At the end of the workshop, the participants will be able to:
write an appropriate student learning outcome for their program
Describe specific behaviors that a student of your program should demonstrate after completing the program
Focus on the intended abilities, knowledge, values, and attitudes of the student after completion of the program
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Topic: Types of Grading and Reports
Student Name: Fatima Zohra
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Topic: Types of Grading and Reports
Student Name: Fatima Zohra
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
Here are my slides for my report for my Advanced Measurements and Evaluation subject on Educational Measurement and Evaluation. #Polytechnic University of the Philippines. #GraduateSchool
The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
Selection of learning experiences
Organization of learning activities
Evaluation and means of evaluation
TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
Appendix AEducational Leadership Goals and Learning Outcomes.docxjesuslightbody
Appendix A
Educational Leadership Goals and Learning Outcomes
Appendix A
Doctoral Program Goals and Learning Outcomes
The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society.
Program Learning Outcomes
Doctor of Education Degree (EdD) graduates will be able to:
1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge)
1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research)
1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving)
1. Make informed decisions based on ethical and legal principles. (Ethics)
1. Formulate scholarly arguments supported by academic resources. (Communication)
Educational Leadership Goals and Learning Outcomes
The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills.
The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world.
Goals
EDL goals are to enable candidates to:
1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning.
2. Develop abilities for research in the field of K-12 educational leadership.
3. Develop and apply technology as both an administrative and instructional tool.
4. Broaden their professional background as it relates to the:
1. establishment and implementation of a vision;
1. assessment and improvement of the school and district culture;
1. refinement of both internal and external communi.
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
Curriculum: Concept, Models , Curriculum design and developmentMd. Nazrul Islam
the Concept of Curriculum
what is Curriculum Development?
the Purpose of Curriculum Development
Basic Elements of Curriculum
Curriculum strategies
Key aspects of the curriculum
Curriculum Development Process
Curriculum Evaluation and Review
Curriculum Format at Course and program Levels
Standard 4: Curriculum (BAC)
Curriculum Model
Characteristics of Exemplary Curriculum
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Assessment
Bloom's Revised Taxonomy
Lower and higher order questions
Introduction
Governance
Curriculum Design & Review
Teaching Learning and Assessment
Student Entry Qualifications, Admission Procedure, Progress And Achievements
Physical facilities
Student Support Services
Research and Extension
Staff and Facilities: Recruitment and staff development
Process Management and Continuous Improvement
SWOT Analysis
Conclusion & Recommendation
Objectives of program level SA
4 important principles of Self-Assessment
Basic Principles of a Team
The key elements of a team
Objectives of team building
How to develop teamwork?
Steps in SA Process
Description of Curriculum Format Approved by UGCMd. Nazrul Islam
Content of the Curriculum
Vision, Mission of the University
Mission and Vision of the Program
Program Educational Objectives (PEO)
PEO to Mission Statement Mapping
Program Learning Outcomes (PLO) with Graduate Attributes
Mapping of PLOs with PEOs
Scheme of the Program
7.1 Scheme of Second Semester/year
7.2 Scheme of Third Semester/year
7.3 Scheme of Third Semester/year………………..
Content of the Curriculum
Description of all Courses of the program
8.1 Course 1
Introduction of the Course
Course Learning Outcome
Mapping of CLO to PLO
Summary of Course Content
Text Book and Reference Books
Assessment Pattern (Continuous, Semester/year exam)
Concept & Definition
Global Perspective on Self-Assessment
Significance of SA in Quality Assurance
Objectives of Self-Assessment Exercise
Principles of Self-Assessment
Program Self-Assessment
Understand the differences between statements of Vision, Mission, Values, Goals, and Objectives
Vision Statement
Mission Statement
Values Statement
Strategy Development
Goals and Objectives
Zoom meeting-presentation or How to conduct Online ClassMd. Nazrul Islam
Introduction
Web Portal
Login
Profile Settings
Meetings Settings
Reports
Desktop Application for Meetings
Meeting Settings
Schedule and Join Meetings
Desktop Application
Web Portal
Connecting to a Meeting
In Session Controls
Host – Camera View
In Meeting Control Bar
Participant Control
Invite and Group Chat
Share Screen
Annotate, More and End Meeting
Things to Remember
Helpful Links
Importance of Outcome Based Education (OBE) in the Quality Enhancement of Hig...Md. Nazrul Islam
Outcome-Based Education (OBE),
Traditional Education system
Comparison of Traditional and Outcome-based education
Focus and Benefits of OBE
Origin of OBE
Program Educational Objectives (PEOs).
