Learning Outcomes - Oakland University

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COM 101Aligning your course,
Syllabus
Assignments and Marking Schemes
Judith Ableser Ph.D
Center for Excellence in Teaching and Learning
Oakland University
ableser@oakland.edu
Share your Syllabus
• At your tables share the syllabus that your
brought and discuss it
• Introductions
Agenda
Welcome
Agenda and Learning Outcomes
Syllabus
Constructive Alignment
Activities
Assignments
Activities
Rubrics and Marking Schemes
Activities
Wrap-Up
Learning Outcomes
• Participants will be able to:
– Describe the purpose of a syllabus
– List the elements included in effective syllabi
– Align the syllabus with learning outcomes and
assignments that assess the learning outcomes
– Review sample syllabus templates
– Review sample syllabi for COM 101
– Describe and begin to create assignments that align
with Learning Outcomes
– Create Rubrics or Grading Schemes for Assignments
– Begin to design or redesign COM 101 syllabus,
assignments and grading schemes
The Syllabus
• Your syllabus is your contract with your
students.
• Clearly states student learning and
behavioral expectations and responsibilities
throughout the semester.
• It should be given and reviewed during the
first class.
• Changes should not be made once the
semester starts (except in special
circumstances).
Syllabus- Checklist
1. First Page Contact Information
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Oakland University
College or School
Department
Course Number
Title of Course
Semester/year
Number of Credits
Name of Professor
Contact Number
Email contact
Office
Office Hours
Day/Time of in-class sessions
Class location
Syllabus- Checklist
2. Course Description- directly from catalog
3. Prerequisites- if any (or co-requisites)
4. Learning Outcomes- observable, measurable outcomes
that will be directly assessed
– If a General Ed. Course- include L.O. and Cross
Cutting Capacities
5. Required Text
6. Course Format
7. Overview of Assignments- titles, % of course, due dates
8. Grading
9. Grading Scale
Syllabus- Checklist
10. Class Policies/Student Expectations
– Academic conduct
– Add/Drop
– Disability Support Services/Accommodations
– Moodle policies (if blended or on-line)
– Additional policies that you want your students to
adhere to
11. Course Outline- dates, topics, readings, assignments
due
12. Detailed Descriptions of Assignments with
Rubrics/Marking schemes (included in syllabus or
separate.
Constructive Alignment
• What drives the curriculum
Rationale • Professional standards, scope and sequence of program
• Curriculum content
Objectives • Input- intended
Learning
Outcomes
• Demonstrated evidence of what students learn
• Observable, measurable, outcomes
• Tasks that instructor and students do
Implement • Instruction, lessons, readings, assignments, activities that are linked directly
ation
to objectives/outcomes
Assessment
• Ways in which you measure the learning outcomes through assignments and
activities
• Observable, measurable, outcomes
When writing Learning Outcomes
• Observable Behaviors (cannot observe
“knowing”)
• Measurable
• Knowledge, skills and professional
behaviors/dispositions
• Relevant, meaningful, purposeful
• Demonstrated Evidence of Behavior
• Have a rationale behind them (i.e standards,
requirements)
• THE STUDENT WILL BE ABLE TO…..
(TSWBAT….)
Examples
Poor- SWBAT learn/know about ….
Good- SWBAT….list
outline
define
debate
demonstrate
explain
Objectives
Learning Outcomes
• Focus of course design in
1970’s and 80’s
• Focus of course design
since 1990’s
• Input
• Intended
• Output
• Actual
• Statement of Intent
• Demonstrated evidence
of performance
• Wider range of
knowledge and skills
• Discrete units of
knowledge or skills
• Course Objectives focus
on what is being taught
• Focus on application and
higher level learning
When writing Learning
Outcomes
• Observable Behaviors (cannot observe
“knowing”)
• Measurable
• Knowledge, skills and professional
behaviors/dispositions
• Relevant, meaningful, purposeful
• Demonstrated Evidence of Behavior
• THE STUDENT WILL BE ABLE TO…..
• (TSWBAT….)
Activity- Developing Learning Outcomes
Tranform your learning outcomes into
measurable, observable, specific outcomes
Course Objectives:
In this course, you will …
• Learn about campus resources and how to use them.
• Build positive relationships with peers, faculty, and staff.
• Explore personal strengths, abilities and interests and how they
contribute to your college experience.
• Learn skills for successfully navigating the college environment.
