Cleaning Up the Learning Environment: SOAPS, Learning Outcomes and Assessment

• 1. CLEANING UP THE LEARNINGENVIRONMENT: SOAPS,GOALS, AND LEARNINGOUTCOMES Summer Innovations AcademyJune 2012byIda M. JonesVerna Mae & Wayne D. Brooks Professor of Business LawDirector, CSALT

2. Session Learning Outcomes Identify your department SOAP and summarize the relationshipof your course to your department and/or program Identify your course goals Create or revise one learning outcome and apply BloomsTaxonomy Create or match an assignment to the learning outcome Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 3. Find Your SyllabusSome slides copied or adapted from A Lawsonpresentation t Syllabus Redesign Conference,CSU Fresno Aug 12, 2010. Used with permission. 4. How does your course relate to thedepartment and/or program?FIND YOUR SOAPHint: Use your laptop, access the internet and use Google Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 5. Some slides copied or adapted from A Lawson presentation tSyllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 6. What are your course goals?Ask yourself:What do I want students to achieve in this course? Workplace/professionalEducated, informed citizenPersonalIn other words, why do students need this course?Some slides copied or adapted from A Lawsonpresentation t Syllabus Redesign Conference,CSU Fresno Aug 12, 2010. Used with permission. 7. Write your Course GoalsThink-Pair-Share (5-7 minutes)Concept ModifyThinkShare PairSome slides copied or adapted from A Lawsonpresentation t Syllabus Redesign Conference,CSU Fresno Aug 12, 2010. Used with permission. 8. Debrief/DiscussSome slides copied or adapted from A Lawsonpresentation t Syllabus Redesign Conference,CSU Fresno Aug 12, 2010. Used with permission. 9. Writing Appropriate Learning Outcomes This next step is to write learningoutcomes. This defines the type anddepth of learning students are expected to achieve. Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 10. Learning Outcomes are do-ableDescribe what students should be able to do when they complete the course. Writing and Using Learning Outcomes: a Practical Guide, Kennedy, Hyland, Ryan (2006) Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 11. Learning outcomes are specificCompetency-based and measurable, in that they describe exactly what the student must do to demonstrate mastery of course material.Some slides copied or adapted from A Lawsonpresentation t Syllabus Redesign Conference,CSU Fresno Aug 12, 2010. Used with permission. 12. Learning outcomes are based on knowledge, skills and/or values Outcomes may be separated byknowledge, skills and values (attitudes)Some slides copied or adapted from A Lawsonpresentation t Syllabus Redesign Conference,CSU Fresno Aug 12, 2010. Used with permission. 13. Learning outcomes are manageable Should be an appropriate number ofoutcomes (5-12) and should be written atappropriate level Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 14. Learning Outcomes use appropriate level language Use specific language (Blooms)Bloom, B.S. (1975) Taxonomy of Some slides copied or adapted from A LawsonEducational Objectives, Book 1 presentation t Syllabus Redesign Conference,Cognitive Domain. LongmanCSU Fresno Aug 12, 2010. Used withPublishing. permission. 15. BLOOMS TAXONOMY Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Analyzing: can the student distinguish between the different parts? appraise,compare, contrast, criticize, differentiate, discriminate, distinguish, examine,experiment, question, test Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge,select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct,create, design, develop, formulate, writeChoose outcomes verbs that relate to the appropriate cognitivedomainSource: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm 16. Write/Revise/Review Course Learning OutcomesThink-Pair-Share (5-7 minutes)Concept ModifyThinkShare PairSome slides copied or adapted from A Lawsonpresentation t Syllabus Redesign Conference,CSU Fresno Aug 12, 2010. Used with permission. 17. Communicate outcomes Your syllabus and assignments should communicatethe linkage between assignments and learningoutcomes Students should know why they are doing particular assignments Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 18. Arent grades enough? Grades may be imprecise and idiosyncratic. Class grades may be affected by (appropriate)factors such as attendance, class participation, lateassignments. Grades provide very minimal feedback aboutspecific aspects of student performance. Grades do have a place in assessment when theyare based on specific, direct evidence of studentlearning outcomes and linked to standards ( e.g.rubrics). Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 19. Review Activities and BloomsSome slides copied or adapted from A Lawsonpresentation t Syllabus Redesign Conference,CSU Fresno Aug 12, 2010. Used with permission. 20. Questions to ask about yourassessment activities: Alignment of outcome verb with assessment instrument? (whatkind of learning are you measuring) How authentic is the task?(Where students are asked to perform real-world tasks that demonstrate meaningfulapplication of essential knowledge and skills) Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 21. Assignments that address multiple outcomes: Eg midterm - Consider bundling groups of questions thataddress a particular outcome Eg paper, presentation or project a rubric can be structuredto give a subscore(s) that relates to a particular outcome(s) orsub-outcome Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 22. Activity: Take your learning outcomes and identify activities that accomplish thoseCourse LearningActivities andAssignmentsCourse LearningOutcomesSome slides copied or adapted from A Lawsonpresentation t Syllabus Redesign Conference,CSU Fresno Aug 12, 2010. Used with permission. 23. Examining the matrix: Activities done without associated outcomes? Outcomes without associated activities? How does the weighting of grades align? Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 24. Final Step: Close the loop! Remember the goal of outcomes assessment is to advancestudent learning through improved curricula and instruction Use data on student performance an particular outcomes to drive what you do in your course. Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 25. Session Learning Outcomes-Accomplished? Identify your department SOAP and summarize therelationship of your course to your departmentand/or program Identify your course goals Create or revise one learning outcome and applyBlooms Taxonomy Create or match an assignment to the learningoutcome Some slides copied or adapted from A Lawson presentation t Syllabus Redesign Conference, CSU Fresno Aug 12, 2010. Used withpermission. 26. BREAK TIME!Images from membership in classroomclipart.com