CURRICULUM MATRIX (TEMPLATE) – Quality Enhancement Plan (QEP) Student Learning Outcomes – R.E.A.S.O.N. Outcomes http://learn.nsu.edu/reason--qep.html
http://learn.nsu.edu/images/reason_journal0301.pdf (pp. 4-5)
(R) REINFORCED - Students are
expected to possess a strong
foundation in the knowledge, skill, or
competency at the collegiate level.
Instructional and learning activities
continue to build upon previous
competencies with increased
complexity. All components of the
outcome are addressed in the
integrative contexts (score of 3).
(A) ADVANCED - Students are
expected to possess an advanced level
of knowledge, skill, or competency at
the collegiate level. Instructional and
learning activities focus on the use of
the content or skills in multiple
contexts and at multiple levels of
complexity (score of 4).
[III] FEEDBACK ON STUDENT
PERFORMANCE /
ASSESSMENT:
(F) Students are asked to demonstrate
their learning on the outcome through
homework, projects, tests, etc., and are
provided formal Feedback (score of
1).
OUTCOME SCORES (i) COMMUNICATION, (ii)
SATURATION AND (iii) FEEDBACK POINTS
COURSE ASSESSMENT FOCUS SCORES
COURSE DEPTH SCORES
COURSE BREADTH SCORES
[iii] Feedback
(F) / Assessment
[ii] Level
(I, E, R, A)
-
Communicate ideas,
alternative solutions,
implementation plans,
and/or desired
outcomes in diverse
frames of reference and
in a variety of media
Initiate and develop
interactions with
culturally different
others.
[i] Outcome
Statement
(X, M)
[iii] Feedback
(F) / Assessment
-
[ii] Level
(I, E, R, A)
Network to:
outcomes by:
- Implementing and
adapting a plan to work
towards a goal or
conclusion
- Identifying new
information that might
support or hinder
implementation of the
plan
[i] Outcome
Statement
(X, M)
Obtain desired goals/
and effective ways by:
- Developing
propositions and
predicting causal
relationships
- Identifying multiple
approaches for solving
the problem
[iii] Feedback
(F) / Assessment
-
Solve problems in efficient
[ii] Level
(I, E, R, A)
-
Develop and
(self)evaluate
arguments and issues
Express judgments of
value, merit, or worth
Articulate a clear and
insightful problem
statement
[iii] Feedback
(F) / Assessment
-
[i] Outcome
Statement
(X, M)
Argue to:
[ii] Level
(I, E, R, A)
-
Determine the validity/
credibility and
implications of a
supposition
Identify limitations and
contradictions in an
event
[i] Outcome
Statement
(X, M)
CORE CURRICULUM COURSES
FOR A “TYPICAL” [DEGREE]
STUDENT
[iii] Feedback
(F) / Assessment
(E) EMPHASIZED - Students are
expected to possess a basic level of
knowledge and familiarity with the
content or skills at the collegiate level.
Instruction and learning activities
concentrate on enhancing and
strengthening knowledge, skills, and
expanding complexity. Several aspects
of the outcome are addressed in the
given course, but these aspects are
treated separately (score of 2).
DEGREE:
[ii] Level
(I, E, R, A)
(I) INTRODUCED - Students are not
expected to be familiar with the
content or skill at the collegiate level.
Instruction and learning activities
focus on basic knowledge, skills,
and/or competencies and entry-level
complexity. Only one (or a few)
aspect(s) of a complex program
outcome is addressed in the given
course (score of 1).
-
[iii] Feedback
(F) / Assessment
[II] LEVEL OF INSTRUCTION:
Evaluate assumptions to:
[ii] Level
(I, E, R, A)
UNIT
RESPONSIBLE:
presented in diverse media
and frames of reference to:
- Identify main ideas
and/or themes
- Make comparative
judgments from data
[i] Outcome
Statement
(X, M)
Reflect on information
[I] OUTCOME STATEMENT:
The program outcome is
(X) EXPLICITLY (score of 2) or (M)
IMPLICITLY (score of 1) reflected in
the course syllabus as being a learning
outcome for this course.
R.E.A.S.O.N. Outcomes – [Degree] Graduates Will Be Able To:
SEMESTER:
[i] Outcome
Statement
(X, M)
LEGEND