Writing Objectives General Education’s Great Expectations (GE)2 Tamara Rosier, Assistant Director of Assessment Julie Guevara, Assessment and Accreditation.

Slides:

Advertisements

Similar presentations

Bloom's Taxonomy.

Advertisements

Critical Thinking Skills Academic Support Unit Adapted from: Practicing College Learning Strategies 3 rd edition Carolyn H. Hopper.

Course Design: The Basics Monica A. Devanas, Ph.D. Director, Faculty Development and Assessment Programs Center for Teaching Advancement and Assessment.

Effective Learning Henry Chung and Eric Wong Dept. of Electronic Engineering Extracted from the presentation of Prof. Lilian Vrijmoed (BCH)

Consultation on Senior Cycle Science Anna Walshe Brendan Duane

PLC Facilitator Meeting 1/30/06 & 2/1/06 AGENDA Warm-ups Celebrate/Troubleshoot MAP Moment Common Assessment Expectation Did you sign-in?

Making Assignment Expectations Clear: Create a Grading Rubric Barb Thompson Communication Skills Libby Daugherty Assessment FOR Student Learning 1.

How to Integrate Students with Diverse Learning Needs in a General Education Classroom By: Tammie McElaney.

Learning Taxonomies Bloom’s Taxonomy

Principles of High Quality Assessment

Bloom’s Critical Thinking Questioning Strategies

Bloom’s Critical Thinking Questioning Strategies

Chapter 2 Critical Thinking and Effective Writing Skills for the Professional Accountant.

Bloom’s Critical Thinking Level 1 Knowledge Exhibits previously learned material by recalling facts, terms, basic concepts, and answers.

Lesson Planning. Teachers Need Lesson Plans So that they know that they are teaching the curriculum standards required by the county and state So that.

Writing Student Learning Outcomes Consider the course you teach.

Math Log #2 Student A, B, and C(ordered from left to right) are walking down the hall and get stopped by administration. Which student(s) will receive.

Writing Learning Outcomes David Steer & Stephane Booth Co-Chairs Learning Outcomes Committee.

Dillon School District Two Revised Bloom’s Taxonomy.

Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.

Educational Objectives

Writing Objectives Including Bloom’s Taxanomy. Three Primary Components of an Objective Condition –What they’re given Behavior –What they do Criteria.

Writing Student-Centered Learning Objectives Please see Reference Document for references used in this presentation.

Bloom’s Taxonomy Benjamin S. Bloom February 21, September 13, 1999.

Wilkes County Schools Tracee McManus & Nikki Patrick.

Bloom’s Taxonomy Revised Version. Bloom’s Taxonomy of Instructional Activities ( REVISED VERSION – PAGE 52) Create Evaluate Analyze Apply Understand Remember.

What should our graduates know?. We ask this question when designing Our lectures A test A laboratory exercise for students Out of class assignments A.

Chapter 2 Critical Thinking and Effective Writing Skills for the Professional Accountant.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Ruth SundaKyrene de las Brisas.

BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim.  Bloom’s taxonomy of Educational Objectives (1956) provides 6 levels of thinking and questioning. A close.

Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Adapted from Ruth Sunda and Kyrene de las Brisas.

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM All rights reserved. Introduction to Bloom’s Taxonomy Coaching for Design.

Assessment. Levels of Learning Bloom Argue Anderson and Krathwohl (2001)

BLOOM’S TAXONOMY Mrs. Eagen A, A. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts,

The Critical Thinking Skills List the 6 critical thinking skills

D ESCRIBING Y OUR L EARNING Unit 5 Seminar. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.

Bringing “Buds into Bloom’s” Creating a garden of higher level thinking Presented By Linda Romano Newburgh Enlarged City School District.

What is the Purpose of Education? A way of thinking.

Writing Effective Problem-Based Materials “Good teaching is more a giving of right questions than a giving of right answers.” -- Josef Albers.

Types of Assessment in Education Week 2. Types of Assessment In the previous week’s lesson we saw that there’s two basic types of assessment formal and.

Types of Critical Thinking Questions -Basic (boring) -Accelerated (better) -Advanced (your future)

BLOOMS OBJECTIVESLEVEL. Bloom’s Six Levels Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis Synthesis Synthesis.

Facilitating Higher Order Thinking in Classroom and Clinical Settings Vanneise Collins, PhD Director, Center for Learning and Development Cassandra Molavrh,

Writing Learning Outcomes Best Practices. Do Now What is your process for writing learning objectives? How do you come up with the information?

