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Expected Outcomes

By the end of this session, participants will be able to: Write measurable learning outcomes Design assessments that align with learning outcomes. Expected Outcomes. Write an assessment for the following learning outcome:

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Expected Outcomes

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  1. By the end of this session, participants will be able to: Write measurable learning outcomes Design assessments that align with learning outcomes Expected Outcomes

  2. Write an assessment for the following learning outcome: Students will be able to compare and contrast the atmospheres of Venus, Earth, and Mars How could you tell if your students are able to do this? What would you ask them to do to demonstrate their ability? This could be any type of assessment, from very simple to quite involved. Warmup 1: Outcome-to-Assessment

  3. Here’s an example assessment. What do you think the instructor wanted students to be able to do? What was the learning outcome? The figure below shows a map of atmospheric pressure for somewhere in the NORTHERN HEMISPHERE. The labeled lines are isobars (lines of equal pressure). Assuming that the airflow here is GEOSTROPHIC,* what direction will the winds blow? Warmup 2: Assessment-to-Outcome 508 mb 504 mb 500 mb *Geostrophic means that the Coriolis force balances the horizontal pressure gradient force

  4. Clarify your expectations for students. • Communicate what students will be able to do as a result of learning opportunities • Help students focus their efforts on what’s important • Clarify your expectations for yourself. • Guide your course design (assessments, activities) • Focus instruction on what you think is important • Help communicate with other faculty about your course • Help define cohesive departmental curriculum Why write learning outcomes?

  5. Intro to Bloom’s Taxonomy (useful tool) Anderson and Krathwohl, 2001

  6. A course about The Three Little Pigs: A wolf looking for food finds three pigs, each one having their own home made of straw, sticks and finally, bricks. The wolf knocks on each door, threatening to blow their house down. The pigs with the straw and sticks fall victim to the wolf’s threat. The homeless pigs take refuge in the third pig’s house and the wolf is not able to blow the brick house down. The wolf comes down the chimney, and is caught in a pot of boiling water placed there by the third little pig. Practice w/ Bloom’s Taxonomy Credit: Jenny Knight & Stephanie Chasteen

  7. Rate the cognitive level of these learning outcomes: Compare and contrast the motivations of the wolf and the pigs Describe the main characters in the story, and their roles. Justify why the third little pig should not be prosecuted for boiling the wolf. Practice w/ Bloom’s Taxonomy Credit: Jenny Knight & Stephanie Chasteen

  8. Clicker: What Bloom’s level did you rate: Describe the main characters in the story, and their roles. Remembering Understanding Applying Analyzing Evaluating

  9. Clicker: What Bloom’s level did you rate: Justify why the third little pig should not be prosecuted for boiling the wolf. Remembering Understanding Applying Analyzing Evaluating

  10. For your context • That align with your enduring concepts and larger-scale goals Activity: Write Learning Outcomes • Write two outcomes that you think are at different Bloom’s levels. Then… • Swap with another participant • Independently, categorize each others’ outcomes by Bloom’s level • Discuss

  11. Does the learning outcome identify what students will be able to do after the learning experience? • Is it clear how you would measure achievement of the learning outcome? • Do chosen verbs have a clear meaning? • Is the level of cognitive understanding appropriate? Is it aligned with your actual expectations and with student ability? Do your outcomes cover a range of levels? • Is the terminology familiar/common? If not, is knowing the terminology a goal? • Is the outcome relevant and useful to students (e.g. connected to their everyday life, or does it represent a useful application of the ideas)? • Does the outcome align with your course-scale goals? Checklist for Learning Outcomes

  12. Example Learning Outcome?...Bloom’s level? A. B. C. D. E.

  13. Stakes? Low  High • Formative? Summative? • Bloom’s level? • What will students do? • Make a choice? • Generate something? • Write? Draw? Speak? • Examples (handout) Assessment Considerations

  14. Worth being familiar with • Traditional quizzes & tests • selected response • constructed response • Performance tasks & projects • open-ended • complex • authentic Assessment Considerations Important to know and do Big Ideas & Enduring Understanding Wiggins and McTighe, 1998

  15. Pair up with someone in a similar content area • Trade 1-2 learning outcomes (previously written) • Individually, write down ways your partner could assess his/her learning outcome (brainstorm) • Discuss with your partner • Debrief with large group Activity: Assessment Types

  16. For your context • That align with learning outcomes • That align with the Bloom’s level you expect Activity: Write Assessments

  17. What do you plan to do in order to align your learning outcomes with your assessments in your course? • What do you see as your main challenges in achieving alignment of learning outcomes and assessments in your course? Reflection & Planning

  18. Debrief Notes

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