Three Issues for Effective Development of Curriculum & Assessment

816 views

Published on

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.

Published in: Education, Business, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
816
On SlideShare
0
From Embeds
0
Number of Embeds
66
Actions
Shares
0
Downloads
19
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • 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.
  • Three Issues for Effective Development of Curriculum & Assessment

    1. 1. Three Issues for Effective Development of Curriculum & Assessment<br />
    2. 2. Ongoing Discussion . . .<br />REFLECT & Discuss<br />70+ comments<br />
    3. 3. Outcomes vs. Objectives<br />Effective Outcomes & Objectives<br />Assessment Improvement<br />Framework<br />
    4. 4. Outcomes vs. Objectives<br />
    5. 5. Outcome vs. Objective <br />Are the terms interchangeable?<br />http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/s/in/photostream/<br />
    6. 6.
    7. 7. Learning OUTCOME<br />Demonstrate proficiency in the use of word processing, spreadsheet, database, and presentation applications.<br /><ul><li>Focuses on student’s knowledge, skill or ability
    8. 8. Serves to define scope of course (5-8)
    9. 9. Is defined by a group
    10. 10. Allows a variety of assessment strategies</li></li></ul><li>Learning OBJECTIVE<br />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 a MS Word document according to MLA guidelines including all document specifications (margins, headers, footers, use of styles, tab stops etc).<br /><ul><li>Focuses on skill being taught
    11. 11. Serves to define a specific task (>> 5-8)
    12. 12. Is defined by faculty within their course
    13. 13. Alludes to a specific assessment method</li></li></ul><li>
    14. 14. The ISSUES<br />Prescriptive curriculum<br />Institutional assessment unfocused<br />Blur of poor outcomes & objectives<br />Ineffective classroom assessment<br />
    15. 15. Developing Effective Outcomes & Objectives<br />
    16. 16. Effective OUTCOMES<br />Demonstrate proficiency in the use of word processing, spreadsheet, database, and presentation applications.<br />Knowledge, skill or ability within discipline<br />Focus 5-8 outcomes on content of course<br />Frame potential objectives & assessment<br />Allow flexibility<br />Observable behavior <br />
    17. 17. Bloom’s Taxonomy?<br />http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/s/in/photostream/<br />
    18. 18. http://www.flickr.com/photos/fishbraintexas/5493450400/<br />
    19. 19. http://thisisindexed.com/wp-content/uploads/2007/07/card953_l.JPG<br />
    20. 20. http://www.flickr.com/photos/dougbelshaw/4100721032/<br />
    21. 21. ?!?<br />
    22. 22. Effective OBJECTIVES<br />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 a MS Word document according to MLA guidelines including all document specifications (margins, headers, footers, use of styles, tab stops etc).<br /><ul><li>Observable & measureable behavior
    23. 23. Assessment method operationally defined
    24. 24. Four elements: Audience, Behavior, Condition & Degree.</li></li></ul><li>Effective OBJECTIVES<br />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).<br />http://www.flickr.com/photos/mag3737/4528990486/sizes/m/in/photostream/<br />
    25. 25. Effective OBJECTIVES<br />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).<br />http://www.flickr.com/photos/mag3737/4528990486/sizes/m/in/photostream/<br />
    26. 26. Effective OBJECTIVES<br />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).<br />http://www.flickr.com/photos/mag3737/4528990486/sizes/m/in/photostream/<br />
    27. 27. Effective OBJECTIVES<br />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).<br />http://www.flickr.com/photos/mag3737/4528990486/sizes/m/in/photostream/<br />
    28. 28. Assessment Improvement Framework<br />
    29. 29. Improving Assessment<br />http://www.flickr.com/photos/crystaljingsr/3914729343/sizes/s/in/photostream/<br />
    30. 30.
    31. 31. ACTIVE Learning<br />Learners may, by design, cognitively influence the learning process.<br />
    32. 32. COLLABORATIVE Learning<br />Learners are interdependent and reciprocally influence learning activities and outcomes. <br />
    33. 33. AUTHENTIC Learning<br />Learners exhibit knowledge or perform a skill in a naturally occurring environment as possible.<br />
    34. 34. stores files and data for later use<br />controls all of the peripherals<br />runs applications and is temporary memory<br />communicates with other networked computers<br />RAM in a computer ____.<br />

    ×