1. LEARNING ASSESSMENT AND OUTCOMES-BASED TEACHING (Learning) OBJECTIVES Certification 130 (UPR-BT 1999-00) Marta Colón de Toro, SPHR Assessment Coordinator CBA-UPRM October 28, 2004

2. Our Learning Objectives By the end of this session you will be able to: Identify major provisions of Certification 130 Rewrite your course syllabus according to Certification 130 Rewrite course objectives to reflect learning outcomes.

3. ELEMENTS OF A SYLLABUS According to Certification 130 1. Heading 2. Course Code and Title 3. Crds/Hrs 4. Pre/Co requisites and other requirements 5. Course Description  According to Official Bulletin 6. Course objectives  Outcomes based 7. Course Content with Time Distribution  (List specific topics and sub-topics) 8. Teaching strategies and methodology 9. Learning Resources 10. Evaluation Strategies 11. Grading System 12. Bibliography  Not more than 5 yrs old, must be available in GL (or MSC) 13. Rights of handicapped students

4. Instructional Objectives… Definition “Are types of executions that the students can perform after being taught in a way that they show that they have learned what was expected.” Norman Gronlund ------------------------------------------------------- Purpose Express expectations of what is to be learned in a course Provide a context for what will be learned

5. Course objectives help… The Student Clarify personal goals Measure success Reduce anxiety Improve studying effectiveness The Professor Design relevant classroom material Design relevant assignments Design tests/projects

6. Course Goals and Objectives Teaching Focuses on the professor’s effort, intent or Learning Focuses on the student’s achievement “Expose the student to recent research in marine sciences” “Evaluate recent research in marine sciences”

7. Hierarchy of Learning Goals Institutional Goals College Goals Program Goals Course Goals Session Objectives “Apply scientific inquiry methods.” “Think logically and critically.” “…basic and applied research.” “…apply data collection techniques.” “list steps in the scientific research process.”

8. Complex versus Simple Objectives Write one complex objective for each main topic. “Given the data of a job analysis, develop a job description that complies with EEO and ADA guidelines”. Write several simpler objectives within each topic. “Identify pros and cons of different job analysis methods”. “Discuss EEO and ADA provisions for writing job descriptions”. Write 1-2 simple objectives for each class/assignment. “Provide a definition of job analysis”. “Describe the process of analyzing jobs”.

9. Effective Learning Objectives Express them in terms of observable and measurable behavior Facilitates assessment of learning Objectives should answer these questions: What must students do to show that they have learned. What should students be able to do as a consequence of their learning.

10. Good learning objectives address… 1. What the student is expected to do after learning. (performance) 2. The circumstances under which the student will be able to perform.(condition). 3. The level of acceptable performance. (standard) Basic Elements

11. Using Measurable Action Verbs analyze compute classify collaborate compare appreciate contrast define demonstrate direct derive designate discuss display evaluate know identify infer integrate interpret justify list understand organize grasp report respond solicit state synthesize name explain

12. Levels of Learning Bloom’s Taxonomy Knowing Comprehending Applying Analyzing Synthesizing Evaluating Define, describe, list, reproduce, enumerate Classify, explain, discuss, give examples, summarize Determine, develop, compute, utilize, conduct Correlate, diagram, distinguish, outline, infer Adapt, combine, compare, contrast, design, generate Compare & contrast, critique, justify

13. Let’s Practice! Rewriting Learning Objectives “At the end of this session you will be able to:

14. How to get started… Identify each general topic of your course Write down what you expect the students to be able to do in regard to each topic. These become the list of course objectives Communicate them to students Use them to develop assignments, exams, etc… Make sure you will be able to measure each objective Consider the level at which they should be able to perform. (Bloom’s taxonomy) Rewrite each objective based on outcomes.

15. Dealing with “understand” Always ask yourself… What would students be able to do if they “understood”? Give examples of … Determine the “correct” method to use… Discuss pros and cons… Identify elements in a given case… Apply the correct technique