Articulating and Assessing Learning Outcomes

1. Articulating and Assessing Learning Outcomes Stating Objectives Developing Rubrics Utilizing Formative Assessment Paul Parkison: Teacher Education

2. What are Learning Outcomes? • Learning Outcomes as Stated Objectives: • Plan for the content of the course. • Material identified as needing coverage. • Credentialing organization’s standards. • Ends we hope to Achieve Paul Parkison: Teacher Education

3. Critical Look at the Perception and Use of Learning Outcomes • Faculty focus tends to turn to what will be taught, not what will be learned. • Students perceive learning outcomes as grades. • “I paid for this course” mentality • “I attended class, I turned in my assignments, I should get an A” mentality • Need to reconnect student and faculty! Paul Parkison: Teacher Education

4. Focus on Desired Learning Well-written educational objectives should clearly specify what students are to learn and how they are to demonstrate that learning. • Learning Objectives • Rubrics • Formative Assessment • Backward Design Paul Parkison: Teacher Education

5. Introducing Learning Outcomes: The Constructivist Classroom • Proposing problems of emerging relevance to students • Challenging suppositions • Teaching primary concepts rather than discrete bits of information • Valuing students’ points of view Post-modern Classroom? Paul Parkison: Teacher Education

6. Using Bloom’s Taxonomy: Basic Cognitive Level Paul Parkison: Teacher Education

7. Using Bloom’s Taxonomy: Higher Order Thinking Paul Parkison: Teacher Education

8. Creating Statements of Learning Outcomes • Combining learning content with cognitive processes. • Combining Lower Order cognitive processes with Higher Order cognitive processes. • Statement should focus upon student learning! Paul Parkison: Teacher Education

9. What is a Rubric? • A Rubric is a set of clear expectations or criteria used to help teachers and pupils focus on what is valued in a subject, topic, or activity. • A Rubric describes the level at which a pupil may be performing a process or completing a product. • A Rubric describes what is to be learned rather than what is to be taught. Paul Parkison: Teacher Education

10. Creating Rubrics Based on Statements of Learning Outcomes • By combining content with higher and lower order cognitive processes a natural matrix is created. • Multiple learning outcomes within one student activity facilitates efficient instruction and assessment. Paul Parkison: Teacher Education

11. Example: Article Review ReflectionRubric Paul Parkison: Teacher Education

12. Example: Article Review ReflectionStatement of Leaning Outcomes • Information Seeking: • The student can identify a scholarly article related to middle level education and can assess the relevance of the article’s content to middle level education. Paul Parkison: Teacher Education

13. Example: Article Review ReflectionStatement of Leaning Outcomes • Appraisal of Literature • The student can explain significant information within the article and can compare information to their previous experience or other scholarly work. Paul Parkison: Teacher Education

14. Example: Article Review ReflectionStatement of Learning Outcomes • Analyzing Perspective • The student can discover a topic on which there is a diversity of perspectives and can use specific information to defend their perspective on the topic. Paul Parkison: Teacher Education

15. Example: Article Review ReflectionRubric Paul Parkison: Teacher Education

16. Discussion Questions: • Is it necessary to write down objectives? • How many objectives should I state in a course or assignment? • Are there any cautions I should keep in mind regarding objectives? Paul Parkison: Teacher Education

17. Helping Students UNDERSTAND • Students who understand can explain. • Students who understand can interpret. • Students who understand can apply. • Students who understand see in perspective. • Students who understand demonstrate empathy. • Students who understand reveal self-knowledge. Wiggins and McTighe, 1998. Paul Parkison: Teacher Education

18. Six Facets of Understanding Paul Parkison: Teacher Education

19. Backward Design Grant Wiggins and Jay McTighe developed a curriculum design model that emphasizes the ends to be achieved: • Given a task to be accomplished, how do we get there? • What kinds of lessons and practices are needed to master a key performance? Paul Parkison: Teacher Education

20. Identify Desired Learning Outcomes: Results Determine Acceptable Evidence Plan Learning Experiences and Instruction Stages in the Backward Design Process Paul Parkison: Teacher Education

21. Stage One:Identifying Learning Outcomes Wiggins and McTighe recommend four criteria: • Is the material enduring? • Is the material at the heart of the discipline? • Is the material needing un-coverage? • Is the material potentially engaging? Paul Parkison: Teacher Education

22. Establishing Purpose: Following Backward Design Procedures • Identify the “Mission” of the Lesson or Unit! • Identify the Developmentally Responsive Framework to guide the Lesson or Unit! • Create Appropriate Lesson Plan(s). • Create Rubric Aligned with Mission, Framework, and Standards. • Generate Formative Evaluation Forms. Paul Parkison: Teacher Education