Objectives: What’s the Point?
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Albert Lea, Austin, and Owatonna, Minnesota
Objectives: What’s the Point?
15
Sheryl Barton
Kim Hansen
Jill Holmes
Albert Lea, Austin, and Owatonna, Minnesota
Albert Lea, Austin, and Owatonna, Minnesota
Riverland Community College
Albert Lea, Austin, and Owatonna, Minnesota
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Albert Lea, Austin, and Owatonna, Minnesota
The attendee will be able to:
 Explain the relationship between objectives,
outcomes, and assessments.
 Develop outcomes that support course
objectives using proper action verbiage.
 Describe how objectives promote student
learning.
 Explain the importance of alignment of
objectives, outcomes, and assessments with
regard to program accreditation and Quality
Matters™.
Albert Lea, Austin, and Owatonna, Minnesota
College Mission and Vision
College Goals
Program Mission and Vision
Program Outcomes
Curriculum
mapping process
links the items
together.
Course Objectives
Student
Learning
Outcomes
Assessment
Activities
Albert Lea, Austin, and Owatonna, Minnesota
First, Some Vocabulary…
 Program Outcomes
 Identify what the program intends to accomplish
 Course Objectives (Student will be able to …)
 Describe what will be covered in a course
 Student Learning Outcomes (Student will successfully …)
 Provide a description of what a student should be able to
do at the end of a course
 Must be measurable
 Start with an action word such as “Describe” or “Compare”
 Assessment
 Tool to determine if a student has met an outcome and
objective
Albert Lea, Austin, and Owatonna, Minnesota
Time to Kahoot
Albert Lea, Austin, and Owatonna, Minnesota
Have your college departments developed
program mission/vision statements?
1. Yes
2. No
3. Not Applicable
Albert Lea, Austin, and Owatonna, Minnesota
Have your college departments developed
program outcomes?
1. Yes
2. No
3. Not Applicable
Albert Lea, Austin, and Owatonna, Minnesota
Does your college have Master Course Outlines
(MCO) that include course objectives?
1. Yes
2. No
Albert Lea, Austin, and Owatonna, Minnesota
Do faculty include information from the MCO
(objectives and outcomes) on the syllabus?
1. Yes
2. No
Albert Lea, Austin, and Owatonna, Minnesota
Do faculty link student learning outcomes
to course objectives?
1. Yes
2. No
Albert Lea, Austin, and Owatonna, Minnesota
Objectives: What’s the Point?
 Provide an outline to the students
of what they will learn throughout
the course.
 Promote student learning by
providing guideposts so students
can measure course progress.
 Provide direction to students when
preparing for assessments.
 Limit “Why do we have to do this”
questions and “attitude.”
Albert Lea, Austin, and Owatonna, Minnesota
Ways to Assess
Objectives
Outcomes
http://www.educatorstechnology.com
Albert Lea, Austin, and Owatonna, Minnesota
Design and Assessment Model
Design Backward
Assessment
Activities
Course Objectives &
Student Learning
Outcomes
Program Outcomes
College Mission,
Vision & Goals
Assess Forward
Assessment
Activities
Course Objectives &
Student Learning
Outcomes
Program Outcomes
College Mission,
Vision & Goals
Albert Lea, Austin, and Owatonna, Minnesota
Time to Kahoot
Albert Lea, Austin, and Owatonna, Minnesota
What would be
an assessment
tool for:
Explain the
budgeting
process.
http://www.educatorstechnology.com
Albert Lea, Austin, and Owatonna, Minnesota
Providing Information to Students
 What will I learn this week?
 What do I need to do to learn it?
 How will I know how well I’ve learned it?
 Self Assessment
 Graded Assessment
 How will my graded assessment be scored?
 When will my graded assessment be scored?
Albert Lea, Austin, and Owatonna, Minnesota
ACCT2012 – PRINCIPLES OF MANAGERIAL ACCOUNTING
Week 10 Assignments
What will I learn to do this week?
1. Describe the budgeting process and the benefits it provides.
2. Explain the relationship between budgeting and human behavior.
3. Prepare a sales budget and related schedule of cash receipts.
What do I need to do to learn it?
