Clayton Leishman, Academic Program Manager Defense

Transcript:Clayton Leishman, Academic Program Manager Defense:
Clayton Leishman, Academic Program Manager Defense Language Institute English Language Center-DLIELC Needs Analysis: Connecting Curriculum and Assessment in a Language for Special Purposes Setting Agenda Curriculum and Assessment Background Curriculum Design Assessment Design Validation Background Background Needs/Gap Analysis Identify whether there is a learning or performance gap by comparing current and desired states Specify the nature of the gap to understand how to best close the gap or align the current and desired states Evaluate potential solutions (e.g., recruiting, selection, training) Conduct a training needs assessment to support training development Background Specified Training Need Increase alignment of curriculum to capability requirements Curriculum should focus on developing required capabilities Minimize negative impacts of “teaching to the test” by aligning curriculum with the required capabilities Background Specified Assessment Need Increase alignment of assessment to capability requirements Test should measure examinees’ ability to conduct individual tasks related to enduring capabilities Minimize negative impacts of “teaching to the test” by purposely aligning assessment with the curriculum and required capabilities (i.e., create positive washback) Background Operational Gap A gap exists between how an Operator needs to use language and how an Operator is trained. A gap exists between how an Operator needs to use language and how an Operator’s language ability is assessed. Need a curriculum and aligned assessment which answer the question: Are Members ready to use the target language to accomplish their unique missions effectively? Curriculum Design Curriculum Design ADDIE Model Five Phases Analysis Design Develop Implement Evaluate Variations P-ADDIE-M ADDIE-M Rapid Prototyping Curriculum Design Brown Model Eight Phases Needs Analysis Vision/Design Outcomes/Objectives Assessment Methods Materials Policies Evaluation Rapid Prototyping Stakeholder Buy-in Curriculum Design Needs Analysis Three-Step Process: Step 1-Identify Resources Step 2-Analize Tasks Step 3-Identify KSAs Analysis Results: 4 Publications 834 Tasks Mission Task Analysis 613 Tasks KSA Analysis 211 Grouped Tasks 20 Mission Content Domains 20 Linguistic Functions 1SEAL Occupational Standards, SWCC Occupational Standards, NWP 3-05, Universal Naval Task List Curriculum Design Needs Analysis Goal is to align capability with mission requirements at end of training Mission/Task Analysis Strategic Job Analysis Knowledge, Skills, and Abilities (KSA) Analysis Training requirements will guide course standards, curriculum, materials and assessment requirement(s) Curriculum Design Task Analysis Relevance of task to mission Whether language is necessary to execute or train others Frequency of task on typical mission Importance of language to the task Curriculum Design KSA Analysis Curriculum Design Assessment Requirements Formative Requirements: Link for students