Academic Specialist Academic Development. and/or Attitudes.

Measuring Learning:Linking Assessments to Outcomes

Academic SpecialistAcademic Development

Imagination

Knowledge and/or Skills

and/or Attitudes

Klingon and Beyond

o Converse in Klingon in daily work and life situations.

The Art of Walking

Arguing with Judge Judy

David Beckham

What are characteristics of learning outcomes?

Outcomes

Learning outcomes describe how the student will integrate knowledge, skills, and abilities learned in a course or program in a complex role performance.

Red River College http://www.rrc.ca/LearningOutcomeSupport/

Intended learning outcomes are..

Clearly statedRelevant (useful & appropriate for the intended learners)MeasurableAchievable and realistic

Appropriate to the rigor and breadth of the degree, certificate or diploma awardedConsistent with the mandate of the provider

Council of Ontario Universities. (n.d.) A guide to learning outcomes, degree level expectations an the quality assurance process in Ontario. Retrieved from http://www.cou.on.ca/publications/reports/pdfs/ensuring-the-value-of-university-degrees-in-ontari

“Outcome statements should be clear enough to be understood by anyone who has interest in the course. They must be complex enough to provide direction for the entire course.”

Stiehl, R. & Lewchuk, L. (2008). The Outcomes Primer Reconstructing the College Curriculum. Corvallis, OR: The Learning Organization.

Action Verb Learning Focus Purpose

Design a creative playschool area to facilitate development of fine and gross motor areas.

Differentiate between clients needing counseling

to determine short-term and long-term treatment plans.

Express analytical and critical thinking through clear, grammatically correct academic writing

at a level appropriate for a first year university student.

Intended learning outcomes are..

Clearly statedRelevant (useful & appropriate for the intended learners)MeasurableAchievable and realistic

Appropriate to the rigor and breadth of the degree, certificate or diploma awardedConsistent with the mandate of the provider

Learn about advocacy planning, current social policy and legislation.

Develop a advocacy plan using knowledge ofcurrent social policy and legislation.

Design, populate, and extract data from a data base.

Create a database capable of producing specifiedreports.

Explain the importance of preventive maintenance.

Perform preventive maintenance on pneumatic and hydraulic systems.

Identify Desired Results

Determine Acceptable Evidence

Plan learning experiences and instruction

Understanding by Design

Wiggens. G. & McTighe, J. (2011).The Understanding by Design Guide to Creating High Quality Units. Alexandria, Va: ASCD.

AlignmentLearning Outcomes

Assessments InstructionalStrategies

Outcome 1Converse in Klingon in daily and life work situations

Assessment: test, exam, portfolio, essay, demonstration,product, presentation, case study, real world application,

Outcome 1Outcome 2Outcome 3Outcome 4Outcome 5Outcome 6

Assessment Tool 1Assessment Tool 2Assessment Tool 3Assessment Tool 4Assessment Tool 5

How I Align My Assessments with Learning Outcomes

“Assessment is the curriculum”

Forensic science class & Bloom’s taxonomy

April 29, 2014

Evaluating Critical Thinking and Problem Solving in Large Classes: Model Eliciting Activities for Critical Thinking Development 

http://heqco.ca/en-CA/Research/Research%20Publications/Pages/Summary.aspx?link=135

Professor Dancealot

Identify Desired Results

Determine Acceptable Evidence

Plan Learning Experiences and

Instruction

Formative AssessmentSelective Attention

Hattie Ranking: Influences And Effect Sizes Related To Student Achievement

Source: http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

Direct ParaphrasingApplication CardsStudent-Generated Test QuestionsPaper or Project Prosectus

Classroom Opinion PollsDouble-Entry JournalsMisconception/Preconception CheckMinute PaperCategorizing Grid

Direct Paraphrasing

Students are directed to paraphrase an important theory, concept, or argument for a specific

audience and purpose.

Application Cards

After students have learned about an important principle, generalization or theory, or procedure, on an index card, the student writes down at least one possible real-world

application.

Student-Generated Test Questions

Prior to a test, have student generate questions (specify topic and kinds of questions) that they believe will appear

on the test.

Paper or Project Prospectus

Students complete a brief, structured first-draft plan for a term paper or project. The prospectus assess the

student’s skill at synthesizing what they have learned.

Minute Paper

At the end of class, the instructors asks the students to write their responses to the following two questions:

“What was the most important thing you learned during this class?” and “What important question remains

unanswered?”

Muddiest Point

Students jot down a quick response to the question: “What was the muddiest point in …?”

Products

Conversations Observations

Learning Outcomes

Assessments

Instructional Strategies