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1、Developing Course-Level Learning Outcomes:Enhancing Learning Through Shared Expectations,A Workshop Hosted by:The College of Arts and Science,the Thompson Center for Learning and Teaching,andthe Assistant Provost for Assessment and Institutional AccreditationDecember 1,2006University of Michigan-Fli
2、nt,Agenda:,Introduction(Definitions and Objectives)Working Lunch(Critique and Share)Writing Well Stated OutcomesOne Framework:Blooms TaxonomyIndependent Work 1:Articulating your course objectives and outcomesCourse AlignmentIndependent Work 2:Specifying Teaching&Learning Activities Stating Assessmen
3、ts of Student LearningBeyond Course Alignment,Why transform to a language of assessment?,Specific learning outcomes lead to:More measurable outcomesBetter assessmentHigher quality feedbackImproved courses and programsImproved student learning and achievement,Alignment Within Courses,Outcomes Based A
4、ssessment:A process by which youdetermine the indicators of an effective program,use those indicators as criteria for assessing the program,andapply the results of the assessment toward the ongoing and continuous improvement of the program.,The Language of Assessment,Objectives vs.Outcomes1,Program/
5、course objectives are general goals that define what it means to be an effective program/course.They are general,indefinite,and not intended to be measured.They set the overall agenda for the program/course.Student learning outcomes are specific results the program/course seeks to achieve in order t
6、o attain the general goals defined in the objectives.Outcomes are definite and intended to be measured.They establish the particular means by which the agenda(as defined by objectives)is achieved.The achievement of outcomes is evidence that our students are learning.,Direct assessment of learning:ga
7、thers evidence,based on student performance,which demonstrates the learning itself.Examples:most classroom testing for grades or evaluation of a research paper on specific criteriaIndirect assessment of learning:gathers reflection about the learning or secondary evidence of its existence.Examples:st
8、udent,alumni,employer surveys,Direct vs.Indirect Assessment1,Embedded assessment:a means of gathering information about student learning that is built into,and is a natural part of the teaching-learning process.Example:as part of a course,expecting each senior to complete a research paper that is gr
9、aded for content and style,but is also assessed for advanced ability to locate and evaluate Web-based information(as part of a program level,or a college-wide outcome to demonstrate information literacy).,Assessment is not always an“add-on”1,Formative assessment:the gathering of information about st
10、udent learning-during the progression of a course or program and usually repeatedly-to improve the learning of current students.Summative assessment:the gathering of information at the conclusion of a course,program,or undergraduate career to improve learning of the next cohort of students or to mee
11、t accountability demands.,Formative vs.Summative Assessment 1,Assessment for accountability:assessment of some unit(could be a department,program or entire institution)to satisfy stakeholders external to the unit itself.Results are often compared across units,compared to state and national norms,and
12、 always summative.Assessment for improvement:assessment that feeds directly,and often immediately,back into revising the course,program or institution to improve student learning results.This can be formative or summative.,Accountability and Improvement1,Assessment of individuals:uses the individual
13、 student,and his/her learning,as the level of analysis.Assessment of programs:uses the department or program as the level of analysis.Ideally program goals and objectives would serve as the basis for the assessment.Assessment of institutions:uses the institution as the level of analysis.Ideally,inst
14、itution-wide goals and objectives would serve as a basis for the assessment.At this level it is essential to examine institutional documents such as mission and vision statements,as well as strategic plans.,Levels of Assessment1,Lunch Activity,Share your experiences with writing learning outcomes fo
15、r courses or programs with those at your table.Describe questions/challenges you faceReview the syllabi provided What do you like/not like with respect to the learning outcomes in each syllabus?Use Worksheet 1(blue)to make individual observations and the same worksheet(buff)for collective observatio
