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Measuring Student Learning• What do we want students learn?
• Do students have the opportunity to learn it?
• How do we know that they learned it?
• What do we do with that information?
Linda Suskie Assessing Student Learning: A Common Sense Guide
Bolton, MA: Anker Publishing (2004
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Assessment monitors student learning;
It does not evaluate faculty teaching.
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Write expected outcomes/objectives.
Effect improvements through actions.
View results. Assess performance against criteria.
Ensure students have opportunity to learn
Ensuring Learning
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Learning Objectives
• In 1948 a group of educators began
classifying educational goals and
objectives
• Bloom’s Taxonomy of the Cognitive
Domain was completed in 1956
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Bloom’s Taxonomy of Cognitive Development
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Goals and ObjectivesMoving from General to Specific
Goals
Objectives
General
Specific
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• Student Learning Objectives
describe what individual
students are able to do
• Program Objectives describe
what % of program participants
are able to do it.
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Goals
Writing goals can provide
insight into outcomes desired
but does not provide enough
specificity for assessment and
evaluation
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Goals and Objectives
• Goals are broad• Goals are general
intentions• Goals are
intangible• Goals are abstract• Goals can't be
validated as is
• Objectives are narrow• Objectives are precise
• Objectives are tangible
• Objectives are concrete• Objectives can be
validated
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Goal Examples
– “The essential role of the university is to train students to think critically and creatively.”
– “The student must develop information management skills which enable him to apply theoretical concepts in practice”
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• To make the student capable of carrying out independently the various stages of an information science research project
• To make the student capable of reporting on the findings of his own research.
• To make the student mindful of applying rules of ethics in relation to research and publication.
• To make the student capable of drawing up a realistic work program.
Goal Examples
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Learning Objectives
A Learning Objective is a written
statement of the measurable
achievement a participant will be able
to demonstrate as a result of
participation in a learning activity.
measurable
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• It is always expressed in terms of the learner.
• It is precise and supports only one interpretation.
• It describes an observable behavior
• It specifies conditions under which the behavior is performed
• It specifies criteria for accomplishment
Characteristics of a Learning Objective
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ABCD Model Questions a good objective answers
Audience: Who will be performing the behavior?
Behavior: What behavior should the learner be able to do?
Condition: Under what conditions do you want the learner to be able to do it?
Degree: How well must it be done?
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ABCD Model• Audience - Identify who will be learning
(not the instructor)• The Learner • The Staff member• The Student• The Participant• The Employee• The Trainee• The Organization Member• The Audience Member
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ABCD Model
• Behavior (Performance)
– Should include an action verb indicating what the learner will be able to do
– Should be something that can be seen or heard
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Overt vs. Covert Performance
• Overtrefers to any kind of performance that can be observed directly whether that performance is visible or audible
• Covertrefers to performance that cannot be observed directly, performance that is mental, invisible, cognitive or internal
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Covert Verbs
• know• familiarize• gain knowledge of• comprehend• study• cover• understand
• be aware • learn• appreciate• become
acquainted with• realize• develop a working
understanding of
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When a performance is covert
• Add an indicator behavior to the objective that is overt
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• "Learner will be able to" (LWBAT)
–Cognitive objectives (Bloom’s)
ABCD Model (Behavior)
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ABCD Model
• Condition
– State the conditions you will impose when learners are demonstrating their mastery of the objective.
– What will the learners be allowed to use?
– Under what conditions must the mastery of skill occur?
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Conditions
Givens• Resources
• Environment
• Direction
• Format
• Deadlines
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ABCD Model
• Degree (or criterion)
– A degree or criterion is the standard
by which performance is evaluated.
• The power of an objective increases
when you tell the learners HOW WELL
the behavior must be done.
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Degree
• Accuracy/Tolerance
• Speed
• Number
• Reference or Standards
• Permissible Errors
• Degree of Excellence
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Writing Learning Objectives
Basic Guidelines (and Examples) for
http://www.mapnp.org/library/trng_dev/lrn_objs.htm
How to Write Clear Objectives
http://tlt.its.psu.edu/suggestions/research/Write_Objectives.shtml
How to Write Learning Objectives in Behavioral Form
http://www.adprima.com/objectives.htm
Understanding Objectives
http://edweb.sdsu.edu/courses/EDTEC540/objectives/ObjectivesHome.html
Guidelines for writing learning objectives in librarianship, information science and archives administration
http://www.unesco.org/webworld/ramp/html/r8810e/r8810e00.htm
Quick Guide to Writing Learning Objectives
http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html
Writing Learning Objectives
http://www.arl.org/training/ilcso/objectives.html
Writing good work objectives
http://home.att.net/~nickols/workobjs.htm
Writing instructional objectives: The what, why how and when.
http://www.sogc.org/conferences/pdfs/instructionalObj.PDF
ReferencesBlooms Taxonomy
Affective Domain
http://www.itc.utk.edu/~jklittle/edsmrt521/affective.html
Assessing Learning Objectives Bloom's Taxonomy
http://www.ion.uillinois.edu/resources/tutorials/assessment/bloomtaxonomy.asp
Bloom’s Taxonomy
http://www.officeport.com/edu/blooms.htm
Cognitive Domain
http://www.itc.utk.edu/~jklittle/edsmrt521/cognitive.html
Psychomotor Domain
http://www.itc.utk.edu/~jklittle/edsmrt521/psychomotor.html
Instructional Design
http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html#isd
Assessment
Curriculum Development Performance Criteria
http://its.foxvalleytech.com/iss/curric-assessment/CRITCOND.html
How to Write an Assessment Based on an Objective
http://www.adprima.com/assessment.htm
Performance Criteria
http://its.foxvalleytech.com/iss/curric-assessment/CRITCOND.html
Multiple Choice Questions and Bloom’s Taxonomy
http://web.uct.ac.za/projects/cbe/mcqman/mcqappc.html