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Updating Curriculum to Support Learning

Updating Curriculum to Support Learning. Davidson County Community College May, 2011. Model for Updating Curriculum to Improve Teaching and Learning. Improve the Curriculum. Write the Outcomes. Teach to the Outcomes. Assess The Outcomes. Model for Updating Curriculum to

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Updating Curriculum to Support Learning

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  1. Updating Curriculum to Support Learning Davidson County Community College May, 2011

  2. Model for Updating Curriculum to Improve Teaching and Learning Improve the Curriculum Write the Outcomes Teach to the Outcomes Assess The Outcomes

  3. Model for Updating Curriculum to Improve Teaching and Learning Improve Write Assess Teach

  4. Module Three Assess the Outcomes Davidson County Community College May, 2011

  5. Faculty Outcomes Explain why a variety of assessments are necessary. Distinguish between direct and indirect methods of assessment. Discuss the concept of authentic assessment and design an authentic assessment for your content area. Select appropriate methods of assessment to match SLO to be measured. Explore the use of CATs to assess student knowledge of content, attitudes and self assessment and reactions toward teaching and teaching materials. Identify questions you want answered about your teaching and learning and select an appropriate CAT to answer the question. Use a rubric to assess Student Learning Outcomes (SLO). Utilize Bloom’s Taxonomy to design test questions to align with student learning outcomes being measured.

  6. Faculty Outcomes Evaluate tests items to validate that they indeed measure the SLO. Identify the strengths and weakness of different types of test questions. Select appropriate type of test questions to measure specific SLOs. Create an assessment plan that outlines the specific methods that will be used to assess the specific expected student learning outcomes for a course. Create a matrix that shows the appropriate activity and assessment for specific SLOs. Write effective test items by applying helpful hints. Use a test blueprint to evaluate tests items to validate that they indeed measure the SLO and provide challenges for students at higher levels of learning.

  7. Stage Three: Assess the Outcomes How do I assess student learning outcomes? Assess

  8. So, “What is Assessment and Why Do It?” Assessment is an ongoing process that investigates student learning.

  9. The Assessment Process

  10. Types of Assessment

  11. What is Authentic Assessment? • A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. • --Jon Mueller

  12. Basic Elements of Authentic Assessment • Requires students to develop responses • Elicits higher order thinking • Uses samples of student work (portfolios) collected over an extended time period • Stems from clear criteria made known to students through rubrics • Teaches students to evaluate their own work

  13. Examples of Authentic Assessment

  14. Tool Box of Alternative Assignments and Teaching Techniques Application Cards In the News Ticket In / Ticket Out Graphic Organizers Concept Map

  15. Tool Box of Alternative Assignments and Teaching Techniques CATs Journal Jar Media Diary Traveling Folder Reflection Prompts

  16. Concept Map Example Physiological LOVE Air Water Be Needed Food Maslow’s Hierarchy Of Needs Sleep Belong Security SAFETY Competence Stability Recognition Maximize potential ESTEEM SELF-ACTUALIZATION

  17. A question I have about what I’m reading is… • I was excited to read that… • I would predict that … • It is hard for me to read …. because…. • One thing I am not sure about in the reading is … • Some ways I might be able to use what I’m reading are… • The reason I’m reading this is… • What I am curious about is … • What I like best about what I read was … Reflection Prompts

  18. CATS • Application Cards • Background knowledge probe • Categorizing Grid • Concept Maps • Direct Paraphrasing • Documented Problem Solutions • Focused Listing • Muddiest Point • One Minute Paper • One Sentence Summary • Pro and Con Grid

  19. Rubric Worksheet

  20. Types of Test You Give • T/ F test only? • M/ C test only? • A blend of just M/C and T/F? • Essay only? • A blend of questions objective and essay? • Something other than those I mentioned?

  21. Directive Verbs provide “Clues”

  22. Your Turn • Work in threes at your table. • Using the verbs in the columns, indicate which are only used for objective questions (lower order thinking, best only for essay questions (higher order thinking) or could be used for both. • Choose one verb in each area and write a test question.

  23. Directive Verbs

  24. Lower Order Thinking ……………………………………………………….. Higher Order Thinking O.& E compose defend develop explain evaluate justify propose classify identify match recall recognize analyze apply compare infer interpret predict

  25. How to Write Effective Multiple Choice Questions

  26. How to Write Effective True False Questions

  27. How to Write Effective Matching Questions

  28. How to Write Effective Essay Questions

  29. Test Blueprint Worksheet

  30. Outcome Alignment Worksheet Select an SLO from your course syllabus and describe how you would teach to that outcome and how you would assess it.

  31. Teaching Approach / Assessment Matrix

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