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Linking Objectives and Outcomes Assessment in Electronic Learning
 

Linking Objectives and Outcomes Assessment in Electronic Learning

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This short presentation was given recently at the University of South Alabama Conference on Teaching and Learning (May 2011).

This short presentation was given recently at the University of South Alabama Conference on Teaching and Learning (May 2011).

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    Linking Objectives and Outcomes Assessment in Electronic Learning Linking Objectives and Outcomes Assessment in Electronic Learning Presentation Transcript

    • Linking Objectives and Outcomes Assessment in Electronic Learning Bret M. Webb, Ph.D. Civil Engineering
    • Think about your last class…
      • Can you list what YOU covered?
      • Can you list what the STUDENTS learned?
      Why is Question 1 easier to answer than Question 2 ?
    • Eating the Elephant
      • Course outcomes are broad and conceptual
      • Each course outcome requires intermediate steps
      • In order to “eat the elephant,” you have to know where to start, and how big of a bite to take…
      • Use learning objectives!
    • Operational Definition Lesson Content Stated in Learning Terms
      • Describes what the learner should be able to do after:
        • Completing the reading assignments
        • Attending class (regularly)
        • Completing homework assignments
      • Typically 2 to 4 per 50-minute class
    • Learning Objectives
      • Start with action verbs
      • Use quantifiable language
      • Use complete and simple sentences
        • Verb = process/behavior
        • Noun = knowledge to acquire or construct
      Let Bloom be your guide…
    • Bloom’s Taxonomy of Educational Objectives* *Includes refinements by Anderson et al. (2001). Remember Comprehend Apply Analyze Synthesize Evaluate explain, paraphrase calculate, solve, determine, apply compare, classify, derive, model design, improve, propose justify, assess, recommend
    • An Example…
      • Define steady-state, conservative, scalar, vector, total head, Reynolds number, and relative roughness.
      • Recall the equations of continuity and momentum.
      • Apply continuity to solve for velocity and discharge.
    • So What?
      • Undergraduate education focuses on the lower levels of cognitive ability.
        • Knowledge, comprehension, application
      • Ideally, all levels should be addressed in every course
      • Ideally, all levels should be assessed in every course
    • Learning Objectives as Tools
      • Use them to prepare:
        • Quizzes, assignments, exams
      • Use them to assess:
        • Performance
      • Use them for feedback:
        • Fairness?
      Key: L.O. #. L.O. (Bloom Level) [Practice] {Exam Problem}
    • Exam Assessment
    • Exam Assessment What happened here?
    • Electronic Delivery
      • Screencast software
      • USB pen tablet
      • A webcam (opt.)
      • A good microphone
        • USB seems to work well
    • Impact of Podcasts…
      • Four years of exam results are compared to describe the impact of podcasts on learning outcomes in an undergraduate class.
    • Impact of Hybrid Delivery…
      • Two years of graduate exam averages have been used to determine, preliminarily, the impact of hybrid course delivery methods on learning outcomes.
    • Summary
      • Linking objectives and outcomes requires a consistent rubric for evaluation
      • Summative and formative assessment can be achieved when both are evaluated relative to a consistent benchmark
      • The impact of podcasts on content-specific learning outcomes appears to be positive
      • The impact of hybrid course delivery on broad learning outcomes appears to be positive
    • Thank you…
      • Questions? Comments? Please contact me for more information…
      • Bret M. Webb, Ph.D.
      • Assistant Professor of Civil Engineering (251) 460-7507
      • University of South Alabama [email_address]
      • Mobile, AL 36688 usacoe.org/bwebb
    • References
      • Bloom, B.S., M.D. Engelhart, E.J. Furst, W.H. Hill, and D.R. Krathwohl (1956). Taxonomy of educational objectives: Handbook 1: Cognitive domain. New York: David McKay.
      • Anderson, L.W., D.R. Krathwohl, P.W. Airasian, K.A. Cruikshank, R.E. Mayer, P.R. Pintrich, J. Raths, and M.C. Wittrock (2001). A Taxonomy for Learning,“Teaching, and Assessing-A Revision of Bloom's Taxonomy of Educational Objectives.” Addison Wesley Longman.
    • Assessment Made Simple A Quick In-Class Exercise
      • Consider using the “Muddiest Point” exercise
      • With a few minutes left at the end of class, ask students to respond (in writing) to the following prompt:
        • Name one thing you understand well (clear)
        • Name one thing you understand poorly (muddy)
    • Muddiest Point Results (typ)
    • Revisit Your Learning Objectives
      • Define learning objective.
      • Classify learning objectives according to Bloom’s Taxonomy.
      • Construct a learning objective.
      • Appraise the usefulness of learning objectives.
    • Our Learning Objectives ( on learning objectives )
      • Define learning objective.
      • Classify learning objectives according to Bloom’s Taxonomy.
      • Construct a learning objective.
      • Appraise the usefulness of learning objectives.