Three Issues for Effective Development of Curriculum & Assessment

Ongoing Discussion . . .
REFLECT & Discuss
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Outcomes vs. Objectives
Effective Outcomes & Objectives
Assessment Improvement
Framework

Outcomes vs. Objectives

Outcome vs. Objective
Are the terms interchangeable?
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Learning OUTCOME
Demonstrate proficiency in the use of word processing, spreadsheet, database, and presentation applications.
Focuses on student’s knowledge, skill or ability
Serves to define scope of course (5-8)
Is defined by a group
Allows a variety of assessment strategies

Learning OBJECTIVE
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).
Focuses on skill being taught
Serves to define a specific task (>> 5-8)
Is defined by faculty within their course
Alludes to a specific assessment method

The ISSUES
Prescriptive curriculum
Institutional assessment unfocused
Blur of poor outcomes & objectives
Ineffective classroom assessment

Developing Effective Outcomes & Objectives

Effective OUTCOMES
Demonstrate proficiency in the use of word processing, spreadsheet, database, and presentation applications.
Knowledge, skill or ability within discipline
Focus 5-8 outcomes on content of course
Frame potential objectives & assessment
Allow flexibility
Observable behavior

Bloom’s Taxonomy?

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Effective OBJECTIVES
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).
Observable & measureable behavior
Assessment method operationally defined
Four elements: Audience, Behavior, Condition & Degree.

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).
http://www.flickr.com/photos/mag3737/4528990486/sizes/m/in/photostream/

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).

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).

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).

Assessment Improvement Framework

Improving Assessment

ACTIVE Learning
Learners may, by design, cognitively influence the learning process.

COLLABORATIVE Learning
Learners are interdependent and reciprocally influence learning activities and outcomes.

AUTHENTIC Learning
Learners exhibit knowledge or perform a skill in a naturally occurring environment as possible.

stores files and data for later use
controls all of the peripherals
runs applications and is temporary memory
communicates with other networked computers
RAM in a computer ____.

Three Issues for Effective Development of Curriculum & Assessment

by cmduke on Oct 18, 2011

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