1. Watch the live classroom lecture video …
2. Read and work through the topics from your textbook …
3. Complete the Practice Questions …
How will I know how well I’ve learned it?
Self-Assessment for the “practice” items:
1. Check the solutions to your practice questions.
2. Review the solutions to the practice “A” exercises and “A” problems.
Graded Assessment - Problem 7-17A (10 points)
1. Complete this problem in CONNECT by …
2. Return to CONNECT 24 hours after the due date/time to see the solution.
Developed by: Kim Hansen and Dan Wirkus, Riverland Community College
Albert Lea, Austin, and Owatonna, Minnesota
Providing Information to Students
Course Objectives
The student will be able to
Student Learning Outcomes
The student will successfully
Recognize a variety of possible
goals, assumptions, interpretations
Explain the characteristics of an
or perspectives, which can give
organization experiencing structural
alternative meanings or solutions to
and managerial changes
given situations or problems
Assessment
The outcome will be achieved by
reading; preparing a personal
profile; writing a case study;
participating in reflection exercises
Understand a supervisor’s role in
managing the changing workplace
Interview a supervisor who has
experienced recent change in the
workplace
writing and relating a personal
interview about change, its
impetus, and challenges
Define and identify change and
change phases
Track a change in a workplace and
cross-reference to change phase
models
preparing an assignment relating to
the steps and phases of change;
relating discussions identifying
change; quizzing
Assess managing the challenges of
change leadership
Recognize and identify challenges
that occur during change phases
and offer solutions
reading; writing reflections;
preparing discussions; quizzing
Albert Lea, Austin, and Owatonna, Minnesota
Providing Information to Students
Program Outcomes
Apply critical
thinking processes to
ethically analyze and
evaluate business
situations
Apply critical
thinking processes to
ethically analyze and
evaluate business
situations.
Demonstrate
knowledge in critical
business areas
including
management,
marketing, and the
legal and regulatory
environment.
Course Objectives—
Students will be able to
Student Learning Outcomes—
Student will successfully
Unit/Chapter
Evaluate social responsibility
approaches used by business
organizations.
Ethical and Civic
Analyze and evaluate
Responsibility—examine,
business situations/scenarios
articulate, and apply their own
and apply an ethical view.
ethical views.
Describe the benefits of
ethical behavior and socially
responsible behavior.
Analyze and evaluate
Ethical and Civic
business situations/scenarios
Responsibility—examine,
and apply an ethical view.
articulate, and apply their own
Explain the organizing
ethical views.
function within a business
Explain the organizing
organization.
function within a business
Apply appropriate
organization.
organizing processes to
Explain the evolution of
management
organizational structure as a
situations/scenarios.
company changes due to
Explain the evolution of
internal and external forces.
organizational structure as a
company changes.
Activity
Chapter 4
Ethics and
Social
Responsibility
Chapter 4
Quiz
Responding
to Tragedy
Assignment
Part 3—
Organizing
Chapter 9
Designing
Adaptive
Organizations
Chapter 9
Quiz
Eli Lilly
Headquarter
s
Assignment
Albert Lea, Austin, and Owatonna, Minnesota
Assessment Types
 Class activities
 Clickers
 Discussions
 Exams or Quizzes
 Experiments
 Polls or Surveys
 Papers, projects,
presentations, or reflections
 Portfolios
 Self-assessment
 Textbook Software
 Worksheets
 Learning Styles
 How do you facilitate active
learning in a traditional
classroom?
 How do you facilitate active
learning in an online
classroom?
Albert Lea, Austin, and Owatonna, Minnesota
Time to Kahoot
Albert Lea, Austin, and Owatonna, Minnesota
Self-Assessment
Albert Lea, Austin, and Owatonna, Minnesota
Which learning management software
does your college use?
