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 – – – – – – – – – – – – – – 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?