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AN OVERVIEW & SUMMARY OF REQUIRED DELIVERABLES Welcome to IMPACT Fall 2013 1.

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Presentation on theme: "AN OVERVIEW & SUMMARY OF REQUIRED DELIVERABLES Welcome to IMPACT Fall 2013 1."— Presentation transcript:

1 AN OVERVIEW & SUMMARY OF REQUIRED DELIVERABLES Welcome to IMPACT Fall

2 An Overview of Required Deliverables Understand Apply & Analyze Evaluate & Create 2

3 Is it working? Stage 1 During the redesign phase Creating a baseline Stage 2 During the implementation phase Assessment when the redesigned class begins Stage 3 During the implementation phase Assessment when the redesigned class ends 3

4 Is the redesign working? Learning Outcomes AssessmentPedagogy The Redesign Process I am revising or writing new Learning Outcomes (LOs). Yes No 4

5 I am revising my assessment practices to align them to my new or revised LOs. My course assessment procedures can be mapped to my LOs. Yes No If you have revised or written new LOs, it is essential that they map to your assessments. No IMPACT needs you to map your LOs to your course data as far back as you have used these LOs and to continue mapping moving forward. IMPACT will use this historical data to track changes over time I have NEW LOs. Yes No Yes No 5

6 Yes Your redesign uses previously established LOs You are beginning your redesign with NEW LOs No You are beginning your redesign with REVISED LOs. Based on your answers your redesign will fall into one of three possible scenarios. * Scenario CScenario BScenario A * note. If you or another instructor is teaching the same course it is important to let IMPACT support team know. This mirror course could serve as a control class to answer the question: Is IMPACT working? 6

7 Scenario A As part of IMPACT, we will help you conduct a historical comparison of your course assessments and LOs using your course data mapped to your LOs. To accomplish this goal, mapped data for previous, current, and redesigned courses will be necessary. 7

8 Scenario B As part of IMPACT, we will help you conduct a historical comparison of your modified LOs and/or assessments. Scenario B is a mixed design, and the changes are mapped to previous, current, and redesigned courses. To accomplish this goal, mapped data for previous, current, and redesigned courses will be necessary. If mapping is not possible, you move to Scenario C. 8

9 Scenario C The redesign process results in new LOs and possibly (but not necessarily) new assessments. As part of IMPACT, we will help you conduct a within course analysis, tracking your NEW LOs and assessments moving forward. To accomplish this goal, mapped data for your redesigned course will be necessary moving forward. 9

10 Okay, so what do I need to do? Example LO: Students will be able to explain the role of the sociologist. With the LO in mind you need to: Establish a way to assess your students success at achieving the LO. Determine the appropriate level of Blooms taxonomy you want students to achieve with this specific LO (i.e., Remember/Recall, Understand, Apply, Analyze, Evaluate, or Create). o How you assess the LO is up to you, e.g., multiple choice quiz/exam, a written assignment, or project / portfolio, etc. Once you have an assessment plan, you will map your assessments to your LOs at the level of Blooms you are working to achieve for that LO. LO maps are part of your overall IMPACT assessment plan. 10

11 Example Learning Outcome Assessment Activity Learning Outcome: By the end of this section, students will be able to explain what is meant by Nature vs. Nurture Section Quiz: Portfolio/Project based assignment Using a rubric the instructor would rate the project according to the level of Blooms Taxonomy expected for the assignment. 11 Remember/ Recall UnderstandAnalyzeApplyEvaluate/ Create Question#3, #10#15, #6, #4#1, #7, #9, #4 #10, #8, #12 #2, #13, #11, #2, #5

12 Track your class Moving forward we will continue to look at the learning outcome map that you provide to IMPACT. We look forward to a lasting partnership as we work together to improve student competency and confidence through redesign of foundational courses by using research findings on sound student-centered teaching and learning. 12

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