Articulating and Assessing Learning Outcomes Stating Objectives Developing
Articulating and Assessing Learning Outcomes Stating Objectives Developing Rubrics Utilizing Formative Assessment Paul Parkison: Teacher Education 1
What are Learning Outcomes? n Learning Outcomes as Stated Objectives: – Plan for the content of the course. – Material identified as needing coverage. – Credentialing organization’s standards. n Ends we hope to Achieve Paul Parkison: Teacher Education 2
Critical Look at the Perception and Use of Learning Outcomes n Faculty focus tends to turn to what will be taught, not what will be learned. n Students perceive learning outcomes as grades. – “I paid for this course” mentality – “I attended class, I turned in my assignments, I should get an A” mentality n Need to reconnect student and faculty! Paul Parkison: Teacher Education 3
Focus on Desired Learning Well-written educational objectives should clearly specify what students are to learn and how they are to demonstrate that learning. 1. Learning Objectives 2. Rubrics 3. Formative Assessment 4. Backward Design Paul Parkison: Teacher Education 4
Introducing Learning Outcomes: The Constructivist Classroom n Proposing problems of emerging relevance to students n Challenging suppositions n Teaching primary concepts rather than discrete bits of information n Valuing students’ points of view Post-modern Classroom? Paul Parkison: Teacher Education 5
Using Bloom’s Taxonomy: Basic Cognitive Level Bloom’s Level of Educational Objectives Knowledge Behavioral Verbs Representing Intellectual Activity Who, what, when, where, define, describe, memorize, label, list, recognize, name, repeat, draw, state, identify, select, write, locate, recite. Comprehension Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize, clarify, show, review, tell. Application Apply, change, put together, construct, discover, produce, make, report, sketch, solve, show, collect, prepare, interpret, relate, design Paul Parkison: Teacher Education 6
Using Bloom’s Taxonomy: Higher Order Thinking Bloom’s Level of Behavioral Verbs Representing Educational Intellectual Activity Objectives Examine, classify, categorize, research, contrast, Analysis compare, disassemble, differentiate, separate, investigate, subdivide, diagram, analyze, conclude. Synthesis Combine, hypothesize, construct, originate, create, design, formulate, role play, develop, suppose, organize, compile, compose, generate. Evaluation Compare, recommend, assess, value, apprise, solve, criticize, weigh, consider, debate, defend, conclude, predict, evaluate. Paul Parkison: Teacher Education 7
Creating Statements of Learning Outcomes Combining learning content with cognitive processes. n Combining Lower Order cognitive processes with Higher Order cognitive processes. n Statement should focus upon student learning! n Paul Parkison: Teacher Education 8
What is a Rubric? n. A Rubric is a set of clear expectations or criteria used to help teachers and pupils focus on what is valued in a subject, topic, or activity. n A Rubric describes the level at which a pupil may be performing a process or completing a product. n A Rubric describes what is to be learned rather than what is to be taught. Paul Parkison: Teacher Education 9
Creating Rubrics Based on Statements of Learning Outcomes n By combining content with higher and lower order cognitive processes a natural matrix is created. n Multiple learning outcomes within one student activity facilitates efficient instruction and assessment. Paul Parkison: Teacher Education 10
Example: Article Review Reflection Rubric Category: Excellent Proficient Learning Outcome “A” but Information Both “A” and “B” not “B” Seeking Developing Basic “B” but Not “A” Neither “A” Nor “B” Appraisal of Both “A” and “B” Literature “A” but not “B” but Not “A” Neither “A” Nor “B” Analyzing Both “A” and “B” Perspective “A” but not “B” but Not “A” Neither “A” Nor “B” Paul Parkison: Teacher Education 11
Example: Article Review Reflection Statement of Leaning Outcomes n Information Seeking: – The student can identify a scholarly article related to middle level education and can assess the relevance of the article’s content to middle level education. Category Information Seeking “A” “B” Student identifies a Student assesses the scholarly article related relevance of the article to middle level education. content to middle level education. Paul Parkison: Teacher Education 12
Example: Article Review Reflection Statement of Leaning Outcomes n Appraisal of Literature – The student can explain significant information within the article and can compare information to their previous experience or other scholarly work. Category Appraisal of Literature “A” “B” Student explains significant information within a scholarly article. Student compares significant information within a scholarly article to their previous experience or other scholarly work. Paul Parkison: Teacher Education 13
Example: Article Review Reflection Statement of Learning Outcomes n Analyzing Perspective – The student can discover a topic on which there is a diversity of perspectives and can use specific information to defend their perspective on the topic. Category Analyzing Perspective “A” “B” Student discovered a topic on which there is a diversity of perspectives. Student used specific information to defend their perspective on the topic. Paul Parkison: Teacher Education 14
Example: Article Review Reflection Rubric Category: Excellent Proficient Learning Outcome “A” but Information Both “A” and “B” not “B” Seeking Developing Basic “B” but Not “A” Neither “A” Nor “B” Appraisal of Both “A” and “B” Literature “A” but not “B” but Not “A” Neither “A” Nor “B” Analyzing Both “A” and “B” Perspective “A” but not “B” but Not “A” Neither “A” Nor “B” Paul Parkison: Teacher Education 15
Discussion Questions: Is it necessary to write down objectives? 2. How many objectives should I state in a course or assignment? 3. Are there any cautions I should keep in mind regarding objectives? 1. Paul Parkison: Teacher Education 16
Helping Students UNDERSTAND n n n Students who understand can explain. Students who understand can interpret. Students who understand can apply. Students who understand see in perspective. Students who understand demonstrate empathy. Students who understand reveal self-knowledge. Wiggins and Mc. Tighe, 1998. Paul Parkison: Teacher Education 17
Six Facets of Understanding Facet of Understanding Criteria Statements 1. Explanation Accurate; Coherent; Justified; Systematic; Predictive 2. Interpretation Meaningful; Insightful; Significant; Illustrative; illuminating 3. Application Effective; Efficient; Fluent; Adaptive; Graceful 4. Perspective Credible; Revealing; Insightful; Plausible; Unusual 5. Empathy Sensitive; Open; Receptive; Perceptive; Tactful 6. Self-knowledge Self-aware; Meta-cognitive; Self-adjusting; Reflective; Wise Paul Parkison: Teacher Education 18
Backward Design Grant Wiggins and Jay Mc. Tighe developed a curriculum design model that emphasizes the ends to be achieved: n Given a task to be accomplished, how do we get there? n What kinds of lessons and practices are needed to master a key performance? Paul Parkison: Teacher Education 19
Stages in the Backward Design Process Identify Desired Learning Outcomes: Results Determine Acceptable Evidence Plan Learning Experiences and Instruction Paul Parkison: Teacher Education 20
Stage One: Identifying Learning Outcomes Wiggins and Mc. Tighe recommend four criteria: 1. Is the material enduring? 2. Is the material at the heart of the discipline? 3. Is the material needing un-coverage? 4. Is the material potentially engaging? Paul Parkison: Teacher Education 21
Establishing Purpose: Following Backward Design Procedures n n n Identify the “Mission” of the Lesson or Unit! Identify the Developmentally Responsive Framework to guide the Lesson or Unit! Create Appropriate Lesson Plan(s). Create Rubric Aligned with Mission, Framework, and Standards. Generate Formative Evaluation Forms. Paul Parkison: Teacher Education 22
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