Articulating and Assessing Learning Outcomes

Paul Parkison: Teacher Education 1

Articulating and Assessing Learning

OutcomesStating ObjectivesDeveloping RubricsUtilizing Formative

Assessment


What are Learning Outcomes?

Learning Outcomes as Stated Objectives:– Plan for the content

of the course.– Material identified

as needing coverage.

– Credentialing organization’s standards.

Ends we hope to Achieve


Critical Look at the Perception and Use of Learning Outcomes Faculty focus tends to turn to what

will be taught, not what will be learned.

Students perceive learning outcomes as grades.– “I paid for this course” mentality– “I attended class, I turned in my

assignments, I should get an A” mentality

Need to reconnect student and faculty!


Focus on Desired LearningWell-written educational

objectives should clearly specify what students are to learn and how they are to demonstrate that learning.

1. Learning Objectives2. Rubrics3. Formative

Assessment4. Backward Design


Introducing Learning Outcomes: The Constructivist Classroom Proposing problems of emerging

relevance to students Challenging suppositions Teaching primary concepts rather

than discrete bits of information Valuing students’ points of view

Post-modern Classroom?


Using Bloom’s Taxonomy: Basic Cognitive Level

Bloom’s Level of Educational Objectives

Behavioral Verbs Representing Intellectual

ActivityKnowledge Who, what, when, where, define,

describe, memorize, label, list, recognize, name, repeat, draw, state, identify, select, write, locate, recite.

Comprehension Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize, clarify, show, review, tell.

Application Apply, change, put together, construct, discover, produce, make, report, sketch, solve, show, collect, prepare, interpret, relate, design


Using Bloom’s Taxonomy: Higher Order Thinking

Bloom’s Level of Educational

Objectives

Behavioral Verbs Representing Intellectual

ActivityAnalysis Examine, classify, categorize, research,

contrast, compare, disassemble, differentiate, separate, investigate, subdivide, diagram, analyze, conclude.

Synthesis Combine, hypothesize, construct, originate, create, design, formulate, role play, develop, suppose, organize, compile, compose, generate.

Evaluation Compare, recommend, assess, value, apprise, solve, criticize, weigh, consider, debate, defend, conclude, predict, evaluate.


Creating Statements of Learning Outcomes

Combining learning content with cognitive processes.

Combining Lower Order cognitive processes with Higher Order cognitive processes.

Statement should focus upon student learning!


What is a Rubric? A Rubric is a set of clear expectations

or criteria used to help teachers and pupils focus on what is valued in a subject, topic, or activity.

A Rubric describes the level at which a pupil may be performing a process or completing a product.

A Rubric describes what is to be learned rather than what is to be taught.


Creating Rubrics Based on Statements of Learning

Outcomes By combining content with higher

and lower order cognitive processes a natural matrix is created.

Multiple learning outcomes within one student activity facilitates efficient instruction and assessment.


Example: Article Review Reflection

RubricCategory: Learning Outcome

Excellent Proficient Developing

Basic

Information Seeking

Both “A” and “B”

“A” but not “B”

“B” butNot “A”

Neither “A” Nor “B”

Appraisal of

Literature





Analyzing Perspectiv

e







Statement of Leaning Outcomes Information Seeking:

– The student can identify a scholarly article related to middle level education and can assess the relevance of the article’s content to middle level education.

Category “A” “B”Information Seeking

Student identifies a scholarly article related to middle level education.

Student assesses the relevance of the article content to middle level education.



Statement of Leaning Outcomes Appraisal of Literature

– The student can explain significant information within the article and can compare information to their previous experience or other scholarly work.

Category “A” “B”

Appraisal of Literature

Student explains significant information within a scholarly article.

Student compares significant information within a scholarly article to their previous experience or other scholarly work.



Statement of Learning Outcomes Analyzing Perspective

– The student can discover a topic on which there is a diversity of perspectives and can use specific information to defend their perspective on the topic.

Category “A” “B”Analyzing Perspective

Student discovered a topic on which there is a diversity of perspectives.

Student used specific information to defend their perspective on the topic.



RubricCategory: Learning Outcome

Excellent Proficient Developing

Basic

Information Seeking





Appraisal of

Literature





Analyzing Perspectiv

e






Discussion Questions:1. Is it necessary to write down

objectives?2. How many objectives should I state

in a course or assignment?3. Are there any cautions I should

keep in mind regarding objectives?


Helping Students UNDERSTAND

Students who understand can explain. Students who understand can interpret. Students who understand can apply. Students who understand see in

perspective. Students who understand demonstrate

empathy. Students who understand reveal self-

knowledge.

Wiggins and McTighe, 1998.


Six Facets of UnderstandingFacet of

UnderstandingCriteria Statements

1. Explanation Accurate; Coherent; Justified; Systematic; Predictive

2. Interpretation Meaningful; Insightful; Significant; Illustrative; illuminating

3. Application Effective; Efficient; Fluent; Adaptive; Graceful

4. Perspective Credible; Revealing; Insightful; Plausible; Unusual

5. Empathy Sensitive; Open; Receptive; Perceptive; Tactful

6. Self-knowledge Self-aware; Meta-cognitive; Self-adjusting; Reflective; Wise


Backward DesignGrant Wiggins and Jay McTighe

developed a curriculum design model that emphasizes the ends to be achieved:

Given a task to be accomplished, how do we get there?

What kinds of lessons and practices are needed to master a key performance?


Stages in the Backward Design Process

Identify Desired Learning Outcomes: Results

Determine Acceptable Evidence

Plan Learning Experiences and Instruction


Stage One:Identifying Learning OutcomesWiggins and McTighe recommend four

criteria:1. Is the material enduring?2. Is the material at the heart of the

discipline?3. Is the material needing un-

coverage?4. Is the material potentially

engaging?


Establishing Purpose: Following Backward Design Procedures

Identify the “Mission” of the Lesson or Unit!

Identify the Developmentally Responsive Framework to guide the Lesson or Unit!

Create Appropriate Lesson Plan(s). Create Rubric Aligned with Mission,

Framework, and Standards. Generate Formative Evaluation Forms.

Articulating and Assessing Learning Outcomes

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