16、ns,Characteristics of Well Stated Learning Outcomes2,student-focused rather than professor focusedfocused on the learning resulting from an activity rather than on the activity itselffocused on skills and abilities central to the discipline and based on professional standards of excellencegeneral en
17、ough to capture important learning but clear and specific enough to be measurablefocused on aspects of learning that will develop and endure but that can be assessed in some form now,Common Problems with Learning Outcomes,Using vague terms,such as:AppreciateBecome aware ofBecome familiar withDevelop
18、KnowLearnUnderstandDescribing action taken by someone other than the learner.“The program will.”or“The course will”,A Comparison of Poorly and Well Stated Outcomes,Students will understand Eriksons developmental stages.Students will be familiar with the major sociological perspectives and how they r
19、elate to their daily lives.Students will develop the skills necessary for conducting research in the natural sciences.,Students will identify and summarize each of Eriksons stages of development.Students will describe each of the major sociological perspectives and will illustrate how each perspecti
20、ve relates to events in their daily lives.Students will design,conduct,and analyze a research project using appropriate scientific theory and methodology,Why Classify Learning Outcomes?,All learning outcomes are not developed,delivered,or measured equally,Learning Domains,Three primary domains for c
21、lassifying educational goals:Cognitive(knowledge)Affective(attitudes)Psychomotor(skills),Blooms Taxonomy of Educational Objectives3(Cognitive domain),A now classic system that classifies educational goals to facilitate the development and evaluation of college and university curricula.A hierarchical
22、 taxonomy of student behaviors that reflect the development of increasingly complex cognitive abilities and skills as a result of instructional experiences.,Blooms Taxonomy of Cognitive Levels,There are 6 categories,listed hierarchically from simplest to most complexKnowledgeComprehensionApplication
23、AnalysisSynthesisEvaluation,Blooms Taxonomy:Knowledge4,Definition:ability to remember information from simple(facts,terminology)to more complex/abstract(theories,principles)Student Learning Verbs:List,name,identify,show,define,recognize,recall,state,describe,label,match,outline,reproduce,select,Bloo
24、ms Taxonomy:Knowledge4,Examples:Knowledge of dates,events,places,major ideas,and mastery of subject matterThe student willDefine the 6 levels of Blooms taxonomy of the cognitive domain,Blooms Taxonomy:Comprehension4,Definition:ability to understand material at a level sufficient for grasping its mea
25、ning and inferring its implications Translating,comprehending,or interpreting information based on prior learningStudent Learning Verbs:Summarize,explain,interpret,describe,compare,paraphrase,differentiate,demonstrate,restate,illustrate,Blooms Taxonomy:Comprehension4,Examples:Translates knowledge in
26、to next context,interprets facts,compare and contrast,order,group,infer,predict The student willExplain the purpose of Blooms taxonomy of the cognitive domain,Blooms Taxonomy:Application4,Definition:ability to correctly and independently bring to bear abstractions(e.g.,theories,principles,methods)in
27、 solving concrete problemsThe selection,transfer,and use of data and principles to complete a task with a minimum of directionStudent Learning Verbs:Solve,illustrate,calculate,compute,use,interpret,relate,manipulate,apply,classify,modify,demonstrate,construct,discover,predict,Blooms Taxonomy:Applica
28、tion4,Examples:Use information,methods,concepts or theories in new situations,solve problems using required skills or knowledgeThe student willWrite an instructional objective for each level of Blooms taxonomy of the cognitive domain,Blooms Taxonomy:Analysis4,Definition:ability to parse information
29、into is constituent elements and to identify the relationships between those elementsStudent distinguishes,classifies,and relates the assumptions hypotheses,evidence,or structure of a statement or questionStudent Learning Verbs:Analyze,organize,categorize,deduce,choose,contrast,compare,distinguish,s
30、eparate,differentiate,discriminate,Blooms Taxonomy:Analysis4,Examples:Seeing patterns,organization of parts,recognition of hidden meanings,identification of componentsThe student willCompare and contrast the cognitive and affective domains as specified by Bloom,Blooms Taxonomy:Synthesis4,Definition:
