Learning and Assessment Design for Programs and Courses

1. Learning and Assessment Design for Programs and Courses RosEvaluation Conference – Robin Nickel, Ph.D. Worldwide Instructional Design System nickelr@wids.org April 9, 2010; 1:45-2:45 p.m.

2. Basic Assumptions Roth, Gromko, McGury, Wissmann. “Making Student Learning Central: Principles and Practices for Implementation” in A Collection of Papers on Self-Study and Institutional Improvement. The Higher Learning Commission, NCA. 2001. Doherty, Riordan, Roth. “Student Learning: A Central Focus for Institutions of Higher Education.” Alverno College Institute, Milwaukee, WI.

3. The cornerstone of technical and community colleges: Being responsive to industry trends and workforce needs Common Framework for curriculum design

4. Today… • Explore a system of designing learning and assessment • Any discipline or delivery mode • Based on best practice and theory • Process • Tool • Documentation

5. For any discipline or delivery mode What is WIDS? Curriculum Design • Framework • Software Tool • Consulting Services

6. Performance-Based Learning • Requires advance description of knowledge, skills, and attitudes learners must achieve on exit from a course or program

7. Feature #1 • Learning outcomes are: • identified • verified • made public in advance • clearly stated in performance terms • They answer “What will the learner be able to do?”

8. Feature #2 • Learner is required to perform the outcome • Performance is primary evidence that learner has mastered the outcome

9. Feature #3 • Performance standards are explicitly stated and made public in advance of assessing the performance • Learners should never wonder what is expected • Learners are assessed against a pre-set standard, not against others

10. Feature #4 • Learning activities and teaching strategies relate to the competencies • A variety of strategies are used • Learners are given periodic feedback • Using the learning cycle • Consider memory

11. Performance-Based Learning Whitepaper • Describes current thinking on the philosophy of performance-based learning (PBL). Couched within evidence that PBL produces positive effects in student achievement, the paper is organized around three common questions related to performance-based learning: • Does it limit academic freedom? • How does it address higher order thinking skills? • And, does it deter learners from asking why? • The issue of using technology as a tool for curriculum development is addressed, along with a summary of findings related to successful implementation. Handout Available

12. Learning Colleges • Focus on learners • Document learning results • Strive for learning and teaching excellence • Continually improve effectiveness Based on the teachings of Terry O’Banion

13. Who is using WIDS? • Over 150 licenses worldwide (33 states and 5 foreign countries) • Technical colleges • Community colleges • Universities • High schools • Businesses

14. Sample of WIDS Users • 16 Wisconsin Technical Colleges • 13 Michigan Colleges • 10 Minnesota Colleges • Southwest College of Naturopathic Medicine, AZ • Iowa State University • Brevard Community College, FL • 8Canadian Colleges • Learning Resources, Cape Town, South Africa • Cumberland County College, NJ • GE Medical • Hutchinson Community College, KS • National American University, SD

15. WIDS is not • Student information system • Delivery platform • Warehouse for learning materials/objects • Tracking tool for assessment results • Gradebook

16. WIDS provides an organizing framework for courses and programs

17. What Can You Create With WIDS? • Program Documentation • Outcome assessment charts • Program design report • Official Course Documentation • Syllabi • Assessments (rubrics and checklists) • Learning Plans/Teaching Plans • Reporting Matrices

18. Curriculum Documents DACUM Chart and Survey Program • Program Design Analyzer Matrix Reports (grid or map of program outcomes and courses) Course • Syllabus • Learning Plan • Teaching Notes • Assessment Task • Course Outcome Summary [See “Sample Curriculum Design Documents” Handout]

19. See Handout [Download Sample Documents from www.wids.org]

20. The Process Establish WHAT learners will learn. Design assessment and learning. Define high performance. Exit Learning Outcomes Program Outcomes Core Abilities Gen Ed Outcomes © WIDS

21. Exit Learning Outcomes Program Outcomes Core Abilities Gen Ed Outcomes Institutionally-defined Instructor-defined © WIDS

22. External Standard: 2-12 The general education aspect of the curriculum must include content at the familiarity level: a. Oral communications b. Written communications c. Psychology Program Outcome: Provide patient oral health instruction Competency: Analyze communication situations Dental Assistant Program > Applied Communications Course

23. External Standard: 2-12 The general education aspect of the curriculum must include content at the familiarity level: a. Oral communications b. Written communications c. Psychology Core Ability: Communicate clearly. Competency: Analyze communication situations Dental Assistant Program > Applied Communications Course

24. Program Outcomes • Measurable, observable, and field-specific skills – major outcomes • Number 5-7 per program (guideline not rule) • Originate from: • Current DACUMs • Accrediting Agencies • National (or other) Skill Standards • Advisory Committees • Threaded through courses • Performance verified with summative assessment of skill performance

26. Official PROGRAM Documentation

28. Program Assessment

29. Program Assessment

31. Program Design Report Includes exit learning outcomesand other assessment components such as • external standards • indirect measures • direct measures

32. Increased Accountability for Direct Measurement of Learning Indirect Measures Direct Measures Data that provides evidence that students have achieved the outcomes: Performance assessments with rubrics Portfolios Artifacts Performances Outcome referenced tests • Data based on inferences about why achievement is high or low: • Enrollment • Retention rates • Course completion • Student/graduate/employer satisfaction surveys • Placement statistics

33. Exit Learning Outcomes Exit Learning Outcomes Program Outcomes Core Abilities Gen Ed Outcomes • Program outcomes • Core abilities • Gen Ed

34. Exit Learning Outcomes Program Outcomes Core Abilities Gen Ed Outcomes

37. General Education Outcomes … core academic skills and knowledge that support both program outcomes and core abilities. Often established at the degree level. • Written and oral communication • Math • Science • Social science

38. General Education Outcomes • Link them to competencies • Bring them into scoring guides • Create a performance assessment task to directly assess them Example: Share meaning through writing, speaking, and listening

39. Map Outcomes across your Program Courses Outcomes Summative Assessments Documents where outcomes are addressed

40. Map Outcomes across your Program Courses Outcomes Documents where outcomes are addressed

41. Assessment of Exit Learning Outcomes Quality Checklist

42. Official Course Documentation

43. Design Assessment Major skill, knowledge or attitude How well learners must perform the outcomes © WIDS

44. Performance Assessment Task --specific task designed to measure targeted competencies or other exit learning outcomes

45. Design Learning • How can I help learners build competence? • What activities will I plan? • How can I address different learning styles? • How can I use more learner-centered activities? • How do I design activities around how the brain works? © WIDS

46. Learning Plan Title: Competency: Why this skill is important: How you will show you have achieved the competency: When your performance will be acceptable: Learning Activities: “This is how you will show you can do these competencies and core abilities.” Performance Assessment Activity Message

47. Tools to make the job easier…

48. Let’s take a look!

49. Why WIDS? • Consistent design language and process • An organizing framework • Use as the vehicle for specification of learning outcomes and assessment

50. Why WIDS? • Align curriculum with external standards • Store curriculum electronically • Prepare for accreditation visits • Improve articulation • Guidance and framework for teachers who are not skilled in instructional design