COURSES SHOULD:Integrate the students’ needs with the course objectives.Incorporate formative and summative assessments.Provide opportunities for interaction with the instructor, other students and the course content.Allow students to engage in higher-order thinking skills.
BASIC DESIGN PRINCIPLESLearning is an active process and takes place when students are engaged with the materials in a meaningful way.Students have learning style preference(s) – visual, auditory, kinesthetic – that impact how they process information. Course materials and activities should reflect a balance of different modalities to accommodate these styles.
BASIC DESIGNPRINCIPLES (CONT.)Students bring their own experiences and background knowledge (schema) to the course. Course activities should provide ways to activate students’ schema about a topic and use that information to scaffold (build) upon their knowledge.Students learn best when called upon to integrate course materials in a way that has real-world applications.
BASIC ASSESSMENT PRINCIPLESAssessments should:be aligned with student learning outcomes.be integrated into the course design.include both formative and summative elements.evaluate higher-order as well as lower-order skills.
T YPES OF ASSESSMENTSFormativeSummativeIntegrated
FORMATIVE ASSESSMENT Assessment that is carried out in order to form a picture of the learning process. Discussion posts, journals and portfolio reflections are examples of this type of assessment.
SUMMATIVE ASSESSMENT Assessment that is used to measure what students have learned/mastered. End of the unit tests and term papers are examples of this type of assessment.
INTEGRATED ASSESSMENTS When formative assessments are used in conjunction with summative assessments, they will provide a more complete portrait of student learning. This is also known as continuous assessment.For example, instructor feedback on term paper outlines and drafts and peer reviewscan be used by a student for a final draft that receives a letter grade. In this process-oriented approach to assessment, both the instructor and student adjust their teachingand learning during the first part of the project, resulting in a final product that receivesa grade.
STEP 1 -- CONCEPTUALIZEIntroduction Roles & Identity CULTURAL PSYCHOLOGYValues & Beliefs Development & Change
STEP 2 -- DETERMINE COURSE PROJECTS/ASSESSMENTS/ASSIGNMENTSExample assessments for a semester -long course: Ongoing Assessments: Article Summaries Portfolio Reflections Weekly Assignments/Homework Projects: Observation Report Midterm Presentation/Compiled Report Argument Paper Final Panel Discussion Portfolio
STEP 3 – SEQUENCE CONTENT (Example) Individual Definition of IdentityRoles & Identity Schema-Building Individual Identities/Roles Key Concepts Understand Identity in US Content in Context Social Roles in the US Application Expand
STEP 4– SCAFFOLD SKILL SETS FOR ASSESSMENTSArgument Paper Example: Summarizing skills (Review -- done in previous ongoing assignments) Research skills (Review) APA citations & references Using databases Topic generation & development (Review) Argument & thesis statement (New) Organization (Review -- done in previous ongoing assignments) Composing (Review -- done in previous ongoing assignments) Editing (Review)
WORKS CITED D e s i g n Fu n d a m e n t a l s :1. “Online Learning Theor y and Design Principles .” Online Learning Theor y and Design P r i n c i p l e s . D i v i s i o n o f I n fo r m a t i o n Te c h n o l o g y, U n i v e r s i t y o f W i s c o n s i n - M a d i s o n , 2 01 1 . We b . 2 2 D e c 2 01 1 . h t t p : / / a c a d e m i c t e c h . d o i t . w i s c . e d u / o n l i n e - t e a c h i n g - resources/designing/online -learning-theor y -and-design-principles. A s s e s s m e n t Fu n d a m e n t a l s1 . H a r m e r, J e r e my. H o w to Te a c h E n g l i s h . 2 n d . E s s e x : Pe a r s o n E d u c a t i o n , 2 0 07. P r i n t .2 . H u g h e s , A r t h u r. Te s t i n g f o r L a n g u a g e Te a c h e r s . 2 n d . C a m b r i d g e : C a m b r i d g e L a n g u a g e Te a c h i n g L i b r a r y, 2 0 0 2 . P r i n t .3 . N u n a n , D av i d . P r a c t i c a l E n g l i s h L a n g u a g e Te a c h i n g . N e w Yo r k : M c G r aw - H i l l , 2 0 0 3 . P r i n t . Formative & Summative Assessment1 . C a r n e g i e M e l l o n A s s e s s m e n t Ta s k Fo r c e . A s s e s s m e n t E xa m p l e s a n d To o l s . E b e r l y C e n te r fo r Te a c h i n g E x c e l l e n c e , n . d . We b . 6 Fe b 2 01 2 . h t t p : / / w w w. c m u . e d u / t e a c h i n g / a s s e s s m e n t / i n d e x . h t m l .2 . G a r r i s o n , C a t h e r i n e , a n d M i c h a e l E h r i n g h a u s . F o r m a t i ve a n d S u m m a t i v e A s s e s s m e n t s i n t h e C l a s s r o o m . A s s o c i a t i o n fo r M i d d l e L e v e l E d u c a t i o n , 2 0 07. We b . 6 Fe b 2 01 2 . h t t p : / / w w w. a m l e . o r g / P u b l i c a t i o n s / We b E x c l u s i v e / A s s e s s m e n t / t a b i d / 1 1 2 0 / D e f a u l t . a s p x . Authentic Assessment & Course Design1 . M u e l l e r, J o h n . Au t h e n t i c A s s e s s m e n t To o l b o x . N . p . , 2 01 1 . We b . 6 Fe b 2 01 2 . h t t p : / / j f m u e l l e r. f a c u l t y. n o c t r l . e d u / to o l b ox / i n d e x . h t m .