The document discusses using curriculum mapping to align courses with program learning outcomes in order to identify gaps and redundancies and help programs make informed decisions. It provides examples of different types of curriculum maps and steps for developing a map, including listing outcomes and courses, creating a table to map where outcomes are addressed in courses, and analyzing the map to identify areas for improvement. Resources on curriculum mapping from several universities are also included.
Have you embarked on the processes of documenting and analyzing your academic program curricular data? These slides provide basic definitions of the processes of curriculum mapping (data gathering) and curriculum alignment (data analysis).
Have you embarked on the processes of documenting and analyzing your academic program curricular data? These slides provide basic definitions of the processes of curriculum mapping (data gathering) and curriculum alignment (data analysis).
A FISA for the qualification focuses on the extent to which a learner can demonstrate applied competence.
Applied competence, in terms of the NQF is evidenced through learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts and is expressed as practical, foundational and reflexive competence.
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
A FISA for the qualification focuses on the extent to which a learner can demonstrate applied competence.
Applied competence, in terms of the NQF is evidenced through learner’s ability to integrate concepts, ideas and actions in authentic, real-life contexts and is expressed as practical, foundational and reflexive competence.
This gives the information about programme evaluation, planning of evaluation, requirement and purpose of evaluation, steps involved in evaluation, Uses of evaluation, Stakeholder and their role in evaluation, finding and analysing the result of evaluation, Standards of effective evaluation, utilization of evaluation.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
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.
Examination of relevant syllabi and curriculum guides
Value of Assessment
1. Assessment II:Moving from Theory to Practice April 14, 2011 Ken Doxsee, Academic Affairs and Jason Schreiner, Teaching Effectiveness Program
2. Overview Motivation – The value of assessment Curriculum mapping – the concept Samples of curriculum maps Creation of a curriculum map Steps and strategies Establishing outcomes at the Department or Program level
3. Resources University of Oregon Assessment Workshop Slides http://assessment.uoregon.edu/node/70 University of Hawaii Manoa Curriculum Mapping/Matrix http://manoa.hawaii.edu/assessment/howto/mapping.htm University of West Florida Center for Teaching, Learning and Assessment http://uwf.edu/cutla/curriculum_maps.cfm Boise State University http://ctl.boisestate.edu/programs/CurriculumRevision.asp http://ctl.boisestate.edu/maps/Faculty_Program-Level_Outcomes.pdf
4. Student Experience at the Research University Survey (SERU) Origins in U of California system – UCUES Extension to AAU institutions Oregon, Texas, Florida, Pitt, Rutgers, Michigan, Minnesota Highlights Annual analysis of student self-reported observations and experience Target population – all undergraduates Data drillable to individual department level 2010 UO SERU – ca. 3,800 student responses
5. SERU Focus Areas Satisfaction with Educational Experience Current Skills Self-Assessment Gains in Self-Assessment of Skills Development of Scholarship Understanding Other Perspectives Research Experiences Quantitative Skills Use of Time / Academic Disengagement
17. UO Students Think They Learn A Lot Does that make you wonder if it’s true? If so, when do these gains occur?
18. Time spent in class (blue) and out of class on academic pursuit (red), relative to UO average * * * * * * * * = n < 10 Time Utilization
19. Time spent in class (blue) and out of class on academic pursuit (red), relative to UO average * * * * = n < 10 Time Utilization
20. Time spent in class (blue) and out of class on academic pursuit (red), relative to UO average B B B * * = n < 10 B = Bend campus offering Time Utilization
23. What is the relationship between what students do in their courses and the program’s learning objectives?
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25. Types of Curriculum Maps “Yes or no” “Intensity scale” E.g., Introduced/Developing/Mastering E.g., Basic/Intermediate/Advanced Scales of maps Alignment of course assignments with course or program goals Alignment of course goals with program goals Curricular alignment with program goals
33. Developing and Using aCurriculum Map Develop/confirm program-level student learning outcomes. List recommended and required courses, including Core/LFL courses. Create the map in the form of a table. Mark courses that currently address these outcomes indicating the level at which the outcomes are addressed (and how they are assessed, if you wish). Analyze the map, noting gaps, redundancies, and areas where additional information is needed. Gather additional information including evidence related to student achievement of the outcomes. Use the map to make decisions about the program’s curriculum and assess its effectiveness.
34. Program Core Outcomes Communication: oral (speaking/listening) and written (reading/writing) Interpersonal: collaboration, leadership Problem-solving: application of content/methods to a variety of contexts Critical thinking: application of inquiry/methods to a variety of contexts Information literacy: how to use information (computer, library, media, technical, modeling, etc.)
35. Program Core Outcomes Multicultural awareness: respecting others and multiple views Intellectual flexibility: open to new ideas and adaptive to changing environments Methods: inquiry process, evidence gathering and assessment, statistics, etc. Ethics: world, personal, research Responsibility: well-rounded character, civic engagement, etc.
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37. Examples Vague: The student will gain knowledge of automated chemistry tests. Specific: The student will state the principle for each automated chemistry test listed.
38. Examples Vague: The student will be familiar with red blood cell maturation in the bone marrow. Specific: The student will diagram the maturation of red blood cells.
39. Examples Vague: The student will become familiar with theories of population growth. Specific: The student will compare and contrast neo-Malthusian, modernization, and distributionist theories of population growth.
40. Examples Vague: The student will understand the benefits of various exercise modalities for an elderly person. Specific: The student will determine the most appropriate exercise modality for health maintenance in a patience who is elderly.
41. Drafting Process Draft: Students will be familiar with the major theories of the discipline Revision 1: Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving Revision 2: Students will summarize the concepts of withdrawal, smoothing, forcing, compromising, and problem solving Specific: Students will summarize the five major approaches to conflict resolution: withdrawal, smoothing, forcing, compromising, and problem solving Higher order thinking objective: Students will choose and defend a conflict resolution approach appropriate for a given situation
42. Course Example This course is designed to facilitate your learning and practice of essential knowledge and skills for engaging in critical social and environmental inquiry or ‘critical environmental studies.’ If you invest your time and effort fully in meeting course expectations and requirements, you should finish the term being able to: Recognize and describe environmental problems Examine and diagnose social ‘root causes’ of environmental problems Appraise potential solutions for addressing environmental problems Articulate viable courses of action for addressing environmental problems Use your own voice to contribute meaningful ideas to public discourse about environmental issues Summarize and critique major social scientific interpretations of environmental change