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TCSG: -Q-S Curriculum Initiative

TCSG: -Q-S Curriculum Initiative. - Outcomes, Levels of Learning and Assessment - Curriculum Database Process – Dr. Tanya Gorman, VPAA DeKalb Technical College. Q-T Curriculum Initiative. I: Domains / Levels of Learning II: Learning Outcomes / Assessment

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TCSG: -Q-S Curriculum Initiative

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  1. TCSG: -Q-S Curriculum Initiative - Outcomes, Levels of Learning and Assessment - Curriculum Database Process – Dr. Tanya Gorman, VPAA DeKalb Technical College

  2. Q-T Curriculum Initiative I: Domains / Levels of Learning II: Learning Outcomes / Assessment III. Curriculum Database Tool

  3. SACS • Core Requirement 2.7.2 • The Institution offers degree programs that embody a coherent course of study that is compatible with its’ stated purpose and is based upon fields of study appropriate to higher education

  4. SACS • Core Requirement 2.7.3 • In each undergraduate degree program, the Institution requires the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree; (2) ensures breadth of knowledge; and (3) is based on a coherent rationale…

  5. SACS • Comprehensive Standard 3.3.1: • The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas:(Institutional Effectiveness) • 3.3.1.1 educational programs, to include student learning outcomes

  6. SACS • Comprehensive Standard 3.5.1: • The institution identifies college-level general education competencies and the extent to which graduates have attained them.

  7. SACS • Federal Requirement 4.2: • The Institution’s curriculum is directly related and appropriate to the purpose and goals of the institution and the diplomas, certificates, or degrees awarded.

  8. Student Learning Outcomes Bad Practices • Doing assessment because ACCREDITORS say we have to • Confusing course assessment with program assessment • Insufficient concern about matching assessment tools to expected outcomes

  9. Student Learning Outcomes • What constitutes as evidence of student learning? • Evidence can take many forms but must involve a direct examination of student levels of attainment: • Exams, capstone experiences, licensure exams, demonstrations, portfolios, assignments, etc. • Evidence such as surveys, self-reports, focus groups, interviews, student satisfaction surveys are useful, but represent indirect evidence and are not sufficient for documentation of learning outcomes

  10. Student Learning Outcomes: Building Blocks • Student learning outcomes defined: A particular level of knowledge, skills and abilities (cognitive, psychomotor, affective) that a student has attained at the end (or as a result) of his/her engagement in a particular set of collegiate experiences

  11. Student Learning Outcomes • The definition of SLO’s begins with the end in mind: • What does “student success” look like? • How would I know it when I see it? • What would students have to do, say, perform or behave like for me to determine they had mastered the competencies?

  12. Student Learning Outcomes • Curriculum, and consequently, SLO’s must, therefore, derive from the “Big Picture” – the “end in mind” (Program Outcomes) • Curriculum cannot be in isolation: jigsaw puzzle analogy (corners and borders) • Be clear about outcomes you want to promote; if you don’t know where you’re going you’ll never know if you got there

  13. Student Learning Outcomes: Construct Model • Program: “when Joe finishes, what should he be able to do…?” (Generally 3-5) • Course: “what Competencies should Joe accomplish and demonstrate to achieve and answer the first question?” (Generally 5-10) • Unit: “what learning outcomes, experiences and content need to be embedded to ensure accomplishment of SLO’s and support Course Competencies?” • Unit: “what methods of assessment will demonstrate that Joe has learned what he needs to learn?”

  14. Domains & Levels • Basic understanding of Educational Methodologies (building blocks) is important in defining SLO’s • Can’t build a house without a foundation • Definition of learning desired  choice of assessment method

  15. Domains & Levels • Answer the Question: Students will… • Know, Think, Do • Cognitive, Affective, Psychomotor (Domains) • How do you know? How will you measure? What will it look like? • What instruments and benchmarks will you use?

