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Module 2

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Module 2

  1. 1. Impact Assessment Workshop <ul><li>John Sener </li></ul><ul><li>Joan D. McMahon </li></ul>July 27 - August 5, 2011 -- Module 2
  2. 2. MODULE 2 HOW DO I BUILD IMPACT ASSESSMENT INTO MY COURSE? NOTE: USING THE POWERPOINT “VIEW” OPTION IN THE MENU BAR, SELECT NOTES PAGES FOR EASIER READING.
  3. 3. Module 2 Objectives 2
  4. 4. COGNITIVE DOMAIN Goodhart, F. Verdi P. Kennedy S. Assuring Quality in Health Education . Presented at the Mid-Atlantic College Health Association, October 25, 1991, Baltimore. Reprinted with permission from Dr. Susan Kennedy compute describe discuss explain express identify locate report restate review tell translate apply calculate dramatize employ examine illustrate interpret operate practice schedule sketch solve use cite count define draw list name record relate repeat underline analyze appraise calculate categorize compare contrast debate diagram differentiate examine inventory question test arrange assemble collect compose construct create design formulate integrate manage organize plan prescribe propose appraise assess choose compare criticize estimate evaluate judge measure rank rate revise score select KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION The hierarchical steps in the cognitive domain. Simple Complex
  5. 5. PSYCHOMOTOR DOMAIN The hierarchical steps in the psychomotor domain. Goodhart, F. Verdi P. Kennedy S. Assuring Quality in Health Education . Presented at the Mid-Atlantic College Health Association, October 25, 1991, Baltimore. Reprinted with permission from Dr. Susan Kennedy PERCEPTION ADAPTATION COMPLEX OVERT RESPONSE MECHANISM GUIDED RESPONSE SET distinguish hear see smell taste touch adjust approach locate place position prepare copy determine discover duplicate imitate inject repeat adjust build illustrate indicate manipulate mix set up calibrate coordinate demonstrate maintain operate adapt build change develop supply construct create design produce ORGANIZATION Simple Complex
  6. 6. AFFECTIVE DOMAIN Goodhart, F. Verdi P. Kennedy S. Assuring Quality in Health Education. Presented at the Mid-Atlantic College Health Association, October 25, 1991, Baltimore. Reprinted with permission from Dr. Susan Kennedy The hierarchical steps in the affective domain. Simple Complex RECEIVING CHARACTERIZATION ORGANIZATION VALUING RESPONDING accept attend develop realize receive recognize reply behave complete comply cooperate discuss examine obey observe respond accept balance believe defend devote influence prefer pursue seek value codify discriminate display favor judge order organize relate systematize weigh internalize verify (formal instruction does not address)
  7. 7. Knowledge (Cognition) Behavior, Skills (Psychomotor)
  8. 8. Knowledge (Cognition) Behavior, Skills (Psychomotor) Typical Progression
  9. 9. Locus of Control as the Basis for Impact Assessment <ul><li>Internal Frame of Reference </li></ul><ul><ul><li>Personal, Emotional, Social, Intellectual, Spiritual </li></ul></ul><ul><ul><li>Insight </li></ul></ul><ul><li>External Frame of Reference </li></ul><ul><ul><li>Achievement, Recognition, Work itself </li></ul></ul><ul><ul><li>Responsibility, Advancement, Growth </li></ul></ul>
  10. 10. Using Impact Data for “External” Purposes <ul><li>Course Evaluations </li></ul><ul><li>Justification for online offerings </li></ul><ul><li>Proof of Student Learning </li></ul><ul><li>Proof of Skill/Competency attainment </li></ul><ul><li>Proof of Compliance to Standards </li></ul>
  11. 11. Re-Configuring Traditional Assessments <ul><li>Learner Focused Discussions: What questions can you ask to get to “impact?” </li></ul>
  12. 12. Questions Dealing with Feelings <ul><li>How can you show, rather than tell what happened? </li></ul><ul><li>How did you feel when this happened? </li></ul><ul><li>How did you react? </li></ul><ul><li>What do you think your essay needs next? </li></ul><ul><li>What points are you worried about? </li></ul><ul><li>What was your reason for including this information? </li></ul><ul><li>How can you more clearly explain what you mean here? </li></ul><ul><li>How can you organize your ideas to illustrate how important this was to you? </li></ul><ul><li>How can you sustain your reader’s interest here? </li></ul>
  13. 13. Questions Dealing with Content <ul><li>Why did you include this information? </li></ul><ul><li>How can you expand this idea? </li></ul><ul><li>Which point do you want to focus on? </li></ul><ul><li>How can you be more specific here? </li></ul><ul><li>How can you eliminate some of this repetition? </li></ul><ul><li>What evidence can you produce for support? </li></ul><ul><li>Where would this detail make more sense? </li></ul>
  14. 14. Questions Dealing with Style/Format <ul><li>Where might this idea make more sense? </li></ul><ul><li>What words can you eliminate here? </li></ul><ul><li>Are all of these sentences/words necessary? </li></ul><ul><li>Where can you create some paragraphs? </li></ul><ul><li>How can you catch the reader’s attention right from the start? </li></ul><ul><li>How can you make some connections for your reader? </li></ul><ul><li>Where are you taking this idea? </li></ul><ul><li>What is the difference between this paragraph and the one before it? </li></ul><ul><li>How can you build up more gradually? </li></ul><ul><li>Does this sentence fit here? </li></ul><ul><li>How can you separate these two ideas? </li></ul><ul><li>How can you rearrange your ideas to build to your point more logically? </li></ul><ul><li>Which transition might be more appropriate here? </li></ul><ul><li>How can you make a clearer connection between these two ideas? </li></ul><ul><li>How can you tie these ideas together? </li></ul>
  15. 15. Mid-term Questions <ul><li>What are you discovering about your own learning-to-learn process? </li></ul><ul><li>How do you anticipate this will affect your learning in the future? </li></ul><ul><li>How are you different as a learner in this medium? </li></ul><ul><li>How are you experiencing this process? </li></ul><ul><li>How did you change as a learner through your involvement with this course? </li></ul><ul><li>How is using this process clarifying your electronic personality? </li></ul>
  16. 16. Reframing the questions
  17. 17. An Example of Collecting Impact Data <ul><li>Check the Module 2 readings for other examples. </li></ul>

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