Transcript pptx - Innovative Course-Building Group

Assessment Day
Session 2
Kim Cossey, Heidi Fowler
Laurie Huffman, Liz Speelman
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Workshop goals – by the end of this
workshop you will be able to:


Describe the hierarchy of learning outcomes at
Georgia College
Use the process of backward design to write
learning outcomes.
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Big Picture
USLG
CUBE
Program/Department
Course
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University Shared Learning
Goals

Written and Oral Communication
◦ Integrate effective speaking and writing skills in
multiple contexts

Critical Thinking
◦ Use critical thinking skills to analyze evidence

Global Understanding
◦ Analyze and evaluate the diverse responses of
peoples, cultures, societies, or groups to global
issues

Informed Citizenship
◦ Demonstrate an understanding of the
responsibilities of informed citizenship in
personal and professional contexts
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Mapping Example – Outdoor
Education
As a result of this class students will be able to:
Related Program Goal (Objective)
Course Assessments
demonstrate technical and facilitation
competencies in leading low and high challenge
course activities;
1.1 Graduates are technically proficient in a variety
of outdoor activities. (Students will demonstrate
competency in challenge course activities).
Technical Skill tests
Policy & Procedures Quizzes
demonstrate understanding of GC policy and
broader industry standard related risk
management and preferred practice;
3.2 Graduates are prepared to manage actual and
perceived risk according to industry standards and
preferred practice. (Students will integrate risk
management concepts and strategies into program
design, implementation, and evaluation.)
Policy & Procedures Quizzes
Program Designs
develop environmentally sound and effective
challenge course programs;
2.1 Graduates are prepared to integrate experiential
education theory and philosophy in outdoor education
programs. (Students will plan programs for a wide
range of client groups, contexts, and outcomes.)
Program Designs
Final Exam
apply professional practice for challenge course
facilitation management.
6.4 Graduates are prepared to advocate for the
profession. (Students will engage in professional
practice.)
Policy & Procedures Quizzes
Challenge Course Facilitation Log
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Backward Design – Why Bother?
• Focus your planning efforts on what you want students to
achieve.
• Re-design a course.
• Move away from ‘covering the curriculum’.
• Improve student and faculty engagement.
• Connect course goals, activities, and assessment.
• Facilitates mapping of course goals and student
assessment to program / department / college-level goals.
• Create a more useful syllabus.
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Backward Design
Ideas
What is the “big picture” or lofty idea?
Learning Outcomes/
Goals
Goals
Assessments
What do you want your student to be able to do?
Instructional
activities
Activities
Debates, reports, experiments, posters,
presentations, interviews, essays, exams
Adapted from Understanding by
Design by Wiggins & McTighe
Assessment
Did students achieve the goals? Include formative
& summative assessment.
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Essentials of Goals / Learning
Outcomes
Based on the work of Barbara Tewksbury and Linda Nilson
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Components of good learning
goals
•Student-centered
•Measurable
•Concrete
•Higher-order
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It isn’t what you do.
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A learning outcome doesn’t describe what you
plan to do in a course.

Rather, a learning outcome indicates what you
expect your students to be able to do upon
successful completion of the course.

A learning outcome should be studentcentered.
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Example:
• Students
have been exposed to all the
fundamental ideas of single variable
calculus.
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Observable behaviors

Caution: The verbs to know, learn and
understand indicate internal mental states not
automatically accessible to an observer.
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Students must demonstrate their knowledge,
learning, and understanding in some way to
make assessment possible.
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Objectives must be easily measured.
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Example:
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Upon completion of this course students
will be able to grasp the essential nature of
research and how to synthesize research in
writing so that the insights and
documentation are logical and clear.
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Students will understand the genetic basis
of evolution.
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Lofty Ideals
Example:
Students will enrich their critical thinking skills.
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The problem: This statement is
neither concrete nor easily
measurable.
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A solution: Students will demonstrate
their critical thinking skills by…..add
what students will be doing in your
course here.
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Professional behaviors

What do you do as a professional in your
discipline? Ask yourself this question to
help you set goals.
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Educational Frameworks
Focus on higher-order thinking skills
that include lower-order thinking
skills.
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Ultimate Outcomes- Begin with the end
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Ultimate outcomes address the most
challenging or cognitively complex tasks.
 Ultimate outcomes require integration of
multiple skills acquired throughout the course.
 Ultimate outcomes can be assessed by capstone
or end-of semester project/exam.

Limited in number
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Mediating Outcomes – Take a step
back
Mediating outcomes will address the abilities
that are requisite to achieve the ultimate
outcomes.
 Each mediating outcome will address one
component of an ultimate outcome.
 Mediating outcomes are often sequenced in a
logical progression.
 Several in number.
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Foundational Outcomes -End at the
beginning
Foundational outcomes address lower order
cognitive abilities necessary to achieve
mediating outcomes.
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Requires learning the “language” of the
discipline.
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May require a paradigm shift for students
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A re-thinking of learning outcomes for
Probability and Statistics
Before:
*Calculate and interpret basic descriptive
statistics;
* Calculate probabilities for simple events
from a variety of random experiments;
* Describe and use properties of basic
probability distributions;
* Understand and be able to perform
statistical inference in the form of
confidence intervals and hypothesis tests;
After:
Ultimate:
* Evaluate the validity of statistical inferences, through data
analysis, concerning important professional or public issues.
Mediating:
*Interpret basic descriptive statistics in a variety of contexts.
*Apply properties of basic probability distributions.
*Perform statistical inferences in the form of confidence
intervals and hypothesis tests.
*Apply appropriate technology in analysis and synthesis of data
in problem solving situations.
* Review with a more critical eye public
information that informs decisions in our
world today;
Foundational:
*Calculate basic descriptive statistics
*Calculate probabilities for a sample events from a variety of
* Use appropriate technology in
random experiments.
evaluation, analysis, and synthesis of
information in problem- solving situations. *Describe properties of basic probability distributions
*Understand statistical inferences.
*Choose technology appropriate to solve particular problems.
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Questions So Far?
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Backward Design Activity
Learning Outcomes

Get into groups of __
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Choose a course topic: We have suggested some issues
relevant to Georgians – Hope Scholarship, Water, Food,
Poverty.
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Backward Design Activity
Learning Outcomes

Choose a course topic: We have suggested some issues
relevant to Georgians – Hope Scholarship, Water, Food,
Poverty.

Discuss with the group the characteristics of your ideal
course.
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Backward Design Activity
Learning Outcomes

Choose a course topic: We have suggested some issues
relevant to Georgians – Hope Scholarship, Water, Food,
Poverty.

Discuss with the group the characteristics of your ideal
course.

Individually, jot down skills, dispositions and abilities
that a student who successfully completes the course
will possess.
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Backward Design Activity
Learning Outcomes

Choose a course topic: We have suggested some issues
relevant to Georgians – Hope Scholarship, Water, Food,
Poverty.

Discuss with the group the characteristics of your ideal
course.

Individually, jot down skills, dispositions and abilities
that a student who successfully completes the course
will possess.

Write at least three learning outcomes for the course.

Innovative Course-building Group (icbg.wordpress.com)
Backward Design Activity
Learning Outcomes

Choose a course topic: We have suggested some issues
relevant to Georgians – Hope Scholarship, Water, Food,
Poverty.

Discuss with the group the characteristics of your ideal
course.

Individually, jot down skills, dispositions and abilities
that a student who successfully completes the course
will possess.

Write at least three learning outcomes for the course.

Share learning outcomes with the group.
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Take-Aways
It’s a process.
 Keep the perspective.
 Campus resources –
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◦ CETL
◦ IC-bG
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