Program Outcomes (PO)
OBE Framework Mappings
Attainment of Outcomes:
Conclusion
References
What is Homeopathy?
Principles of classical homeopathy
The sources of the remedies
Remedies from the animal and mineral kingdom
Who can homeopathy help?
Conditions homeopathy can treat
What happens at a visit to a homeopath
Repertorizing your case
Administering the remedy
The follow-up consultation
Additional healing method
Exercise and health
Objectives of program level SA
Why is the team needed?
What does a team mean?
Basic Principles of a Team
The key elements of a team
Objectives of team building
How to develop teamwork?
First Task of the team
Steps in SA Process
Role of Online Learning in the Quality Improvement of Higher Education Md. Nazrul Islam
Introduction
Definition and Importance of E-Learning
Types of E-Learning
Approaches To E-Learning
E-Learning Improve The Quality Of Higher Education
Conclusion
References
Learning Outcomes
At the end of the workshop, the participants will be able to:
-Define and Classify the Types of Research
-Write the Research Proposal
How? Online or offline?
What Is the Meaning of Online Education?
Online?
Online Learning
Types of Online Learning or e-learning
Advantages Of e-Learning
Disadvantages Of e-Learning
Video on Tips for Online Learning
Supplemental Resources link
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. Student Learning Outcomes
At the end of the workshop, the participants
will be able to:
write an appropriate student learning
outcome for their program
Describe specific behaviours that a student
of your program should demonstrate after
completing the program
Focus on the intended abilities, knowledge,
values, and attitudes of the student after
completion of the program
3. Key questions to consider
What is expected from a graduate of the
program?
What is expected as the student
progresses through the program?
What does the student know? (cognitive)
What can the student do? (psychomotor)
What does the student care about?
(affective)
4. Why are SLOs So Important?
Basis for program improvement
Instruction, course design, curricular
design
Communicate instructional intent
Increase awareness of learning (for
students)
Common language
Advising materials
Promotional materials
Support accreditation
5. Writing Student Learning Outcomes
Should be based on our mission and values
In an environment that nurtures creativity
and intellectual curiosity, SIU serves the
community by providing a high quality
learning experience which prepares
students for transfer, technical and public
service careers, life-long learning, and
participation in a diverse global society
6. Cont.
Outcomes must be observable so you can
measure or record them
Course level learning outcomes sound like
behavioural objectives (or really are the
same) but LO tie into institutional learning
outcomes
Keep in mind that outcomes are tools to
guide evidence collection for assessment
8. What are Student Learning Outcomes?
Formal statements that articulate:
◦ The knowledge, skills/abilities, and
attributes we want our students to be
able to demonstrate.
◦ From their learning experiences both
curricular and co-curricular activities.
Objectives vs. Outcomes
Process
9. Characteristics of SLOs
These should be:
◦ Based on PLOs
◦ Collaborative
◦ Learner centered
◦ Specific
◦ Action oriented
◦ Cognitively appropriate
11. Learning Outcomes Formula
Verb
Or
Action Phrase
“In Order To”
=
Great
Learning
Outcomes
What students need
to know?
“Student identifies,
consults and evaluates
reference books
appropriate to the topic”
Why do they need to
know this?
“locate background
information and
statistics.”
“In Order To”
+
OR
Why?
12. Importance of Verbs
Bloom’s Taxonomy
◦ Affective Domain
◦ This domain includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.
◦ Psychomotor Domain
◦ The psychomotor domain includes physical movement,
coordination, and use of the motor-skill areas. Development of
these skills requires practice and is measured in terms of
speed, precision, distance, procedures, or techniques in
execution.
