1xx K K K 7 1 2 3 4 5 6 Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K.

Slides:



Advertisements
Similar presentations
A Focus on Higher-Order Thinking Skills
Advertisements

Outcomes and Standards. Outcome Curricular statements describing how students will integrate knowledge, skills, and values into a complex role performance.
? Tulsa Community College- Engaged Student Programming.
? freely adapted from Tulsa Community College- Engaged Student Programming.
Assessment 2.0: The Next Frontier Dr. Nathan Lindsay Assistant Vice Provost for Assessment October 28, 2011.
Finding Your Way to More Intentional and Coherent Learning Outcomes Nathan Lindsay April 23, 2014.
Writing Outcomes & Measures Adapted from Susan Hatfield Presented to DC faculty InterCampus Day Spring 2012.
Creating an SLO or PLO Statement Presented by ORIE Team Summer 2013 Academy for Planning, Assessment, and Research.
The Missing Link: Development of Programmatic Outcomes Christopher Meseke,Ph.D. Park University.
Bloom's Taxonomy of Learning (Cognitive domain)
Bloom's Taxonomy of Cognitive Development
Proposal in Detail – Part 2
Nathan Lindsay, UM Associate Provost MUS Assessment Workshop
OF THE COGNITIVE DOMAIN
From Learning Goals to Assessment Plans University of Wisconsin Parkside January 20, 2012 Susan Hatfield Winona State University
Youngstown State University September 2011 Susan Hatfield Winona State University Winona, MN Assessing your Assessment Plan.
College of Sciences & Arts Program Learning Goals  What is a learning goal?  How is it used for assessment?  What is a good program goal?  What not.
Writing Is a Great Tool for Learning!
TTE 350 Lecture Notes for 1/24/01. Review What is Distance Ed? –Teaching and learning opportunities where students are physically Separated and technology.
Assessment 101: The Core Curriculum Susan Hatfield - Winona State UNC Wilmington November 2005
Agenda Peer Assessment Roundtables – Student Learning 10: :10 – Welcome and Explain Process 10: :30 – Full Group: Coaching Assessment – SLOs.
Northern Illinois University March 2009 Susan Hatfield Winona State University Leave No Outcome Behind: Teaching, Learning & Assessment.
Levels of Questioning Mr. Bishop English 12CP.
DAU Curriculum Process: Implementing Bloom’s Taxonomy and Kirkpatrick’s Levels of Evaluation Judith Hall Bayliss, DAU November 2, 2007.
Student Learning Outcomes
Writing Objectives Including Bloom’s Taxanomy. Three Primary Components of an Objective Condition –What they’re given Behavior –What they do Criteria.
LEARNING OBJECTIVE #1 Gifted students will develop advanced research methods and independent study skills, which allows for the in-depth learning of.
Assessing Program Level Student Learning Outcomes: What you need to know University of Wisconsin Parkside January 20, 2012 Susan Hatfield Winona State.
How to Ask Reading Questions 北一女中 寧曉君老師
Bloom’s Taxonomy And we don’t mean Evan Bloom!. Have you ever wondered… How do we really learn information? What is the goal of learning? What do our.
Bloom’s Taxonomy Revised Version. Bloom’s Taxonomy of Instructional Activities ( REVISED VERSION – PAGE 52) Create Evaluate Analyze Apply Understand Remember.
Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.
A Decision-Making Tool.  Goal  Educational Objectives  Student Learning Outcomes  Performance Indicators or Criteria  Learning Activities or Strategies.
Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context.
© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM All rights reserved. Introduction to Bloom’s Taxonomy Coaching for Design.
CREDIT REQUESTS.  Credit Requests  Learning Statement Recap  Importance of Verbs  Creating Credit Requests in PDAS  Technical Support  Questions.
BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN. BLOOM’S TAXONOMY Benjamin Bloom (et al.) created this taxonomy for categorizing levels of abstraction of questions.
Developing Meaningful, Measurable Student Learning Outcomes Tulsa Community College January 2013 Susan Hatfield Professor, Winona State University
BLOOM’S TAXONOMY Mrs. Eagen A, A. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts,
Higher Order Thinking Skills
COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE
QUESTIONING! 10/15. Agenda Discuss open-ended questions Discuss different question stems and levels Blooms and Costas Watch a clip on gun violence and.
If you want better answers, ask better questions.
Teaching and Thinking According to Blooms Taxonomy human thinking can be broken down into six categories.
D ESCRIBING Y OUR L EARNING Unit 5 Seminar. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.
TEMPUS-ELFRUS - Project Meeting, Apri 7-9, Vienna Learning Outcomes I MANSBERGER TEMPUS-ELFRUS Learning Outcomes Reinfried MANSBERGER.
TTE 350 Lecture Notes for 1/29/01. Nuts and Bolts Assignments AIM ( Questions…
Bloom’s Taxonomy How to Create REALLY good questions!!
Five Mistakes in Developing eLearning (and How to Avoid Them) by Joe Ganci The Top Five Mistakes in Developing eLearning (and How to Avoid Them) by Joe.
Facilitating Higher Order Thinking in Classroom and Clinical Settings Vanneise Collins, PhD Director, Center for Learning and Development Cassandra Molavrh,
Making Assessment Meaningful
Setting SMART Objectives
Objectives Course Goal
Bloom’s Taxonomy (1956) Evaluation Making critical judgments
A Focus on Higher-Order Thinking Skills
85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”
Evaluating Classroom assignments: Planning for Grading
A guide to reading, writing, thinking and understanding
Author: Brenda Stephenson The University of Tennessee
اهداف یادگیری حیطه ها وسطوح
Depth of Knowledge (DOK) Levels
Bloom’s Taxonomy (1956) Evaluation Making critical judgments
Assessments for “Remembering” Outcomes
What you assess makes a statement about what you value
Higher Order Thinking Skills
A Focus on Higher-Order Thinking Skills
Our goal is to be thinking at a higher level.
Classifying Questions
? INQUIRY to question is to learn.
Program Assessment Core Assessment Course Assessment
Presentation transcript:

1xx K K K Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K K 2xx A A S A A K 3xx A K A A K A 4xx S A K S Capstone S S

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Associate Classify Compare Compute Contrast Differentiate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Apply Calculate Classify Demonstrate Determine Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practice Report Restructure Schedule Sketch Solve Translate Use Write Analyze Appraise Calculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Arrange Assemble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Validate

Student Learning Outcomes Students will be able to > >