文档介绍：Developing Course-Level Learning es: Enhancing Learning Through Shared Expectations
A Workshop Hosted by:
The College of Arts and Science,
the Thompson Center for Learning and Teaching, and
the Assistant Provost for Assessment and Institutional Accreditation
December 1, 2006
University of Michigan-Flint
Agenda:
Introduction (Definitions and Objectives)
Working Lunch (Critique and Share)
Writing Well Stated es
One Framework: Bloom’s Taxonomy
Independent Work 1:
Articulating your course objectives and es
Course Alignment
Independent Work 2:
Specifying Teaching & Learning Activities
Stating Assessments of Student Learning
Beyond Course Alignment
Why transform to a language of assessment?
Specific learning es lead to:
More measurable es
Better assessment
Higher quality feedback
Improved courses and programs
Improved student learning and achievement
Intended
Learning
es of
the Lesson
Intended
Learning
es of
the Unit
Intended
Learning
es of
the Course
Deliver Forward
Design Backward
Alignment Within Courses
es Based Assessment: A process by which you
determine the indicators of an effective program,
use those indicators as criteria for assessing the program, and
apply the results of the assessment toward the ongoing and continuous improvement of the program.
The Language of Assessment
Objectives vs. es1
Program/course objectives are general goals that define what it means to be an effective program/course. They are general, indefinite, and not intended to be measured. They set the overall agenda for the program/course.
Student learning es are specific results the program/course seeks to achieve in order to attain the general goals defined in the objectives. es are definite and intended to be measured. They establish the particular means by which the agenda (as defined by objectives) is achieved. The achievement of es is evidence that our students are learning.
Direct assessment of learning: gathers evidence, based on student performance, which demo