Sample Templates
• You will find three sample templates that
you can use to help you revise/design your
syllabus
• Included in with your hand-out is a sample
completed syllabus
Review Samples
• Review and discuss which aspects of
these syllabi you prefer
Activity:Look at Sample Syllabi
•
•
•
•
Share your own syllabus
Look at the samples on your tables
What do you like about them?
What could be changed?
Activity: Revising your Syllabus
• Using the checklist and the sample syllabi
begin to revise your own syllabus
– Page one
– Learning outcomes
Using Activities/assignments to
Access Learning
• By aligning your activities/assignments to
your learning outcomes- assessment
becomes very easy
• Once you assess your activities, you can
be confident that the students have
“learned” what it is that you wanted them
to “learn”
Checklist for Creating Assignments
• Title of Assignment:
• Due Date:
• Number of Points:
• Learning Outcomes:
• Type of Assignment:
• Method:
 Sequential steps in assignment
 Criteria and description of expectations of assignment
 Procedures
 Requirements- length, writing style (APA), number of resources
 Additional information
• Grading Rubric or Marking Scheme
Activity- Creating your assignment
Take one of your learning outcomes and
one of your existing assignment and revise it
so that it is:
• Aligned to learning outcome
• Written following the Checklist for Creating
Assignments
• (Do not worry about Rubric or Grading
Scheme yet)
Ways to Assess
Activities/Assignments
• By creating rubrics and marking schemes
you have objective, clear measurements
Rubrics
• Marking Schemes
• Criterion for evaluation
• Range of formats but all include
– What you want you student to demonstrate
– Criterion for evaluation
– Levels of expectations
Analytic Rubric
Assesses the finished product of more than one content area
Template for Analytic Rubrics
Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Criteria #1
Description reflecting Description reflecting
beginning level of
movement toward
performance
mastery level of
performance
Description reflecting Description reflecting
achievement of
highest level of
mastery level of
performance
performance
Criteria #2
Description reflecting Description reflecting
beginning level of
movement toward
performance
mastery level of
performance
Description reflecting Description reflecting
achievement of
highest level of
mastery level of
performance
performance
Criteria #3
Description reflecting Description reflecting
beginning level of
movement toward
performance
mastery level of
performance
Description reflecting Description reflecting
achievement of
highest level of
mastery level of
performance
performance
Criteria #4
Description reflecting Description reflecting
beginning level of
movement toward
performance
mastery level of
performance
Description reflecting Description reflecting
achievement of
highest level of
mastery level of
performance
performance
http://www.hsc.unt.edu/departments/cld/MeasurementsTools.cfm; Mertler, C. A. (2001).
Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation,
7(25).
Score
Holistic Rubric
Assesses the finished product as a whole but looks at multiple
factors in each level
Template for Holistic Rubrics
Score
Description
5
Demonstrates complete understanding of the problem.
All requirements of task are included in response.
4
Demonstrates considerable understanding of the problem.
All requirements of task are included.
3
Demonstrates partial understanding of the problem.
Most requirements of task are included.
2
Demonstrates little understanding of the problem.
Many requirements of task are missing.
1
Demonstrates no understanding of the problem.
0
No response/task not attempted.
http://www.hsc.unt.edu/departments/cld/MeasurementsTools
.cfm; Mertler, C. A. (2001). Designing scoring rubrics for your
classroom. Practical Assessment, Research & Evaluation, 7(25).
Why are Rubrics (or Marking Schemes) our
Best Friend?
