This work is licensed under the Creative Commons

This work is licensed under the Creative Commons Attribution-Non. Commercial 4. 0 International License. To view a copy of this license, visit http: //creativecommons. org/licenses/by-nc/4. 0/. BACKWARD DESIGN AND ASSESSMENT Course Design Intensive ~ Dr. Catherine D. Rawn June 2014

Learning Objective By the end of this morning, you will be able to plan one forward-looking and one backwardlooking assessment for your course that is integrated with a learning objective or course goal.

What makes a learning assessment good (or bad)?

Backwards Design Once you have identified the learning goals you hope to achieve, jump to how you want to measure them. What does successful student performance look like? Fink (2004)

Components of Integrated Course Design Learning Goals Teaching and Learning Activities Feedback and Assessment Situational Factors (Context) Fink (2004)

Assessments: Think Big! Forward-Looking Assessment Life beyond your course Replicate future relevant context Meaningful now Backward-Looking Assessment Within boundary of your course Did students understand material?

Quantitative Research Methods Forward-Looking Assessment Backward-Looking Assessment In a group design a study, gather data, write report. (Term assignment) Find and read a journal article. Summarize the take-home message of the article, as if explaining to a friend. (Brief Find and read a journal article. Identify the independent and dependent variables, and how they were operationally defined. assignment) (Brief assignment) Imagine you want to measure List and define the general three anxiety in a study. Generate three ways to operationally define a different ways you could measure dependent variable. (Exam) it. (Exam) 80 -90 2 nd year Arts Psychology Majors Required for majors, Prerequisite for statistics For many, the only course on methods they get

Applied Social Psychology Forward-Looking Assessment Backward-Looking Assessment Identify a learning challenge you face. Find and compare popular versus research-based advice for dealing with this challenge. (Part of term assignment) Imagine you have been selected to present to the incoming first year class about the role of beliefs in academic performance. What kind of belief do you recommend they develop? Why? … In your answer, thoroughly explain to them the differences between entity and incremental theories of intelligence. (Exam) Drawing on your understanding of how memory works, explain why active learning is more effective than 100 -180 students from allpassive over campus (mostly learning. (Exam) Arts) Not a prerequisite for anything; has no prereqs Formally called “Special Topics”

Teaching of Psychology Forward-Looking Assessment Backward-Looking Assessment Deliver two lessons to your peers Give and receive peer feedback Write a teaching statement Revise your teaching statement Develop a syllabus you could use Self-assessment: What have you learned? 4 -8 Graduate Students in Psychology Varied levels of classroom experience Fulfills no requirements

Identify one of each Forward-Looking Assessment Backward-Looking Assessment How would you know if these are “good” assessments?

Criteria to Consider Validity � Accurate appraisal of learning, given learning goals? Reliability � Measured consistently? � Rubrics, clear criteria, standards Transparency � Communicated Feedback � Formative to students? and summative? Workload � Reasonable, given role of this course, students’ load?

Components of Integrated Course Design Learning Goals Teaching and Learning Activities Feedback and Assessment Situational Factors (Context) Fink (2004)

Three Column Course Planning for Integrated Course Design

Components of Integrated Course Design Learning Goals Teaching and Learning Activities Feedback and Assessment Situational Factors (Context) Fink (2004)

Components of Integrated Course Design: 3 Column Version Goal By the end of this course, what should students be able to do? Assessment Learning Activity What does successful What will you do to performance look like? help the students learn How will you measure so they can succeed? performance?

Dis-integration Example X Memorize content. Think critically about content. Lecture Exam? Situational Factors (Context) Fink (2004)

Dis-integration Example Lecture X X Memorize content. Think critically about content. Exam Memorize only Situational Factors (Context) Fink (2004)

Dis-integration Example X Memorize content. Think critically about content. Lecture X Exam Memorize & Think Critically Situational Factors (Context) Fink (2004)

Components of Integrated Course Design Learning Goals Teaching and Learning Activities Feedback and Assessment Situational Factors (Context) Fink (2004)

Apply your Knowledge of Integrated Course Design Task In pairs, generate 1 forward-looking and one backward-looking assessment idea to measure one of the learning objectives (your choice). Be as specific as you can. Both people need a copy. Ok to specify assumptions about the Learning Objective Explain four implications of cultural sensitivity in the business world. Develop your team leadership skills. Identify requirements of academic writing.

Apply your Knowledge of Integrated Course Design Task Switch pairs, present your assessment ideas. Offer feedback � Does each assessment align with LO? � How could the LO or assessment altered to enhance Learning Objective Explain four implications of cultural sensitivity in the business world. Develop your team leadership skills. Identify requirements of academic writing.

Options for Working on Your Course Start the 3 column worksheet. � Handout of examples Consider your existing course goals and generate potential forward-looking and backward-looking assessments for your course. Continue working on your DACUM (course goals, learning objectives)

Integrated Course Design Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design Phase Intermediate Design Phase Final Design Phase 1. Situational factors 2. Learning goals 3. Feedback and assessment procedures 4. Teaching/learning activities 5. Ensure integration 6. Structure for course 7. Instructional strategy 8. Overall schema of learning activities 9. Grading system 10. Possible problems 11. Syllabus 12. Course and teaching evaluation plan Fink (2004)

Integrated Course Design: Monday Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design Phase Intermediate Design Phase Final Design Phase 1. Situational factors 2. Learning goals 3. Feedback and assessment procedures 4. Teaching/learning activities 5. Ensure integration 6. Structure for course 7. Instructional strategy 8. Overall schema of learning activities 9. Grading system 10. Possible problems 11. Syllabus 12. Course and teaching evaluation plan Fink (2004)

Integrated Course Design: Today Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design Phase Intermediate Design Phase Final Design Phase 1. Situational factors 6. Structure for 2. Learning goals course 3. Feedback and 7. Instructional assessment strategy procedures 8. Overall schema of 4. Teaching/learning activities 5. Ensure integration 9. Grading system 10. Possible problems 11. Syllabus 12. Course and teaching evaluation plan Fink (2004)

Integrated Course Design: Friday Build Strong Primary Components Assemble Components into Coherent Whole Finish Important Remaining Tasks Initial Design Phase Intermediate Design Phase Final Design Phase 1. Situational factors 2. Learning goals 3. Feedback and assessment procedures 4. Teaching/learning activities 5. Ensure integration 6. Structure for course 7. Instructional strategy 8. Overall schema of learning activities 9. Grading system 10. Possible problems 11. Syllabus 12. Course and teaching evaluation plan Fink (2004)