1. Course Design: Outcomes, Objectives and Assessment Strategies
Presented by:
Stacey DeLoose, Instructional Technologist, CTL
Terry Delpier, CTL Faculty Scholar

2. 3 Questions
3 Minutes

3. Today’s Objectives
Upon Completion of this workshop you will be able to:
Describe Course Level Learning Outcomes and Module Level Learning Objectives
Write Course Level Learning Outcomes
Arrange your course into modules
Write Measurable, Observable Module Level Learning Objectives
Compare and contrast formative and summative assessment strategies
Construct a blueprint that will show alignment from Objectives through Activities and Assessments that support the Course Level Outcomes in a modular format

4. Course Design Institutional, Program, Department Outcomes
Course Level Outcomes
Policies, procedures, and inputs from University, specific department and/or program.
Certification requirements, performance standards, etc.
Module Level Objectives
Skills, knowledge, abilities that students will have gained from taking your course.
Clearly stated expectations of performance.
Based upon appropriate grouping, the specific objectives that lead to the course level outcomes (which should also be broken down into numerous enabling objectives)
Activities & Assessments
The practice students will do to obtain skills, knowledge and abilities.
The feedback provided -both summative and formative.
The methods of measuring and evaluating student success based on objectives.
Course Design

5. Course Level Learning Outcomes
What do you want your students to be able to DO upon completion of your course?
What skills, knowledge, and abilities should they gain?
What is the benefit of having taken your course?
How does this support them in becoming…?
Have you clearly communicated your expectations?
How will you know they have succeeded?
This may be cognitive, psychomotor or attitudinal

6. Outcomes or Objectives (poorly written/not measurable)
Understand X, Y, and Z
Know the definition of X, Y, and Z
Learn the process for …
Acquire the skills to…
Appreciate the differences between…
How would you correct these?

7. Outcomes or Objectives (better written, measurable)
Discuss hardware and software and provide examples of how they are currently used in the classroom
Reflect upon learning in an to the instructor by answering guiding questions supplied on a weekly basis
Convert a classroom assignment to a web page for use with students
Discuss the past, the future, and current issues in educational technology
Create lessons and units which contain the use of technology tools and strategies
Report on current technology practices, policies, and plans
Select and defend appropriate technology (hardware and software, as well as online resources) to use in their educational setting

8. Bloom’s Taxonomy
Action Verbs
Examples

9. Bloom’s: Original & Revised
Revised Blooms is similar, but slightly different terminology (nouns to verbs) & switched top 2 categories
Both are used

10. ABCD A – Audience B – Behavior C – Conditions D – Degree
Who are your learners
What do you want to see them DO
How will they do it, under what constraints, given what elements
What is the level of performance or competency that is expected – Criteria, how well?

11. ABCD
Conditions
Audience
Given a drawing of the human body, the student will identify the major bones of the body with 90% accuracy.
Behavior
Degree

12. List your top 3 objectives for your class
3 Minutes

13. Think Pair Share Share your objectives
Use the rubric to offer suggestions
5 Minutes
Rubric?

14. What am I going to do in X weeks?
What are the important concepts, outcomes, ‘things’ that students need to know/do
If you could only teach 5 things in this course – what would they be?
How would your order them/break into weekly/topic/theme pieces
Write one or two course level outcomes

15. Module Level Learning Objectives
Breaking those larger course outcomes in to manageable pieces
Objectives specifically for this module
Supporting objectives that include the lower level (Blooms) requisite skills and knowledge to get to those module level objectives
What do students need to be able to do to reach those objectives

16. Main Topics
5 Minutes

17. Course Design Course Level Outcomes Module Level Outcomes
Supporting Objectives
Activities and Assessments
Course Design

18. Planning Objective Content Delivery Method Activity Assessment
Observable, measurable
- Modularization
- Time Management (within course/class)
- Prior Knowledge
Lecture Text, Podcasts, Readings, Recordings, Resources, etc
Sticky Notes
Writing Activities
Discussions
Quizzes
Groups, etc
Tied to Objective,
When, where, how measured?

19. How is assessment part of the plan?
Last step of the plan
Already talked about Objectives and Activities
Assessment provides a feedback loop
Offers opportunity for change and improvement

20. Why do Assessment? Already talked about Objectives and Activities
Assessment provides a feedback loop
Different ways to consider assessment
Feedback/Data to teacher: Alter plan and/or grading
Feedback/Data to student: Encourages learning
Data to other stakeholders: department, university, public, accreditation bodies

21. Reflective Formative Why do Assessment? Summative Pre-Assessment
Assessment BEFORE
learning
Assessment FOR
learning
Assessment AS
learning
Assessment OF
learning
Reflective
Summative
Are there different types of Assessment?
Assessment for learning  Formative Assessment
Check on student progress to improve teaching
Assessment of learning  Summative Assessment
Make judgements about student achievement (compare with goals, objectives or standards)
Assessment as learning  Self-Reflective Assessment
Characteristic of a life-long learning
Assessment before learning  Pre-Assessment
Done before activity: Where to start
Often done with a flipped class: Validation

22. Formative versus Summative
Improve
Analogy: Chopped (Food Network)
Formative: Chef tastes the food  Improve the food
Continuous, provides feedback, often informal: salt, seasonings, texture
Allows for altering the plan and/or responding to students learning needs
Goal is improving student performance
Summative: Judges taste the food to Rate/Evaluate/Prove
At the end
Demonstrates mastery
Reality
Do they every “overlap”?
Formative can be used for grades
Summative can provide feedback for instructor for future improvement
Prove

23. Prehistoric Clickers: Fist to Five
Summative
Not Sure
Formative

24. Formative or Summative?
Not Sure
Formative
Formative

25. Formative or Summative?
Not Sure
Formative

26. Formative and Summative
Both are part of a continuum of Assessment
Summative is more likely to reflect module, course/semester or program objectives

27. Is Assessment different than Evaluation?
Formative
Summative
Definition of terms is not always clear or agreed upon
But Evaluation is often described as Summative Assessment

28. Examples of formative assessment?
Examples of summative assessment?
Think Pair Share: 5 minutes
What types of assessment tools do we use for each?
Is there any overlap?

29. Examples of Assessment
Formative
Summative
Anyway to make an Interactive recording?

30. Assessment: Feedback to Students
Formative Assessment is only as good as the feedback
Clear objectives / goals to begin with
Focus on work, not person
Feedback should be clear & descriptive
Don’t overwhelm: feedback sandwich  Positive, negative, positive
Give written with oral
Don’t compare to others
Don’t give with grade (end of attention)
Don’t use “bread crumbs” to the “right” answer
Timely (as soon as possible for difficult tasks, before next work)

31. Assessment: Use to Improve Teaching
Begin the process again
Summative assessment can also be used to improve next course

32. Revisiting Today’s Objectives
Upon Completion of this workshop you will be able to:
Describe Course Level Learning Outcomes and Module Level Learning Objectives
Write Course Level Learning Outcomes
Arrange your course into modules
Write Measurable, Observable Module Level Learning Objectives
Compare and contrast formative and summative assessment strategies
Construct a blueprint that will show alignment from Objectives through Activities and Assessments that support the Course Level Outcomes in a modular format

33. Thank you!

34. Exit Activity
Clearest Point/Muddiest Point