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Mary Catharine Lennon, HEQCO
Abdel Omri, Laurentian University
Brain Frank, Queen’s University
James Humphreys, Mohawk College
Kirsten Madsen, Sheridan College
Rhonda Lenton, York University
Rodney Turner, Seneca College
& The Tuning Panels

Began in November 2011 to develop sector-
specific student learning outcomes and
assessment strategies
oLife and Health Sciences
oPhysical Sciences
oSocial Sciences


Two year college diploma, ,three year college
diploma, four year university degree & Masters
program sorted into categories of
competencies.
To Support: Students, Faculty, Programs,
Institutions, Government, & the Public




Build on existing work in European Union, US,
and Ontario Colleges & Universities
Help align teaching, learning activities, &
assessment at each level
Assist student mobility
Etc………
Expert panels created of up to 12
people each, formed in three initial
sectors
 Mix of faculty, students, and
administrators from universities &
colleges.



As the project evolved, the panels found a common
language for most competencies.
Competencies:
◦
◦
◦
◦
◦
◦
Knowledge
Critical Thinking
Communication
Social Responsibility
Personal & Interpersonal
Practice & Method (specific to each sector)
Course
Program
Discipline
Sector
Wide
Formal Standards
(E.g., UDLES/GDLES/Program Standards/Professional
Accreditation Standards )
Competence
Credential
Subcompetence level learning
outcomes
Program
Outcomes
Course
Outcomes
Assessment
Type
Learning
Artifact


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More SLO consensus than not across Sectors
Importance of linking outcomes to
Assessment Methods
“Tuning” sector learning outcomes supports
integration & implementation
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