31、ability to combine elements into new wholes(e.g.,ideas,plans of action,abstract relations)that are more than the sums of their respective partsStudent originates,integrates,and combines ideas into a product,plan,or proposal that is new to him or her.Student Learning Verbs:Design,create,hypothesize,i
32、nvent,develop,support,schematize,write,report,discuss,plan,devise,compare,construct,compose,generate,Blooms Taxonomy:Synthesis4,Examples:Use old ideas to create new ones,generalize from given facts,relate knowledge from several areasThe student willDesign a classification scheme for writing educatio
33、nal objectives that combines the cognitive,affective,and psychomotor domains.,Blooms Taxonomy:Evaluation4,Definition:Ability to offer quantitative and qualitative judgments about the value of ideas and methodsStudent appraises,assesses,or critiques on a basis of specific standards and criteriaStuden
34、t Learning Verbs:Evaluate,choose,estimate,judge,defend,criticize,justify,recommend,critique,interpret,support,Blooms Taxonomy:Evaluation4,Examples:Compare and discriminate between ideas,assess value of theories or presentations,make choices based on reasoned argument,verify value of evidence,recogni
35、ze subjectivityThe student willJudge the effectiveness of writing objectives using Blooms taxonomy,Learning Outcomes by Blooms Taxonomy,Note:While this worksheet accommodates 7 learning outcomes,your specific course will most likely have more than this single worksheet can accommodate.The purpose of
36、 the worksheet is to provide a framework and not set parameters.,2.b.1.Outcome,1.c.1.Outcome,2.a Outcome,2.Introduce students to descriptive statistics,1.c Test for difference between means,X,1.b.1.Outcome,1.b Apply to confidence intervals,X,1.a.2.Describe three key distributions,X,1.a.1.Define the
37、three tenets of the Central Limit Theorem,1.a learn the conceptual foundations of inference,1.Introduce students to inferential statistics,Eval-uation,Syn-thesis,Anal-ysis,Appli-cation,Com-prehen-sion,Know-ledge,Blooms Taxonomy of Cognitive Categories,Student Learning Outcomes,Unit/LessonLearning Ou
38、tcomes,Course Goals/Objectives,2.b Outcome,2.a.1.Outcome,1.a.2.Combine to explain the relationship between the three distributions,Course-LevelLearningOutcomes,Teaching and Learning Activities,Assessmentsof StudentLearning,Alignment within a Given Course,The Next Step:,Given your student learning ou
39、tcomes,what specific tasks or activities will you have students complete to promote learning?Given these student learning outcomes,how will you know when your students have achieved the outcomes for that lesson or course(what assessments will you use)?,Teaching&Learning Activities by Outcomes and Bl
40、ooms Taxonomy,Outcome,Outcome,Outcome,In class,students will calculate sample means and construct a sampling distribution.Homework will reinforce lesson.,Outcome,Combine to explain the relationship between the three distributions,1.a.2.Describe three key distributions,Class lecture and students will
41、 read assigned chapter.,Define the three tenets of the Central Limit Theorem,Evaluation,Synthesis,Analysis,Application,Comprehension,Knowledge,Blooms Taxonomy of Cognitive Categories,Student Learning Outcomes,Class lecture and students will read assigned chapter.,Assessments by Outcomes and Blooms T
42、axonomy,Outcome,Outcome,Outcome,Homework and examination.,Outcome,Combine to explain the relationship between the three distributions,1.a.2.Describe three key distributions,Homework and examination.,Define the three tenets of the Central Limit Theorem,Evaluation,Synthesis,Analysis,Application,Compre
43、hension,Knowledge,Blooms Taxonomy of Cognitive Categories,Student Learning Outcomes,Homework and examination.,Beyond Course Alignment,Thinking“Globally”:Alignment of course level learning outcomes:SequentiallyHow do my outcomes fit with those of more advanced courses?What do I expect students to hav
44、e learned by the time they when they enter this class?Programmatically:How do all of the courses within a programs curriculum fit together?How do the program curricula contribute to the institutional outcomes?,Alignment Between Course Outcomes and Institutional Outcomes,Want to learn more?,Plan to p
45、articipate in the Assessment Summit,January 12,2007,References,1 Leskes(2002)“Beyond Confusion:An Assessment Glossary,”Peer Review.2 Huba and Freed.2000.Learner-Centered Assessment on College Campuses.3 Bloom.1956.Taxonomy of Educational Objectives,Handbook I:The Cognitive Domain 4 From Don Clark,http:/the Learning Skills Program at the University of Victoria(),the Faculty Roles and Rewards Program at Portland State University(),and W.Huitt,.,
