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LAS Training and Instruction Librarian’s Group - Learning Outcomes How Can We Measure Them
- 1. Learning Outcomes: How Can We Measure Them? Library Association of Singapore 20 July 2012 Li Ka Shing Library, Singapore Management University Tan Swee Liang Director, Centre for Teaching Excellence Practice Associate Professor, School of Economics Singapore Management University 1
- 2. Agenda 1) Approach to Teaching Model 2) Course Design for Learning 3) Case Study 4) Q n A 2
- 3. 1) Approach to Teaching Model Multi-dimensional framework Assurance of Learning is the focus, anchored by pedagogically-sound Course Design Methodology, systematic Teaching Evaluation Process and enhanced by the Affordance of Technology 3
- 4. What do you see in this picture? 4
- 5. What do you see? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Possible task: ________________ ________________ ________________ 5
- 6. What is going through their minds? 1. ____________ 2. ____________ 3. _____________ 1. ____________ 2. ____________ 3. _____________ 6
- 7. Close the Gap We want them to be here Our students are here 7
- 8. How do we know our students have learnt what we have set out for them to learn? How do we measure how much students have learnt? 8
- 9. 2) Course Design Methodology How to …..? Set learning objectives for the course • ABC method • Bloom‟s taxonomy Ultimately …. To align these actions to ensure learning Assess our students Teach our students • Formative • Teacher-centred • Summative • student-centred • Diagnostic 9
- 10. 10
- 11. a) Set Learning Objectives ABC Method Bloom‟s Taxonomy 11
- 12. b) Assess Student At the end of lesson, the Primary 2 students will be able to write and explain clearly the steps to do mathematical subtraction involving two- digit numbers A B C Method Audience Behavior Content Criteria : „Write me‟ and „Tell me‟ the steps to do this Evidence : Hand in a report and do a brief presentation in class Standard : Pass / Fail ….. Excellent job/ Good attempt / Try Again 12
- 13. b) Assess Student Using Rubrics Learning Outcomes: How Can We Measure Them? Criteria Excellent job Good attempt Try Again Write the Steps are written Steps are written with Steps written are steps clearly with no errors minor errors confusing, leading to wrong answer Tell the Explanation shows Explanation shows Explanation shows steps good student have some student yet to understanding, and difficulty but with comprehend the student do not guidance, able to methods require assistance reach the answer 13
- 14. c) Teaching Methods 14
- 15. 3) Case Study Course: International Economics ECON103A Assessment: Project Presentation and Report 30% : Final Exam 40% : Mid Term 20% : Class Participation 10% At the end of the course, the non-Econs major, second year SMU students will be able to develop an analytical framework for studying international economic issues related to trade, finance, factor mobility and exchange rates apply the economic theories to analyze major issues in the global economy today evaluate economic policies in developed and developing markets 15
- 16. Rubric for Project Presentation Criteria Scores (max 20) Oral communication skills Organization of presentation 0-4 Depth of engagement with audience 0-4 Information literacy Effective selection, evaluation and integration of 0-6 skills information sources (including acknowledgment of sources used) Depth of content knowledge 0-6 Centre for English Communication LKS Library
- 17. Are the rubrics sufficient to measure learning? Course level Sources of information? Get feedback from students Student feedback (increase competency?) on teaching Feedback from peers about my (FACETS) course, assessments and delivery Peer Coaching Programme level (higher level learning) Employer Survey Hear from employers Learning portfolio Hear from faculty teaching other Rubrics Economics / Business courses – “Have my students apply what they have learnt in your class?” Hear from librarians “have students‟ information literacy skills improved?” 17
- 18. Remarks Learning Outcomes: How do we measure them? Solution is complex, requires a multi- dimensional framework Assurance of Learning is the focus, anchored by pedagogically-sound Course Design Methodology systematic Teaching Evaluation Process and enhanced by the Affordance of Technology 18
- 19. CTE On-Line Resources Click here to assess CTE‟s Lesson Planning Workshop https://sites.google.com/site/ctecoursedesignworkshop/ Q&A Thank you 19
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