◦ Cognitive Domain
◦ The cognitive domain involves knowledge and the development
of intellectual skills. This includes the recall or recognition of
specific facts, procedural patterns, and concepts that serve in
the development of intellectual abilities and skills. There are
six major categories, which are listed in order below, starting
from the simplest behavior to the most complex. The
categories can be thought of as degrees of difficulties.
13. Cognitive Domain
Involves knowledge and the development
of intellectual skills
◦ Hierarchy of objectives according to
cognitive complexity
◦ Higher-level objectives include, and are
dependent on lower level cognitive skills
15. Bloom’s – Lower Levels
Knowledge
◦ Recalling previously learned information
such as facts, terminology, rules, etc.
◦ Answers may be memorized or closely
paraphrased from assigned material.
◦ Define, list, name, recall
16. Bloom’s – Lower Levels
Comprehension
◦ Ability to comprehend the meaning of
material.
◦ Answers must be in the student’s own
words while still using terminology
appropriate to the course material.
◦ Explain, summarize, distinguish
between, restate
17. Bloom’s – Higher Levels
Application
◦ Requires recognizing, identifying, or
applying a concept or principle in a new
situation or solving a new problem.
◦ May require identifying or generating
examples not found in assigned
materials.
◦ Demonstrate, arrange, relate, adapt
18. Bloom’s – Higher Levels
Analysis
◦ Ability to break material down into its
component parts and to understand its
underlying structure
◦ May require students to compare and
contrast or explain how an example
illustrates a given concept or principle.
◦ Require students to identify logical errors
or to differentiate among facts, opinions,
assumptions, hypotheses and conclusions
◦ Expected to draw relationships between
ideas
◦ Differentiate, estimate, infer, diagram
19. Bloom’s – Higher Levels
Synthesis
◦ Opposite of Analysis
◦ Ability to combine parts to form a new
whole; to synthesize a variety of
elements into an original and significant
whole.
◦ Produce something unique or original
◦ Solve some unfamiliar problem in a
unique way
◦ Combine, create, formulate, construct
20. Bloom’s – Higher Levels
Evaluation
◦ Ability to evaluate a total situation, to
judge the value of material for a certain
purpose, combining elements of all the
other categories and also value judgments
based on defined, fixed criteria.
◦ The most important part of the answer is
the justification and rationale for the
conclusion
◦ Judge, critique, justify, discriminate
21. Bloom’s – Higher Levels
Meaningful or deep learning
Go beyond written material in that they
must be provisional or comprehensive from
the material.
Students’ creativity, originality and critical
thinking is required at higher levels.
More authentic than lower levels
◦ Thinking at this level is more likely to
represent types of performances required
in the real world.
22. Questions for Assessment
1. What do you want the student to be
able to do? (Outcome)
2. What does the student need to know in
order to do this well? (Curriculum)
3. What activity will facilitate the
learning? (Pedagogy)
4. How will the student demonstrate the
learning? (Assessment)
5. How will I know the student has done
this well? (Criteria)
23. What do you want the student to be
able to do?
This question asks you to develop the
outcome.
For Example:
Student identifies, consults and evaluates
reference books appropriate to the topic
in order to locate background information
and statistics.
24. Example 1
Students will name the three types of
rock in order to differentiate among the
three.
Students will compare and contrast the
characteristics of the three types of
rocks in order to differentiate among the
three.
25. Example 2
Students will be able to use Excel.
Given a sample dataset, students will
use Excel to create a spreadsheet that
incorporates simple mathematical
formulas.
26. Example 3
Students will analyze global political
systems.
Students will analyze 20th century
western democracies and responsibilities
of citizens in those democracies.
27. Example 4
Students will construct bibliographies
and in-text references using discipline
appropriate styles in order to contribute
to academic discourse in their discipline.
Construct bibliographies and in-text
references using discipline appropriate
styles in order to correctly attribute
others' work and ideas.
28. Student
Learning
4. Incorporate
SLO’s and
assessment tasks
into instruction
3. Develop means of
assessment and
criteria for success
for evaluating
SLO’s
2. Write intended
Student Learning
Outcomes (SLO’s)
6. Use results to refine
instruction (close the
feedback loop)
5. Evaluate
assessment results
The Assessment Process: Plan-Do-
Review
1. Establish goals and missions
For courses and programs