•
students best friend…
– Give to student with assignment so they know what is expected
of them
– No surprises
– Use as a guide as they are developing their
assignments
• Instructors best friend
– Makes marking easy and efficient
– Equity in marking- reduces students saying marking
wasn’t “fair”
– consistent evaluation
Categories
Knowl./Understanding
-understanding concepts
-performing algorithms
level 1
below standard
The student:
-demonstrates limited
understanding of concepts
-performs only simple
algorithms accurately by
hand and by using
technology
Thinking/Inquiry/
Problem Solving
-reasoning
-applying the steps of an
inquiry/problem solving
process (e.g. formulating
questions; selecting strategies,
resources, technology, and
tools; representing in
mathematical form;
interpreting information and
forming conclusions;
reflecting on reasonableness of
results)
Communication
-communicating reasoning
orally, in writing, and
graphically
-using mathematical language,
symbols, visuals, and
conventions
The student:
-follows simple mathematical arguments
-applies the steps of an
inquiry/problem-solving
process with limited
effectiveness
Application
-applying concepts and
procedures relating to familiar
and unfamiliar settings
The student
-applies concepts and
procedures to solve simple
problems relating to familiar
settings
The student:
-communicates with limited
clarity and limited
justification of reasoning
-infrequently uses
mathematical language,
symbols, visuals, and
conventions correctly
level 2
minimal standard
level 3
standard
level 4
above standard
-demonstrates some
understanding of concepts
-performs algorithms with
inconsistent accuracy by hand,
mentally, and by using
technology
-demonstrates consid- erable
understanding of concepts
-performs algorithms
accurately by hand, mentally
, and by using technology
-demonstrates thorough
understanding of concepts
-selects the most efficient
algorithm and performs it
accurately by hand, mentally,
and by using technology
-follows arguments of moderate
complexity and makes simple
arguments
-applies the steps of an
inquiry/problem-solving process
with moderate effectiveness
-follows arguments of
considerable complexity,
judges the validity of
arguments, and makes
arguments of some
complexity
-applies the steps of an
inquiry/problem-solving
process with considerable
effectiveness
-follows complex arguments,
judges the validity of
arguments, and makes complex
arguments
-applies the steps of an
inquiry/problem-solving
process with a high degree of
effectiveness and poses
extending questions
-communicates with some clarity
and some justification of
reasoning
-uses mathematical language,
symbols, visuals, and conventions
correctly some of the time
-communicates with
considerable clarity and
considerable justification for
reasoning
-uses mathematical
language, symbols, visuals,
and conventions correctly
most of the time
-communicates concisely with
a high degree of clarity and full
justification of reasoning
-routinely uses mathematical
language, symbols, visuals, and
conventions correctly and
effectively
-applies concepts and procedures
to solve problems of some
complexity relating to familiar
settings
-applies concepts and
procedures to solve complex
problems relating to familiar
settings; recognizes major
mathematical concepts and
proced-ures relating to
applications in unfamiliar
-applies concepts and
procedures to solve complex
problems relating to familiar
and unfamiliar settings
Websites
iRubric:
http://www.rcampus.com/indexrubric.cfm
RUBRIC- ASSIGNMENT #1- CASE STUDY
NAME:______________________
Excel.
Good
Fair
N.I.
Comments
Introduction (2)
Clear introduction
Describe method of who/what/when observed/interviewed
Description of Individual- using examples, work samples, etc. (8)
General, history, physical, language, cognitive, academic, social, behavioral, emotional, strengths, interests,
needs, life skills, transitions, career,independence, family, community, other
Describe using examples each of the above developmental and ecological areas.
Compare to Normal Development (8) (may be integrated with description)
Describe normal development for that age (physical, cognitive, language, social, emotional, etc) and compare to
your individual
Cite data using scholarly research (on developmental norms including Piaget, Erikson, developmental statistics
etc)
Compare to Disability (8) (may be integrated with description)
Compare your individual with what research says on others with that disability
Cite data in each of the developmental/ecological areas
Discussion (12) As a Separate Section- Critical area in Graduate level writing
Address themes/issues from description and comparisons above using
Research and academic sources to explore and analyze key issues
Make recommendations supported by research
List/Description of Agencies/Resources (4)- list and describe
Reflection (3)
What did you learn
How did this add to your knowledge, skills, attitudes
Style (5)
Complete, on-time, 15-20+ pages
APA, grammar, spelling, Academic References
Comments:
Activity- Creating a Rubric or
Marking Scheme
• Create a rubric or marking scheme for the
assignment that you have been working
on
Activity- Putting it together
• Look at your Learning Outcomes, your
syllabus, your assignment and
rubric/marking scheme
• Are they ALIGNED?
• Do they match up?
Activity- Planning Time
• Work on your own or with your partner to
continue to revise and work on your
syllabus, assignments and rubrics.
• Good luck
Wrap-Up
Did we:
– Describe the purpose of a syllabus
– List the elements included in effective syllabi
– Align the syllabus with learning outcomes and
assignments that assess the learning outcomes
– Review sample syllabus templates
– Review sample syllabi for COM 101
– Describe and begin to create assignments that align
with Learning Outcomes
– Create Rubrics or Grading Schemes for Assignments
– Begin to design or redesign COM 101 syllabus,
assignments and grading schemes
Wrap-Up
• What is your take-away from today?
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