LEARNING OUTCOMES, SOAPS AND ASSESSMENT

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mini-version of the longer workshop I present on creating learning goals, etc.

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LEARNING OUTCOMES, SOAPS AND ASSESSMENT

  1. 1. 1 NEW FACULTY ORIENTATION AUGUST 2013 LEARNING OUTCOMES, SOAPS AND ASSESSMENT Ida M. Jones, Verna Mae and Wayne D. Brooks Professor of Business Law CSALT DIRECTOR What are your course goals? What are your course goals? Consider the impact of your course on your students’ workplace or professional, education, citizenship and personal goals to evaluate why students need your course. How does your course relate to the department and/or program? Find your SOAP (http://www.fresnostate.edu/academics/oie/assessment/soap.html)
  2. 2. 2 What is a learning outcome? It Describes what students should be able to do when they complete the course. They are competency-based and measurable, in that they describe exactly what the student must do to demonstrate mastery of course material. Use specific language (Bloom’s)* • Outcomes may be separated by knowledge, skills and values (attitudes) • Should be an appropriate number of outcomes (5-12) and should be written at appropriate level Review the attached information on Bloom’s Taxonomy Model of Learning Objectives p. 4 (http://www.celt.iastate.edu/teaching/RevisedBlooms1.html) Task-oriented Question Construction Wheel p. 7 (http://think.stedwards.edu/cte/sites/webdev1.stedwards.edu.cte/files/docs/ BloomPolygon.pdf) Bloom’s Digital Taxonomy Activity Analysis p. 8 (revised version: http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy#Bloom%2 7s%20Digital%20Taxonomy%20Summary%20Map) Aligning Assignments to Learning Outcomes Activity: Take your learning outcomes and identify activities that accomplish those
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