  16. Domains & Levels • Assessment methods and tools must align with competency / learning outcomes • Assessment of outcomes must provide for comparative analysis across courses taught by multiple instructors • Course outcomes / General Education Core competencies and SLO’s must show logical progression in courses and programs of higher level outcomes and objectives

  17. Domains & Levels • Learning Outcomes are statements of performance expectations: • Cognitive • Affective • Psychomotor • Program / course completers must demonstrate performance in all three

  18. Levels of Learning • Examples of dissonance between “knowing” and “doing” and “valuing” • Smoking • Overeating • Exercise • Unless knowledge is combined with a value system, behavior (learning) will not change

  19. Domains & Levels • Courses within a program of study must: • Be part of a package of • Interrelated • Coherent Experiences that result in student learning and lead to a functional and employable graduate • Faculty must structure experiences and define learning outcomes toward which ALL instruction, learning and assessment relate

  20. “THE PLAN” One Possible Reason Why Things Aren’t Going According to the Plan…Is That There Never Was A Plan!

  21. Construct • Example: • Program Learning Outcome: Provide competent and safe care in a healthcare environment • Course Competency: Demonstrate knowledge of the care of patients in renal failure • Student Learning Outcome: • Describe S/S of renal failure (cognitive) • Demonstrate proper care of dialysis catheter (psychomotor) • Protect patient’s privacy (affective)

  22. Construct • Another Example: • Program Learning Outcome: Function safely and competently in an automotive repair business • Course Competency: Demonstrate ability to diagnose, repair and replace transmissions • Student Learning Outcome: • Describe parts of a transmission (cognitive) • Disassemble a transmission (psychomotor) • Identify problems and defective parts of a transmission (cognitive) • Demonstrate respect for customer’s vehicle (affective)

  23. Construct • Another Example – General Studies Core: • Core Ability: Communicate effectively in writing using grammatically correct and appropriate language • Course Competency: Demonstrate ability to write an organized and defensible Theme Paper • Student Learning Outcome: • Prepare a topical outline (cognitive) • Produce a Theme Paper using MS Word (psychomotor) • Reflect sensitivity to opposing values and views (affective)

  24. Construct • Curriculum Mantra • Learning outcomes drive content • Assessment depends on defined learning outcomes • Program learning outcomes are broad • Course competencies are focused • Student learning outcomes support competencies • Unit content is structured based on course learning outcomes • Assessment methods must reflect learning outcomes

  25. Nutshells Program Outcomes  Course Competencies  Student learning Outcomes  Selection of Content  Assessment / Evaluation Methods

  26. Domains & Levels • Good Learning Outcomes: • Identify a specific student behavior • Specify ONE learning outcome • Why is this important? • Are relevant (meaningful) • Are measurable / assessable

  27. Domains & Levels • Since learning occurs in all three Domains – cognitive, affective and psychomotor– learning outcomes, likewise, must be written for each domain and for varying levels within each course and program • There must be a trackable, observable and documentable progression of learning evidenced in courses and programs • Likewise, there must be an observable progression of assessment methods for higher levels within each domain

  28. Levels of Learning • Domains: Learning (behavior change) occurs in three broad domains • Cognitive, Affective, Psychomotor (CAP) • Within each domain are levels of learning that drive assessment

  29. Levels of Learning • Domain: Cognitive • Knowledge: recalling facts • Comprehension: seeing relationships • Application: using information in new ways • Analysis: breaking information into parts • Synthesis: forming new information • Evaluation: judging value

  30. Levels of Learning • Domain:Psychomotor • Perception: awareness of need • Set: mental, physical emotional readiness to perform • Guided Response: skill performed by imitation, trial and error • Mechanism: habitual, skilled performance • Complex Response: smooth, efficient, automatic • Origination: adaptation to conditions

  31. Levels of Learning • Domain:Affective • Receiving: willingness to hear • Responding: willingness to react • Valuing: demonstrating commitment • Organization: establishing pervasive values • Characterization: demonstrating characteristics of a unique individual

