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DevelopingLearningOutcomes

This is information abou the three man educational domains

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DevelopingLearningOutcomes

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  1. MsSueBannister AssessmentLecturer EducationCentre Facultyof Medicine & Dentistry UniversityofWesternAustralia sbannis@cyllene.uwa.edu.au May2002 DevelopingObjectives andRelatingthem to Assessment

  2. Overview Objectives: WhenyouhavemasteredthematerialinthisGuide,youshouldbeableto 1. writeclearobjectiveswhichdefinethespecificoutcomesorcompetenciestobe achievedintermsofskills,knowledge,attitudesorvalues, 2. formthebasisuponwhichtoselectordesigninstructionmaterials,contentor teaching techniques, 3. providethebasisfordeterminingorassessingwhentheinstructionpurposehas beenaccomplished, 4. provideaframeworkwithinwhichalearnercanorganizehisorhereffortsto completethelearning tasks. Hint: well-writtenobjectives shouldbeclearlydefined, observable,measurableand valid.

  3. WritingObjectives Therearevariouswaysofwritingobjectives.Besidesreferringtothemes,youmightalso classifyaccordingtoeducationaldomains.Thethreegroupsofdomainsidentified by educationalpsychologist,BenjaminBloomarecommonlyusedtogroupobjectivesand learningoutcomes.Theseare: • Cognitivedomain–encompassesintellectualorthinking skills(TermedKnowledgeObjectives) • Psychomotordomain–encompassesphysicalskillsor theperformanceofactions.(TermedSkillsObjectives) • Affectivedomain–encompassesattitudesandvalues (TermedAttitudesObjectives) Hint:Include Knowledge, Skillsand Attitudes Objectives LevelsofObjectivesWriting WithineachDomainthereareseverallevelsyoumaywishtospecifyinyourobjectives writing.Thiswilldependupontheextentofdetailthatisrequiredinthecurriculumand whatyouknowaboutthelearningstyleandreadinessofthestudents. Example Makedecisionsbased ondiagnosis, investigationand management(Levels3- 5) Hint: Trytocoverthe differentlevelsof eachlearning Domain Describethe complicationsof hypertension(Level2)

  4. Performa complete physicalexamination (Levels3-5) Performavenipuncture (Levels3-5) Furtherdevelopa professionalattitude andconduct (Level5) Demonstratea willingnesstobe criticallyevaluatedby others(Level3) IneachDomain,Bloomidentifiedseverallevels,eachwithalistofsuitableverbsfor describingthatlevelinwrittenobjectives.Thefollowingtabledescribesthecognitivedomain, andlevelsarearrangedfromtheleastcomplexlevelsofthinkingtothemostcomplexlevels ofthinking.

  5. (Source:Bloom,B.,TaxonomyofEducationalObjectives,1956) Hint: Group together related Objectives Avarietyofcognitivelevelsshouldberepresentedintheobjectives. Someobjectivesshoulddealwithfacts,somewithconceptsandsomewiththe applicationoftheinformation.Assumingthattheobjectivesarewellwritten,thiswillalsoleadtoexamquestionsthataddressavarietyofcognitivelevels. UsingBloom’sTaxonomyofCognitiveLevelsforgroupingobjectives,thefollowingprovides someexamplesofhowyoumightusetheseforassessmentpurposes:

  6. Knowledge–CanstudentsRECALLinformation? Who, What, Where, When, How Howmuch Describe Define Memorise Literalquestions Which one Name Label List Reproduce Recall Comprehension–CanstudentsEXPLAIN ideas? Explain Describeinyourownwords Inferentialquestions Summarise Whatwouldgo better Selectthe definitionReadthegraphtableThisrepresents Condensethisparagraph Whatpartdoesn’tfit Whatarethey saying Explainwhatishappening Givean example Statein5 words Explainwhatismeant Whatrestrictionwouldyouadd Translate Outline Locate Match Application–CanstudentsUSEideas? Whatisthisusedfor? Makeamodel If…how Constructhow Howmuchwouldtherebeif… Choosethestatementsthatdon’tapply HowwouldyouuseTellwhatwouldhappen DemonstratehowShow how Designalesson Analysis–DostudentsSEErelationships? Wholeintoparts Group,Categorise,CompareandContrast Arrange Chart Diagram Reasonfor… Investigate Causefor Conclude Separate Similar Like Dissect Analyse,Research,Survey Whatinconsistencies,fallacies Whatisthe relationship Whatisthefunctionof Whatconclusions Whatdoestheauthorbelieve Makeadistinction Whatmotiveisthere Statethepointofview Whatrelationship Graph Differentiate Categorize Distinguishfactfromfiction,factandinference,factfromopinion,advantagefrom disadvantage,goodfrompoorreason Whatpersuasivetechnique

