The Learner-Centered
College Initiative (LCI)
Beverly Roskos
(ROSS-kuss)
8/17/2010
FTTI/PTTI Orientation
1
Learning Outcomes
for this Session
• By the end of this session, participants will
be able to
– Distinguish between course/teacher centered
and learner-centered approaches to teaching
– Describe a variety of assessments that could
be used in the learner-centered approach
– Create a matrix of learning outcomes and
assessments
8/17/2010
FTTI/PTTI Orientation
2
The Learning-Centered Approach
• Focuses on the processes by which a
student gains knowledge and
understanding.
• Faculty seek to expand student
understanding through an active learning
partnership with the student.
• Regular, timely, and thorough assessment
of student learning is a key component.
8/17/2010
FTTI/PTTI Orientation
3
Course (Teacher)
Centered Approach
• Arts + Humanities + NS + Math + Social
Sciences + History + Writing + Literature +
Discipline courses = Quality Education
• Course objectives
• The whole is the sum of the parts
8/17/2010
FTTI/PTTI Orientation
4
Learning-Centered Approach
• If a student has had a quality education,
then he/she will be able to …
• Learning outcomes
– Course-specific information
– Gathering and synthesizing information, using
and developing critical thinking skills, and
problem solving
8/17/2010
FTTI/PTTI Orientation
5
Learning-Centered Approach
• Content + Thinking Skills = Quality
Education + Life-long Learning
• The whole is more than the sum of its
parts
8/17/2010
FTTI/PTTI Orientation
6
Pressures on Quality Education
Increased number of
students on campus
Increased
class sizes
Quality
Education
Clash of
teaching/learning
styles
8/17/2010
Less than ideal
academic preparation
FTTI/PTTI Orientation
7
Learning-Centered Response
Increased number of
students:
Increased class
sizes:
Collaborative learning
Active learning
Learner
Class of styles:
Multiple modes of
teaching
8/17/2010
Less than ideal
preparation:
Access to class
materials
FTTI/PTTI Orientation
8
Setting up Student Expectations
•
Identify learning outcomes for course
– Measurable (Active verbs)
– Tied to specific assessments
•
Incorporate active involvement in
learning experience
–
–
–
8/17/2010
Technology (attendance)
Informal in-class assessments
Collaborative in-class learning assignments
FTTI/PTTI Orientation
9
Bloom’s Domains of Learning
Fall 2010
Department Presentation
10
Bloom’s Digital Taxonomy
• Bloom’s Taxonomy
• Anderson &
Krathwohl (current)
• Andrew Churches
– Summary
– Digital
– Source of pictures,
action verbs
Fall 2010
Department Presentation
11
Action Verbs
● Remember - Recognize, list, describe, identify, retrieve,
name, locate, find
● Understand - Interpret, summarize, infer, paraphrase,
classify, compare, explain, exemplify
● Apply - Implement, carry out, use, execute
● Analyze - Compare, organize, deconstruct, attribute, outline,
find, structure, integrate
● Evaluate - Check, hypothesize, critique, experiment, judge,
test, detect, monitor
● Create - design, construct, plan, produce, invent, devise,
make
Fall 2010
Department Presentation
12
Assessment of Learning Outcomes
• Primary role of outcome assessment is to
improve student learning
• Emphasis is on facilitating understanding
through dialog and frequent feedback.
– Formal - Informal
• Assignments – ungraded exercises
– Formative - Summative
• While learning – at end of unit
8/17/2010
FTTI/PTTI Orientation
14
Assessments: During Class
• Did students understand?
– 1-minute essays
– Short quizzes
– Short surveys
• Address misunderstandings in class
(formative assessments)
• Not necessarily tied to grades
(attendance, participation)
8/17/2010
FTTI/PTTI Orientation
15
Assessments: End of Unit
• At end of unit or semester (summative)
– Formal and informal outcome assessments
• Use for improvement
– Change explanation or examples
– Change activity
• Not necessarily tied to grades
8/17/2010
FTTI/PTTI Orientation
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Documenting the Process
• Thoughtful, intentional process
• Transparency
• Shift in thinking
• What is the performance criteria?
– e.g., 80% of students “got it”
8/17/2010
FTTI/PTTI Orientation
17
Evidence-based Learning
• Measures other than receipt of grade
• What did B/C student learn?
– 75%? (concepts, communication, methods,
higher-order thinking)
– 100% concepts, 50% thinking?
• Show me the evidence
– Transparency
– Showcase how well we’re doing
Fall 2010
Department Presentation
18
Assessments: Convergence
• Performance-based (direct assessments)
– standardized exam, course embedded
questions, senior project or portfolio
• Opinion-based (indirect assessments)
– Student opinions (e.g., how much they
learned, how well they think they’ve met
outcome, what did they think of assessment)
• Content, methods, communication, higherorder thinking
Fall 2010
Department Presentation
19
Thresholds for Comparison
• For each assessment:
– Is there a threshold (goal)?
– Is a threshold needed?
– Example: 80% of students will recognize
concepts central to the field. Or, on average,
students will recognize 80% of concepts
central to the field.
Fall 2010
Department Presentation
20
Results
• Results from the assessments
– Quantitative is preferable
• Brief narrative
– Were thresholds met?
– What do results mean?
Fall 2010
Department Presentation
21
Outcome Evaluation
•
•
•
•
•
Is outcome fine?
Does it need tweaking?
Does it need to be replaced with another?
Are different assessments needed?
Are changes in the course needed?
– If so, what’s the plan of action?
Fall 2010
Department Presentation
22
Documentation Matrix
Active or
Collaborative
Learning
Strategy
Direct
Assessment
Measures
Indirect
Assessment
Measures
(opinion)
Performance
Criteria
Results and
Reflection
Actions
Taken
Learning
Outcome
1
Learning
Outcome
2
8/17/2010
FTTI/PTTI Orientation
23
Course Outcomes & Assessments
Outcome
Generate
Statistical
Reports
Evaluate
popular
media
reports
Statistical
vs.
practical
significance
Fall 2010
Active/
Collab.
Direct
Assess.
Project1
Project2
Project1:
% Yes
% No
Project2
% Yes
% No
In-class
discussion
Project 2
% Yes
% No
Exam 1
Q’s 4&8:
% Corr.
Indirect
Assess.
Value of
in-class
discuss
1-5 scale
Thresh.
Results
Evaluation
Project1:
80% of
students
Project2:
100% of
students
Project1:
78% is
close
Project2:
80% is
below
student
opinions
about
what
they’re
missing
Project2:
75%
Value:
Ave. > 3.0
Project2:
80%
exceeds
Ave 4.8
exceeds
Continue
as is.
Exam1:
75% of
students
Exam1:
98% far
exceeds
More
challenge.
Department Presentation
24
Syllabus Note
• Students should know what the learning
outcomes are and how they are assessed.
– Include course outcomes and paired
assessments on syllabus
– Example: By the end of this course you
should be able to evaluate popular media
reports. Your ability will be assessed in the
following way(s):
• Project 2
Fall 2010
Department Presentation
25
Keep it simple, yet meaningful
• Do not have to gather evidence from every
assessment.
• Sampling is good.
• If it’s not providing useful information,
don’t use it.
• Let it evolve over time.
Fall 2010
Department Presentation
26
Ending Comment
• A major goal of the College is to fully
incorporate this paradigm into the
college’s academic culture by addressing
it in our curriculum, our assessments of
student learning, and in faculty
evaluations.
8/17/2010
FTTI/PTTI Orientation
27