Paul Parkison: Teacher Education 1 Articulating and Assessing Learning Outcomes Stating Objectives Developing Rubrics Utilizing Formative Assessment

Paul Parkison: Teacher Education2 What are Learning Outcomes? Learning Outcomes as Stated Objectives: Learning Outcomes as Stated Objectives: –Plan for the content of the course. –Material identified as needing coverage. –Credentialing organization’s standards. Ends we hope to Achieve Ends we hope to Achieve

Paul Parkison: Teacher Education3 Critical Look at the Perception and Use of Learning Outcomes Faculty focus tends to turn to what will be taught, not what will be learned. Faculty focus tends to turn to what will be taught, not what will be learned. Students perceive learning outcomes as grades. Students perceive learning outcomes as grades. –“I paid for this course” mentality –“I attended class, I turned in my assignments, I should get an A” mentality Need to reconnect student and faculty! Need to reconnect student and faculty!

Paul Parkison: Teacher Education4 Focus on Desired Learning Well-written educational objectives should clearly specify what students are to learn and how they are to demonstrate that learning. 1. Learning Objectives 2. Rubrics 3. Formative Assessment 4. Backward Design

Paul Parkison: Teacher Education5 Introducing Learning Outcomes: The Constructivist Classroom Proposing problems of emerging relevance to students Proposing problems of emerging relevance to students Challenging suppositions Challenging suppositions Teaching primary concepts rather than discrete bits of information Teaching primary concepts rather than discrete bits of information Valuing students’ points of view Valuing students’ points of view Post-modern Classroom?

Paul Parkison: Teacher Education6 Using Bloom’s Taxonomy: Basic Cognitive Level Bloom’s Level of Educational Objectives Behavioral Verbs Representing Intellectual Activity Knowledge Who, what, when, where, define, describe, memorize, label, list, recognize, name, repeat, draw, state, identify, select, write, locate, recite. Comprehension Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize, clarify, show, review, tell. Application Apply, change, put together, construct, discover, produce, make, report, sketch, solve, show, collect, prepare, interpret, relate, design

Paul Parkison: Teacher Education7 Using Bloom’s Taxonomy: Higher Order Thinking Bloom’s Level of Educational Objectives Behavioral Verbs Representing Intellectual Activity Analysis Examine, classify, categorize, research, contrast, compare, disassemble, differentiate, separate, investigate, subdivide, diagram, analyze, conclude. Synthesis Combine, hypothesize, construct, originate, create, design, formulate, role play, develop, suppose, organize, compile, compose, generate. Evaluation Compare, recommend, assess, value, apprise, solve, criticize, weigh, consider, debate, defend, conclude, predict, evaluate.

Paul Parkison: Teacher Education8 Creating Statements of Learning Outcomes Combining learning content with cognitive processes. Combining learning content with cognitive processes. Combining Lower Order cognitive processes with Higher Order cognitive processes. Combining Lower Order cognitive processes with Higher Order cognitive processes. Statement should focus upon student learning! Statement should focus upon student learning!

Paul Parkison: Teacher Education9 What is a Rubric? A Rubric is a set of clear expectations or criteria used to help teachers and pupils focus on what is valued in a subject, topic, or activity. A Rubric is a set of clear expectations or criteria used to help teachers and pupils focus on what is valued in a subject, topic, or activity. A Rubric describes the level at which a pupil may be performing a process or completing a product. A Rubric describes the level at which a pupil may be performing a process or completing a product. A Rubric describes what is to be learned rather than what is to be taught. A Rubric describes what is to be learned rather than what is to be taught.

Paul Parkison: Teacher Education10 Creating Rubrics Based on Statements of Learning Outcomes By combining content with higher and lower order cognitive processes a natural matrix is created. By combining content with higher and lower order cognitive processes a natural matrix is created. Multiple learning outcomes within one student activity facilitates efficient instruction and assessment. Multiple learning outcomes within one student activity facilitates efficient instruction and assessment.

Paul Parkison: Teacher Education11 Example: Article Review Reflection Rubric Category: Learning Outcome ExcellentProficientDevelopingBasic Information Seeking Both “A” and “B” “A” but not “B” not “B” “B” but Not “A” Neither “A” Nor “B” Appraisal of Literature Both “A” and “B” “A” but not “B” not “B” “B” but Not “A” Neither “A” Nor “B” Analyzing Perspective Both “A” and “B” “A” but not “B” not “B” “B” but Not “A” Neither “A” Nor “B”

Paul Parkison: Teacher Education12 Example: Article Review Reflection Statement of Leaning Outcomes Information Seeking: Information Seeking: –The student can identify a scholarly article related to middle level education and can assess the relevance of the article’s content to middle level education. Category“A”“B” Information Seeking Student identifies a scholarly article related to middle level education. Student assesses the relevance of the article content to middle level education.