BLOOM'S TAXONOMY OF EDUCATIONAL OBJECTIVES From: Benjamin S. Bloom, Taxonomy of Educational Objectives: The Classification of Educational Goals.

Teaching, Learning, Assessment

POWERPOINT PRESENATTION BLOOM’S TAXONOMY Presented by Ms

Bloom’s Taxonomy of Learning

Bloom’s Critical Thinking Questioning Strategies

A classification of learning objectives within education

Academic Writing & Bloom’s Taxonomy

Bloom’s Critical Thinking Questioning Strategies

Thematic Independent Studies (TIS)

85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”

Questioning Activities

Author: Brenda Stephenson The University of Tennessee

Socratic Seminar *I can balance listening with speaking.

مركز تطوير التدريس والتدريب الجامعي ورقة بعنوان

مركز تطوير التدريس والتدريب الجامعي ورقة بعنوان إعداد

H.O.T. Questions High Order Thinking Questions

Writing Learning Outcomes

Step 1: Knowledge Exhibits previously learned material by recalling facts, terms, basic concepts and answers. Direction: List knowledge of the problem.

BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

Writing Learning Outcomes

The Revised Bloom’s Taxonomy of Educational Objectives Module 16.

Assessments for “Remembering” Outcomes

Bloom’s Critical Thinking Questioning Strategies

Synthesis Evaluation Analysis Application Comprehension Knowledge

Bloom’s Critical Thinking Questioning Strategies

Presentation transcript:

Writing Objectives General Education’s Great Expectations (GE)2 Tamara Rosier, Assistant Director of Assessment Julie Guevara, Assessment and Accreditation Officer

Bloom’s Taxonomy Knowledge Student recalls or recognizes information, ideas, and principles in the approximate form in which they were learned. Student exhibits memory of previously-learned materials by recalling facts, terms and basic concepts.

Bloom’s Taxonomy Comprehension Knowledge Student demonstrates understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

Bloom’s Taxonomy Application Comprehension Knowledge Student uses new knowledge. Student solves problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

Bloom’s Taxonomy Analysis Application Comprehension Knowledge Student examines and breaks information into parts by identifying motives or causes. Student makes inferences and find evidence to support generalizations. Student analyzes elements, relationships and organizational principles.

Bloom’s Taxonomy Synthesis Analysis Application Comprehension Knowledge Student compiles information together in a different way by combining elements in a new pattern or proposing alternative solutions. Student can derive a set of abstract relationships from the information.

Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge Student presents and defends opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Writing an objective… The student will be able to +

Writing an objective… The student will be able to + verb +

GE - Skill Goal One 1.To engage in articulate expression through effective writing and speaking. The student will be able to + verb + … identify (knowledge) … summarize (comprehension) … adapt (application) … analyze (analysis) … write (synthesis) … critique (evaluation)

Goal: To engage in articulate expression through effective writing and speaking. The student will be able to + verb + learning outcome. (action you want to accomplish) knowledge …identify points of view in order to understand the message of others. comprehension …summarize ideas from chapters. application …adapt oral messages to a given situation. analysis …analyze one’s self as a communicator in order to identify strengths and weaknesses. synthesis …write for different audiences using appropriate voice, conventions, and content. evaluation …critique an argument presented in the text.

Measures (must be observable) Measures are the activities (tests, projects, papers, journals, etc.) you use to assess student learning.

Goal: To engage in articulate expression through effective writing and speaking. The student will be able to + verb + learning outcome. (action you want to accomplish) knowledge …identify points of view in order to understand the message of others. (reading review cards) Comprehension …summarize major ideas from chapters. (short answer response on quiz) Application …adapt oral messages to a given situation. (individual presentation) analysis …analyze one’s self as a communicator in order to identify strengths and weaknesses. (journal entry) synthesis …write for different audiences using appropriate voice, conventions, and content. (editorial) Evaluation …critique an argument presented in the text. (debate)

Examples of Measures Chapter Exams Projects Research projects – comprehensive in nature Exercises based on theory application Quizzes Use of online library database Class discussion Demonstrations Cases Interviews

Measures 1.Look at your syllabus. 2.What measures do you currently use to assess your students learning? 3.Of the measures you identified, which of those assess student learning of the general education knowledge and skills goals? 4.It is likely that you have already accomplished much of this work.

Questions, comments, additional assistance contact: Tamara Rosier Assistant Director of Assessment Pew Faculty Teaching and Learning Center Julie Guevara Assessment and Accreditation Officer Provost Office