ2) Which are the e-assessment methods » Fifth level that should be considered? – Defining and describing assessment methods and e-assessment tasks 23-01-13
  35. 35. Research questions title style Click to edit Master• RQ3) What type of intended Learning • Outcomes can be measured by assessment Click to edit Master text styles methods? level – Second – Defining level • Third a model of achieving alignment between learning outcomes and assessment – Fourth level » Fifth level• RQ4) Is it possible to propose specific assessment strategies for each type of LO in EE? – Applying the model to link specific learning outcomes with specific assessment tasks 23-01-13
  36. 36. Alignment edit Master title style Click to criteriaCriteria • Click to edit Master text stylesTLA = assessmentMatch LO statement = –Emphasis Second level LOs have different levels of importance • Third levelCoverage The content of the course should be – Fourth level coveredPrecision » Fifth level A complex LO may include different competences with different values. 23-01-13
  37. 37. Backwash effect (Biggs) style Click to edit Master titlePerspective of the teacher • Click to edit Master text styles – Second level • Third level – Fourth levelPerspective of the student » Fifth level 23-01-13
  38. 38. Case studied Master title style Click to edit• Difficulties of applying the model • Click to edit Master text styles• Testing the templates – Second level• Validity oflevel • Third selected list of assessment• Validity– of classification and description of Fourth level » Fifth level the assessment methods• Validity of selected QFs• Validity of tool 23-01-13
  39. 39. Assessment cycle Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level 23-01-13
  40. 40. Click to edit Master title style• Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level23-01-13
  41. 41. Validity and reliability title style Click to edit Master • Click to edit Master text styles – Second levelPrecision Accuracy • Third level – Fourth level » Fifth level 23-01-13
  42. 42. MCQ Click to edit Master title style• Remember • Click to edit Master text styles• Understand – Second level• ApplyThird level •• Analyse Fourth level – » Fifth level• Evaluate• Create 23-01-13
  43. 43. Essays to edit Master title style Click• speculative•• quote to discuss Click to edit Master text styles – Second• assertion, level • Third• write on level – Fourth level• describe/explain » Fifth level• discuss• compare• evaluate• problem 23-01-13
  44. 44. Problems edit Master title style Click to• Simple closed ended•• Complex edit Master text styles Click to closed ended – Second level• Open ended • Third level – Fourth level• Routines » Fifth level• Diagnosis• Strategy• Interpretation• Generation 23-01-13
  45. 45. SAQs Click to edit Master title style• Select crucial evidence • Click to edit Master text styles• Explain methods, procedures and relationships – Second level• Present arguments • Third level• Describe Fourth level of data – limitations• Formulate » Fifth level valid conclusions• Identify assumptions• Formulate hypothesis• Formulate action plans 23-01-13
  46. 46. Reflective practice Click to edit Master title style• Concrete experience • Click to edit Master text styles• Reflective observation – Second level• Abstract Conceptualisation • Third level• Active Experimentation – Fourth level » Fifth level• 23-01-13
  47. 47. Click to edit Master title style • Click toComputer based test / text testing, Optical reading, CAT:MCQ edit Master online styles Computerized Adaptive TestingEssays – Second level Essay Question in online exam, Discussion Forum File Upload, Published media, Wiki, Concept maps, Videoconferencing, Chat • Third levelProblem solving Computer based test / online testing, File upload, Chat, Concept – maps and Diagrams, Simulation, Scenario-based activity Fourth levelPracticals File» Fifth level upload, Computer based tests/Online testing, Video file, animations and sequence of images, Videoconferencing, Diagrams Publish media or wiki, Chat and discussion forum, Virtual Labs and Remote Labs, Simulation, Scenario-based activity, Game based learningSAQs Computer based test / online testing, Chat or Forum, Concept maps and DiagramsReflective PortfoliosPractice 23-01-13

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