Paul Parkison: Teacher Education13 Example: Article Review Reflection Statement of Leaning Outcomes Appraisal of Literature Appraisal of Literature –The student can explain significant information within the article and can compare information to their previous experience or other scholarly work. Category“A”“B” Appraisal of Literature Student explains significant information within a scholarly article. Student compares significant information within a scholarly article to their previous experience or other scholarly work.

Paul Parkison: Teacher Education14 Example: Article Review Reflection Statement of Learning Outcomes Analyzing Perspective Analyzing Perspective –The student can discover a topic on which there is a diversity of perspectives and can use specific information to defend their perspective on the topic. Category“A”“B” Analyzing Perspective Student discovered a topic on which there is a diversity of perspectives. Student used specific information to defend their perspective on the topic.

Paul Parkison: Teacher Education15 Example: Article Review Reflection Rubric Category: Learning Outcome ExcellentProficientDevelopingBasic Information Seeking Both “A” and “B” “A” but not “B” not “B” “B” but Not “A” Neither “A” Nor “B” Appraisal of Literature Both “A” and “B” “A” but not “B” not “B” “B” but Not “A” Neither “A” Nor “B” Analyzing Perspective Both “A” and “B” “A” but not “B” not “B” “B” but Not “A” Neither “A” Nor “B”

Paul Parkison: Teacher Education16 Discussion Questions: 1. Is it necessary to write down objectives? 2. How many objectives should I state in a course or assignment? 3. Are there any cautions I should keep in mind regarding objectives?

Paul Parkison: Teacher Education17 Helping Students UNDERSTAND Students who understand can explain. Students who understand can explain. Students who understand can interpret. Students who understand can interpret. Students who understand can apply. Students who understand can apply. Students who understand see in perspective. Students who understand see in perspective. Students who understand demonstrate empathy. Students who understand demonstrate empathy. Students who understand reveal self-knowledge. Students who understand reveal self-knowledge. Wiggins and McTighe, 1998.

Paul Parkison: Teacher Education18 Six Facets of Understanding Facet of Understanding Criteria Statements 1. Explanation Accurate; Coherent; Justified; Systematic; Predictive 2. Interpretation Meaningful; Insightful; Significant; Illustrative; illuminating 3. Application Effective; Efficient; Fluent; Adaptive; Graceful 4. Perspective Credible; Revealing; Insightful; Plausible; Unusual 5. Empathy Sensitive; Open; Receptive; Perceptive; Tactful 6. Self-knowledge Self-aware; Meta-cognitive; Self-adjusting; Reflective; Wise

Paul Parkison: Teacher Education19 Backward Design Grant Wiggins and Jay McTighe developed a curriculum design model that emphasizes the ends to be achieved: Given a task to be accomplished, how do we get there? Given a task to be accomplished, how do we get there? What kinds of lessons and practices are needed to master a key performance? What kinds of lessons and practices are needed to master a key performance?

Paul Parkison: Teacher Education20 Stages in the Backward Design Process Identify Desired Learning Outcomes: Results Determine Acceptable Evidence Plan Learning Experiences and Instruction

Paul Parkison: Teacher Education21 Stage One: Identifying Learning Outcomes Wiggins and McTighe recommend four criteria: 1. Is the material enduring? 2. Is the material at the heart of the discipline? 3. Is the material needing un-coverage? 4. Is the material potentially engaging?

Paul Parkison: Teacher Education22 Establishing Purpose: Following Backward Design Procedures Identify the “Mission” of the Lesson or Unit! Identify the “Mission” of the Lesson or Unit! Identify the Developmentally Responsive Framework to guide the Lesson or Unit! Identify the Developmentally Responsive Framework to guide the Lesson or Unit! Create Appropriate Lesson Plan(s). Create Appropriate Lesson Plan(s). Create Rubric Aligned with Mission, Framework, and Standards. Create Rubric Aligned with Mission, Framework, and Standards. Generate Formative Evaluation Forms. Generate Formative Evaluation Forms.