1. Blackboard
2. Desire2Learn (D2L)
3. WebCT
4. Angel
5. Moodle
6. Free hosted software
7. Other
Albert Lea, Austin, and Owatonna, Minnesota
Self-Assessment
Albert Lea, Austin, and Owatonna, Minnesota
Providing Objectives and Outcomes
to Students Using D2L
Albert Lea, Austin, and Owatonna, Minnesota
Program Outcome
Course Objective
Student Learning
Outcomes
Albert Lea, Austin, and Owatonna, Minnesota
Program Outcome
Course Objective
Student Learning Outcome
Assessments
Albert Lea, Austin, and Owatonna, Minnesota
Time to Kahoot
Albert Lea, Austin, and Owatonna, Minnesota
Quality Matters Alignment
 Standards 2.1, 2.2, 2.3, 3.1, 4.1,
5.1, and 6.1 need to align.
 Alignment conveys the idea that
critical course components work
together to ensure that students
achieve the desired learning
outcomes.
 Measurable course and
module/unit learning objectives
form the basis of alignment in a
course. (QM™ Rubric 2011-2013)
Albert Lea, Austin, and Owatonna, Minnesota
Quality Matters Alignment (Cont.)
 Standard 2 Learning Objectives (Competencies)
 2.1—The course learning objectives describe outcomes
that are measurable
 2.2—The module/unit learning objectives describe
outcomes that are measurable and consistent with the
course-level objectives
 2.3—All learning objectives are stated clearly and written
from the students’ perspective
 Standard 3 Assessment and Measurement
 3.1—The types of assessments selected measure the
stated learning objectives and are consistent with course
activities and resources
Albert Lea, Austin, and Owatonna, Minnesota
Quality Matters Alignment (Cont.)
 Standard 4 Resources and Materials
 4.1—The instructional materials contribute to the
achievement of the stated course and module/unit
learning objectives
 Standard 5 Learner Interaction and Engagement
 5.1—The learning activities promote the achievement of
the stated learning objectives
 Standard 6 Course Technology
 6.1—The tools and media support the course learning
objectives
(QM™ Rubric 2011-2013)
Albert Lea, Austin, and Owatonna, Minnesota
Time to Kahoot
Albert Lea, Austin, and Owatonna, Minnesota
Ways to Assess
Objectives
Outcomes
http://www.educatorstechnology.com
Albert Lea, Austin, and Owatonna, Minnesota
Resources for Educators
 Arizona State University, TeachOnline, Resources for Teaching Online
(http://teachonline.asu.edu/objectives-builder/)
 California State University, Chico, Tool Box
(http://www.csuchico.edu/vpaa/assessment/toolbox/index.shtml)
 Illinois Online Network, Developing Course Objectives
(http://www.ion.uillinois.edu/resources/tutorials/id/developObjectiv
es.asp)
 Kahoot! (http://getkahoot.com)
Albert Lea, Austin, and Owatonna, Minnesota
Resources for Educators (cont.)
 University of North Carolina – Charlotte, The Center for Teaching
and Learning, Writing Objectives Using Bloom’s Taxonomy
(http://teaching.uncc.edu/learning-resources/articles-books/bestpractice/goals-objectives/writing-objectives)
 NC State University, Office of Institutional Research and Planning,
Internet Resources for Higher Education Outcomes Assessment
(http://www2.acs.ncsu.edu/UPA/archives/assmt/resource.htm#g
en)
 The University of Texas at Austin, Center for Teaching + Learning,
Methods of assessment
(https://ctl.utexas.edu/assessment/methods)
 Vanderbilt University, Center for Teaching, Bloom’s Taxonomy
(http://cft.vanderbilt.edu/guides-sub-pages/bloomstaxonomy/#2001)
Albert Lea, Austin, and Owatonna, Minnesota
Albert Lea, Austin, and Owatonna, Minnesota
Time to Kahoot
Albert Lea, Austin, and Owatonna, Minnesota
Contact Us
Sheryl Barton
Business and Office Technology Instructor
507-379-3350
Sheryl.Barton@riverland.edu
Kim Hansen
Accounting Instructor
507-379-3342
Kim.Hansen@riverland.edu
Jill Holmes
Business Instructor
507-433-0343
Jill.Holmes@riverland.edu
Albert Lea, Austin, and Owatonna, Minnesota