  7. Synthesis–CanstudentscombineideasandCREATEanewentity? Newwaysofdoing Considertheunexpected Hypothesis Compose Design Construct Build Solvethe following Plan Linkconceptsinanunusualandflexibleway Whatif Invent Takerisks Posean alternative create Solve Blend Howelsewouldyou Combine Imagine Predict MakeMakea film Proposeanalternative Evaluation–CanstudentsmakeJUDGEMENTSandsupportthem? Evaluatequality,relevance,reliability,truth Accuracyandeffectiveness Rate Defend Grade Verify Criticise Findthe errors Appraise Whichisbest Chooseandexplainwhy Rank Choose Order Dispute Defend Editorialise Judge Whatfallacies,consistencies,inconsistenciesappear Whichismoreimportant,better,moral,appropriate,inappropriate,useful,clearer,suits the purpose,achievesthegoal,logical,valid Hint: Avoidusingverbsthat representactionsor conceptsthatare difficulttomeasure suchasappreciate, be familiarwith,believe, comprehend,enjoy, know,learn,master andunderstand StatingObjectivesclearly Inorderforobjectivestoprovideausefulbasisforcreatingtest questions,theymustcontainverbsthatdescribeobservable, measurable,achievableactionsandspecificlevelsofthinking, becausethesearethingsthatcanbetested.Thewordsintheleft ofthetablebelowaredifficulttoassess,torecognisewhetherthe objectivehasbeenachieved.

  8. Stepsinwritingobjectives Hint: Workbackwardsfrom existingdata 1.Reviewexistingcourseaims,objectives,literature,course documentsandreportstobenchmarkappropriatestandards requiredforobjectiveswriting 2. Identifyprofessionalattributesofidealgraduatingstudents(egreferto professionalbodies,AustralianMedicalCouncilGuidelines).Graduateattributes are usedtodecideappropriatelearningoutcomesforthecourse 3. Deducelearningoutcomesfromdesirableterminalpractice-basedbehaviours implicitingraduateattributes 4. Assignprioritytothecoursethemes 5. Assignprioritytolearninglevels(knowledge,skills,attitudes). TheknowledgedomainforMedicineshouldbecompleteandcomprehensive,(as is presentedintheMedicalCoreSkillslist)Thismeansthatknowledgecontent and skillscontentneedtobecarefully detailed. 6. Agreeonabasiceducationalphilosophywhichcapturespreferredteaching methodologiesandassessmentapproaches 5. 6. Establishwaysofmeasuringattainment ofobjectives/learningoutcomesvia theselectionofappropriateassessmenttools 7. Reviewtheappropriatenessofobjectivesandtheircorrelationwithwhatistaught andassessed. DesignBackward Intended learning outcomes of the unit Intended missionof the institution Intended learning outcomes ofthe lesson Intended learning outcomes of the course Intended aims& objectives of the Faculty DeliverForward

  9. Checkingthequalityofobjectives • Doobjectivesreflectappropriatelyalltheintendedoutcomesanddotheysit wellwiththepresentstateofknowledgeofthestudents? • Aretheyobservableandmeasurableandtheoutcomesclearlydefined toa specifiedstandardorsetofconditions? • Aretheyattainablebyintendedlearnersandinthetimeavailable? • Dotheyreflectthecourseandcurriculumaims? • Remember,objectives should: • definespecificoutcomesorcompetenciestobeachievedintermsofskills, content mastery,attitudesorvalues • formthebasisuponwhichtoselectordesigninstructionmaterials,contentor techniques • providethebasisfordeterminingorassessingwhentheinstructionpurposehas beenaccomplished • provideaframeworkwithinwhichlearnerscanorganizetheireffortsto complete thelearningtasks • WellwrittenObjectivesandLearningOutcomes: • Arecarefullywordedtoincludestandards,conditionsandtermswhichmustbemet. Criteria/standards:- defined levelsofaccuracy,quality, quantity,timeconstraints • includespecialconditionsthatapplytotheactualactivitythatthelearnerwillperform Performance: thelearnerwill..(verb)… • specifythedegreeofaccuracyorproficiencythatthelearnermustmeet. Conditions: given “x”….without“y“

