1 Articulating and Assessing Learning Outcomes Stating Objectives Developing Rubrics Utilizing Formative Assessment Paul Parkison Teacher Education 2 What are Learning Outcomes Learning Outcomes as Stated Objectives ID: 697551
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Paul Parkison: Teacher Education
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Articulating and Assessing Learning Outcomes
Stating Objectives
Developing Rubrics
Utilizing Formative AssessmentSlide2
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What are Learning Outcomes?
Learning Outcomes as Stated Objectives:
Plan for the content of the course.
Material identified as needing coverage.
Credentialing organization’s standards.
Ends we hope to AchieveSlide3
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Critical Look at the Perception and Use of Learning Outcomes
Faculty focus tends to turn to what will be
taught
, not what will be
learned
.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
Need to reconnect student and faculty!Slide4
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Focus on Desired Learning
Well-written educational objectives should clearly specify what students are to learn and how they are to demonstrate that learning.
Learning Objectives
Rubrics
Formative Assessment
Backward DesignSlide5
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Introducing Learning Outcomes: The Constructivist Classroom
Proposing problems of emerging relevance to students
Challenging suppositions
Teaching primary concepts rather than discrete bits of information
Valuing students’ points of view
Post-modern Classroom?Slide6
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Using Bloom’s Taxonomy: Basic Cognitive Level
Bloom’s Level of Educational Objectives
Behavioral Verbs Representing Intellectual Activity
Knowledge
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, designSlide7
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Using Bloom’s Taxonomy: Higher Order Thinking
Bloom’s Level of Educational Objectives
Behavioral Verbs Representing Intellectual Activity
Analysis
Examine, classify, categorize, research, contrast, 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.Slide8
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Creating Statements of
Learning Outcomes
Combining learning content with cognitive processes.
Combining Lower Order cognitive processes with Higher Order cognitive processes.
Statement should focus upon student learning!Slide9
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What is a Rubric?
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.
A Rubric describes the level at which a pupil may be performing a process or completing a product.
A Rubric describes what is to be learned rather than what is to be taught.Slide10
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Creating Rubrics Based on Statements of Learning Outcomes
By combining content with higher and lower order cognitive processes a natural matrix is created.
Multiple learning outcomes within one student activity facilitates efficient instruction and assessment.Slide11
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Example: Article Review Reflection
Rubric
Category: Learning Outcome
Excellent
Proficient
Developing
Basic
Information Seeking
Both “A” and “B”
“A” but
not “B”
“B” but
Not “A”
Neither “A”
Nor “B”
Appraisal of Literature
Both “A” and “B”
“A” but
not “B”
“B” but
Not “A”
Neither “A”
Nor “B”
Analyzing Perspective
Both “A” and “B”
“A” but
not “B”
“B” but
Not “A”
Neither “A”
Nor “B”Slide12
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Example: Article Review Reflection
Statement of Leaning Outcomes
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
“A”
“B”
Information Seeking
Student identifies a scholarly article related to middle level education.
Student assesses the relevance of the article content to middle level education.Slide13
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Example: Article Review Reflection
Statement of Leaning Outcomes
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
“A”
“B”
Appraisal of Literature
Student explains significant information within a scholarly article.
Student compares significant information within a scholarly article to their previous experience or other scholarly work.Slide14
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Example: Article Review Reflection
Statement of Learning Outcomes
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
“A”
“B”
Analyzing Perspective
Student discovered a topic on which there is a diversity of perspectives.
Student used specific information to defend their perspective on the topic.Slide15
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Example: Article Review Reflection
Rubric
Category: Learning Outcome
Excellent
Proficient
Developing
Basic
Information Seeking
Both “A” and “B”
“A” but
not “B”
“B” but
Not “A”
Neither “A”
Nor “B”
Appraisal of Literature
Both “A” and “B”
“A” but
not “B”
“B” but
Not “A”
Neither “A”
Nor “B”
Analyzing Perspective
Both “A” and “B”
“A” but
not “B”
“B” but
Not “A”
Neither “A”
Nor “B”Slide16
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Discussion Questions:
Is it necessary to write down objectives?
How many objectives should I state in a course or assignment?
Are there any cautions I should keep in mind regarding objectives?Slide17
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Helping Students UNDERSTAND
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 McTighe, 1998.Slide18
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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; WiseSlide19
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Backward Design
Grant Wiggins and Jay McTighe developed a curriculum design model that emphasizes the ends to be achieved:
Given a task to be accomplished, how do we get there?
What kinds of lessons and practices are needed to master a key performance?Slide20
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Stages in the Backward Design Process
Identify Desired Learning Outcomes: Results
Determine Acceptable Evidence
Plan Learning Experiences and InstructionSlide21
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Stage One:
Identifying Learning Outcomes
Wiggins and McTighe recommend four criteria:
Is the material enduring?
Is the material at the heart of the discipline?
Is the material needing un-coverage?
Is the material potentially engaging?Slide22
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Establishing Purpose: Following Backward Design Procedures
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.