  32. Levels of Learning • Breakdown of the levels using overriding framework of learning about computers

  33. Levels of Learning • Cognitive: • Knowledge: define CPU; list software • Application: knowledge applied to selection • Evaluation: evaluate effectiveness / deficiencies

  34. Levels of Learning • Psychomotor: • Perception: keyboarding / typing • Guided Response: practice, errors, correction • Complex Response: know where keys are • Origination: adjustments w/ broken finger

  35. Levels of Learning • Affective: • Receiving: initial reaction – hesitation, fear • Valuing: what transpired to get past initial reaction • Characterization: purchase a personal PC

  36. Levels of Learning • MAJOR POINTS: • Students must not only demonstrate learning in all domains but must demonstrate progression within the domains • You would never want a student to be “stuck” in lower levels and never progress

  37. Levels of Learning • Reflection: How to structure and promote higher levels of learning for students? • Answer: By ensuring a planned and structured learning environment with identified outcomes that address varying levels and demonstrations of learning

  38. Learning Process • Let’s play in the Domains vis-à-vis the writing of Learning Objectives: • Cognitive: Knowing • Knowledge: recalling facts • Comprehension: seeing relationships • Application: using knowledge • Analysis: breaking knowledge into parts • Synthesis: forming knowledge in new ways • Evaluation: judging knowledge’s value and appropriateness

  39. Cite Count Define Identify Choose Match Recite Repeat Tell Write Select Explain Learning ProcessMeasurable Verbs: Knowledge

  40. Associate Compare Describe Discuss Contrast Outline Predict Report Restate Translate Summarize Learning ProcessMeasurable Verbs: Comprehension

  41. Apply Classify Determine Illustrate Choose Interpret Restructure Solve Use Develop Learning ProcessMeasurable Verbs: Application

  42. Analyze Appraise Differentiate Distinguish Categorize Examine Inspect Question Summarize Infer Learning ProcessMeasurable Verbs: Analysis

  43. Assemble Compose Create Formulate Design Integrate Organize Propose Synthesize Adapt Learning ProcessMeasurable Verbs: Synthesis

  44. Appraise Assess Critique Evaluate Conclude Criticize Judge Defend Revise Validate Prioritize Disprove Learning ProcessMeasurable Verbs: Evaluation

  45. Learning ProcessExample: Cognitive • Knowledge: List the components of a good outcome • Comprehension: Discuss the 3 Domains • Application: Determine which of 3 outcomes is appropriately stated • Analysis: Classify3 outcomes by domain level • Synthesis: Designoutcomes in all domains for a given learning scenario • Evaluation: Revisethese outcomes for alternate scenario

  46. Learning Process • Let’s play in the Domains vis-à-vis the writing of Learning Objectives: • Psychomotor: Skills • Perception: awareness • Set: preparation to perform • Guided Response; demonstration trial/error • Mechanism: habitual skill development • Complex Response: smooth, efficient skill demo • Origination: adaptation of skill to conditions

  47. Perception: Listen Observe Ask Set: Attend Organize Establish Learning ProcessMeasurable Verbs: Perception / Set

  48. Guided Response: Perform Demonstrate Establish Mechanism: Apply Use Implement Learning ProcessMeasurable Verbs:Guided Response / Mechanism

  49. Complex Response: Integrate Activate Construct Origination Adapt Collaborate Prioritize Learning ProcessMeasurable Verbs: Complex Response / Origination

  50. Learning ProcessExample: Psychomotor • Perception: Ask re: appropriate time to check BP • Set: Organize materials to check BP • Guided Response: Perform check with assistance of instructor • Mechanism: Implement routine to check 10 patients without assistance • Complex Response: Integrate BP checks w/ total assessment for a unit • Origination: Adapt BP check for pt. with bilateral arm fractures

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