Presentation on theme: "Learning Objectives, Performance Tasks and Rubrics: Demonstrating Understanding and Defining What Good Is Brenda Lyseng Minnesota State Colleges."— Presentation transcript:
1 Learning Objectives, Performance Tasks and Rubrics: Demonstrating Understanding and Defining What Good IsBrenda LysengMinnesota State Colleges and UniversitiesCenter for Teachingand Learning
2 GoalsReview how the assessment cycle matches what you do in your classMove from Learning Outcomes to Learning Objectives to AssessmentBuild Performance TasksWrite Rubrics
3 ActivityMake a concept map to show the relationship between these wordsAs you discuss, think aboutWho?What?How?When?Why?Assessment of studentCourseFacultyLearning activitiesLearning objectivesLearning outcomesProgramStudentUniversity
5 From Learning Outcomes to Learning Objectives to Assessment What are learning objectives at the course level?What are characteristics of learning objectives?What impact should learning objectives have on how you teach?What is the importance of assessment of learning objectives?
6 Learning objectives What do we expect students to be able to do after instruction or learning activity?Focuses on student, not teacherEstablishes directionIf well-stated, makes it clear what type of assessment would be appropriateContinuum from highly specific objectives or very broad learning goals – need intermediate to get at higher-level skills that are specific enough to be assessed
7 Educational Objectives and Verbs for Stating Specific Learning Outcomes Major categories in the cognitive domain (Bloom, 1956)KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
8 Educational Objectives and Verbs for Stating Specific Learning Outcomes Major categories in the affective domain (Krathwohl, 1964)Receiving stimuliRespondingValuingOrganizationCharacterization by a Value or Value Complex
9 Educational Objectives and Verbs for Stating Specific Learning Outcomes Major categories in the psychomotor domain(Simpson, 1972)PerceptionSet (Mental, physical, emotional readiness)Guided ResponseMechanismComplex Overt ResponseAdaptationOrigination
10 Checking objectives: Are they complete? Are they appropriate? Are they sound?Are they feasible?
11 Critique Time! How could you improve the following learning objectives?Teach students key concepts.Student will be able to communicate.To learn about joint structureStudent will identify a concept and apply concept.
12 From Learning Outcomes to Learning Objectives to Assessment Planning Worksheet Broad skill, intendedoutcomeGraduates will demonstrate effective verbal, non-verbal, and written communication skills in a wide variety of contexts, including collaborative activities.ObjectivesWhat supportingknowledge andskills will studentsachieve?Learning ActivitiesAssessmentLook at examples;Look at examples
13 From Learning Outcomes to Learning Objectives to Assessment Planning Worksheet Broad skill, intendedoutcomeGraduates will demonstrate effective verbal, non-verbal, and written communication skills in a wide variety of contexts, including collaborative activities.ObjectivesLearning ActivitiesWhat will students do that will lead them to the learning objectives?AssessmentThink about the specific skills involved and which ones need to build on others; what skills do they already have? What skills do they need to practice in class or with a group? What do they need from you?
14 From Learning Outcomes to Learning Objectives to Assessment Planning Worksheet Broad skill, intendedoutcomeGraduates will demonstrate effective verbal, non-verbal, and written communication skills in a wide variety of contexts, including collaborative activities.ObjectivesLearning ActivitiesAssessmentHow do students demonstrate mastery?How will you assess the student’s ability perform these skills? Could be short in-class problem, exam question, group discussion, project or assignment
15 Performance TasksEmphasis is on doing – not merely knowing; on process as well as productGoal is to be as authentic as possibleUsed to measure learning outcomes and learning objectives that cannot be measured well by objective testsSuited for less structured problems, creation of a product or a performanceCan be narrow in definition or more broad and open
16 Examples of TasksPrepare and deliver a speech to persuade people to take actions to protect the environment.Write a computer program in BASIC that will sort a list of words alphabetically.
17 Examples of TasksDesign and carry out an investigation to estimate the acceleration of a falling object. Describe the procedure used, present the data collected and analyzed, and state your conclusions.You are approaching the age of menopause and need to make a decision about HRT. Explain the criteria that are important to you in your decision. Present in decision in the form of a dialogue with your health care provider.
18 How to build a performance task Identify the specific content and/or skills students will learn.Build the task that the students will do while identifying the criteria or standards that you will assess. These can be a mix of content standards and lifelong learning skills standards.What type of activities will reinforce and deepen students’ understanding of the content and skills?
19 Build a performance task Learning ObjectivesWhich one do you want to assess?TaskWhat is the core task you want students to perform?
20 Build a performance task What content standards do you want students to demonstrate?What knowledge will students demonstrate?What performance standards do you want students to demonstrate?What skills will students demonstrate?What will be their sources of information?Interviews, primary sources, secondary, textbookWhat type of product do you want?Written report, oral report, recommendation, graphHow will students work?Individual, partner, team
21 Standards or Criteria Content Standards Lifelong Learning (Skill or Performance) Standards
22 Write RubricsScoring tool that describes evaluation criteria based on the expected outcomes and performances of students. Each rubric consists of a set of scoring criteria and point values.
23 Why use rubrics? Improve reliability of grading assignments To convey goals and expectations of students in an unambiguous wayTo convey grading standards and relate to classroom goalsTo engage students in critical evaluation of their own performance – self-assessmentTo aid in intradepartmental discussion about standards and criteriaTo form the basis for departmental and institutional assessment
24 Considerations when constructing a rubric What elements must be present to ensure high quality?How many levels do I want?What is a clear description of each achievement level?Rubrics are for you and the students!Ask students for feedback on the rubrics
25 Getting started…Consider a 4 – 3 – 2 – 1 scale where a “3” means that the student has completed the project in a satisfactory manner (generally a low B or high C)Write the “4” description firstDon’t try to cover too many different skills or content areas within one rubric
26 ActivityAt your table, write a rubric for a great semester break
27 Rubric for a Productive Session 4 – Faculty member met with other faculty members for a work session. Faculty began in various stages but all brought ideas to work on. Faculty learned from each other, gave suggestions, and modified their work. Faculty designed performance tasks for their own courses. Faculty gained experience in the use and writing of rubrics.
28 Rubric for a Productive Session 3 – Faculty member met with other faculty and discussed teaching and learning issues. Ideas were exchanged with promises of talking more about teaching and sending each other assignments, etc.
29 Rubric for a Productive Session 2 – Faculty member worked on course material in isolation from others. Materials may or may not show growth.
30 Rubric for a Productive Session 1 – “Assessment Session? What’s assessment have to do with me?”