  10. Chooseassessmentmethodsfromthefollowing categoriestosuityourdesiredobjectives,learning outcomesandcoursecontent • Demonstratingknowledgeandunderstanding Essays Report Shortanswerquestions Reflectivecasesummary Videotapedconsultation reflectivejournals/portfolios Criticalincidentanalysis Conceptmapping Casebasedarticle Criticalappraisal • Assessingcriticalthinkingskills • Essay Report • Criticalincidentanalysis AssessingPeerfeedback Criticalevaluationoftheliterature Critiqueonan issue Reflectivejournalwriting Seminarpresentation • Assessingproblemsolvingskills • Simulation Report • Clinicalassessment EssayQuestion Observedlongcase Problem Based Learning (PBL) Poster Simulatedpatientinterviews Vivavoce • Assessingperformanceofproceduresanddemonstratingtechniques Masteryperformancetests Videoskill assessment Assessmentofcompetenceinsimulation CaseHistoryexercises Clinicaltutorevaluation Observedlongcase Clinicaltutorassessment OSCE Web-basedskills assessment Wardrating Specialclinicalskillsexam Laboratory reports Casepresentation Caseassessment • Assessingabilitytoreflectivelyintegratelearningintoprofessional practice Reflectivejournals Simulations CaseStudy PBL Clinicaltutorevaluation Videotaped consultation Casepresentation Portfolio Criticalincidents Project Logdiary Clinicalexperiencerecord Reflectivecasesummary Clinicaltutorrating

  11. Assessingindependentlearningskills Learningcontracts Peerassessment Criticalappraisal Clinicalexperiencerecord Portfolios Project Reflectivecasesummary Casebasedarticle • Assessingcollaborativelearningskills • Groupprojectswherethegroupprocessandgroupoutcomesareassessed(usingcriteria againstwhichthegroupcanassessitselfanddeterminefuture,moreeffectivewaysof functioning) Peer tutoring • Assessingresearchskills • Researchassignmentthatisprofessionallyrelevant(andwherestudentsareassistedto developtherequisiteskills) Developadatabaseonaparticular area Writinganannotatedbibliography Casebasedarticle Literaturereview Researchpaper • Asyoucansee,someassessmentmethods can beusedtoassessmorethanoneobjectivein thesameactivity. Hint: Testingexpertsrecommend coveringeachobjectivewith morethanoneassessment tool • Someassessmentmethodscanalsocover more thanoneleveloflearningatthesametime, dependinguponhowwelltheobjectiveor learning outcome has been written. ThefollowinggridshowshowyoumightplanaBiologyexamtoincludequestions atthevariouscognitivelevels.Examcontentisthenchosentomatchthelevel.

  12. Youcanalsowritemultiplechoicequestions(MCQs)which measureatthevariouscognitivelearninglevels,suchasin the followingBiologyexample: 1.Knowledge Whichofthefollowingarerawmaterialsorphotosynthesis? a. b. c. d. e. Water,heat,sunlight Carbondioxide,sunlightoxygen Water,carbondioxide,sunlight Sunlight,oxygen,carbohydrates Water,carbondioxide,carbohydrates 2.Comprehension Iflivingcellssimilartothosefoundonearthwerefoundonanotherplanetwhere there wasnomolecularoxygen,whichcellpartwouldmostlikelybeabsent? a. b. c. d. e. Cellmembrane Nucleus Mitochondria Ribosome Chromosomes 3.Application Phenylketonuria(PKU)isanautosomalrecessivecondition.Aboutoneineveryfifty Individualsisheterozygousforthegenebutshowsnosymptomsofthedisorder.Ifyou selecta symptom-freemaleandasymptom–freefemaleatrandom,whatisthe probabilitythattheywouldhaveachildafflictedwithPKU? a. b. c. d. e. 4.Analysis (.02)(.02)(.25)=0.0001=0.01%,orabout1/10,000 (.02)(.02)=0.0004=0.04%,orabout1/2,500 (1)(50)(0)=100%=all (1)(50)(0)= 0 = none 1/50=2%,or2/100 Mitochondriaarecalledthepowerhousesofthecellbecausetheymakeenergy availableforcellularmetabolism.Whichofthefollowingobservationsismostcogent Insupportingthisconceptofmitochondrialfunction? a. b. c. ATPoccursinthe mitochondria Mitochondriahaveadoublemembrane TheenzymesoftheKrebscycle,andmoleculesrequiredforterminal Respiration,arefoundnmitochondria Mitochondriaarefoundinalmostallkindsofplantandanimalcells Mitochondriaaboundinmuscletissue d. e. 5.Evaluation Disregardingtherelativefeasibilityofthefollowingprocedures,whichoftheselinesof researchislikelytoprovideuswiththemostvalidanddirectevidenceastorevolutionary relationsamongdifferentspecies? f. g. h. i. j. Analysisofthechemistryofstoredfoodinfemalegametes AnalysisoftheformoftheKrebscycle Observationoftheformandarrangementoftheendoplasmic reticulum ComparisonofdetailsofthemolecularstructureofDNA Determinationofthetotalproteininthecells

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