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Academic Specialist Academic Development. and/or Attitudes.

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Presentation on theme: "Academic Specialist Academic Development. and/or Attitudes."— Presentation transcript:

1 Academic Specialist Academic Development

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3 and/or Attitudes

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5 o Converse in Klingon in daily work and life situations.

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9 What are characteristics of learning outcomes?

10 Learning outcomes describe how the student will integrate knowledge, skills, and abilities learned in a course or program in a complex role performance. Red River College

11 Clearly stated Relevant (useful & appropriate for the intended learners) Measurable Achievable and realistic Appropriate to the rigor and breadth of the degree, certificate or diploma awarded Consistent with the mandate of the provider

12 Council of Ontario Universities. (n.d.) A guide to learning outcomes, degree level expectations an the quality assurance process in Ontario. Retrieved from

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16 “Outcome statements should be clear enough to be understood by anyone who has interest in the course. They must be complex enough to provide direction for the entire course.” Stiehl, R. & Lewchuk, L. (2008). The Outcomes Primer Reconstructing the College Curriculum. Corvallis, OR: The Learning Organization.

17 Action VerbLearning FocusPurpose Designa creative playschool areato facilitate development of fine and gross motor areas. Differentiatebetween clients needing counseling to determine short-term and long-term treatment plans. Expressanalytical and critical thinking through clear, grammatically correct academic writing at a level appropriate for a first year university student.

18 Clearly stated Relevant (useful & appropriate for the intended learners) Measurable Achievable and realistic Appropriate to the rigor and breadth of the degree, certificate or diploma awarded Consistent with the mandate of the provider

19 Learn about advocacy planning, current social policy and legislation. Develop a advocacy plan using knowledge of current social policy and legislation.

20 Design, populate, and extract data from a data base. Create a database capable of producing specified reports.

21 Explain the importance of preventive maintenance. Perform preventive maintenance on pneumatic and hydraulic systems.

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23 Understanding by Design Wiggens. G. & McTighe, J. (2011).The Understanding by Design Guide to Creating High Quality Units. Alexandria, Va: ASCD.

24 Learning Outcomes AssessmentsInstructional Strategies

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26 Outcome 1 Converse in Klingon in daily and life work situations Outcome 1 Converse in Klingon in daily and life work situations Assessment: test, exam, portfolio, essay, demonstration, product, presentation, case study, real world application, Assessment: test, exam, portfolio, essay, demonstration, product, presentation, case study, real world application,

27 Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Assessment Tool 1 Assessment Tool 2 Assessment Tool 3 Assessment Tool 4 Assessment Tool 5

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29 How I Align My Assessments with Learning Outcomes “Assessment is the curriculum” Forensic science class & Bloom’s taxonomy

30 April 29, 2014 Evaluating Critical Thinking and Problem Solving in Large Classes: Model Eliciting Activities for Critical Thinking Development

31 Professor Dancealot

32 Selective Attention

33 Source:

34 Direct Paraphrasing Application Cards Student-Generated Test Questions Paper or Project Prosectus Classroom Opinion Polls Double-Entry Journals Misconception/Preconce ption Check Minute Paper Categorizing Grid

35 Students are directed to paraphrase an important theory, concept, or argument for a specific audience and purpose.

36 After students have learned about an important principle, generalization or theory, or procedure, on an index card, the student writes down at least one possible real-world application.

37 Prior to a test, have student generate questions (specify topic and kinds of questions) that they believe will appear on the test.

38 Students complete a brief, structured first-draft plan for a term paper or project. The prospectus assess the student’s skill at synthesizing what they have learned.

39 At the end of class, the instructors asks the students to write their responses to the following two questions: “What was the most important thing you learned during this class?” and “What important question remains unanswered?”

40 Students jot down a quick response to the question: “What was the muddiest point in …?”

41 Products Conversations Observations

42 Learning Outcomes Assessments Instructional Strategies


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