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

3 Questions 3 Minutes

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

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

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

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?

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 email 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

Bloom’s Taxonomy Action Verbs Examples

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

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?

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

List your top 3 objectives for your class 3 Minutes

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

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

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

Main Topics 5 Minutes

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

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?

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

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

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

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

Prehistoric Clickers: Fist to Five Summative Not Sure Formative

Formative or Summative? Not Sure Formative Formative

Formative or Summative? Not Sure Formative

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

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

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?

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

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)

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

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

Thank you!

Exit Activity Clearest Point/Muddiest Point