P ROGRAM O UTCOMES D EVELOPMENT. I NTRODUCTIONS Name, School, Program/Discipline Level of Experience...
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Transcript of P ROGRAM O UTCOMES D EVELOPMENT. I NTRODUCTIONS Name, School, Program/Discipline Level of Experience...
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PROGRAM OUTCOMES
DEVELOPMENT
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INTRODUCTIONS
Name, School, Program/Discipline
Level of Experience with:Writing Course Learning Outcomes
Writing Program Learning Outcomes
Using Bloom’s Taxonomy
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LEARNING OUTCOMES
The participant will:
Learn and apply the definition of learning outcomes to examples and then to one’s own program
Write program learning outcomes for one program
Improve own and others’ program outcomes by sharing and discussing drafts
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WHAT IS THIS A DIAGRAM OF?
A bloated curriculum feeds the exploitation of adjuncts, increases professors' workloads, and hurts students in crowded majors. The solution, writes Michael Bugeja, is to balance the quality of course offerings with the demand. (Illustration by William L. Brown)
A Bloated Curriculum
Chronicle.com; Jan 28, 2008
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BRAINSTORMING
What are the most important topics to be addressed in your program?
“Ultimately, what do I want students to learn throughout the program?”
“What is most important for students to learn in this topic area?”
“What should students ‘know’ by the end of the program?”
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BRAINSTORMING What essential elements of knowledge
should students possess? What basic skills should students be able
to perform? What fundamental judgments should
students be able to exercise at the end of the course?
“What are the essential skills / knowledge / values that students should know at the conclusion of the program?”
“What is it that we want our students to know and be able to demonstrate at the end of the program?”
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WHAT LEARNING OUTCOMES REALLY ARE
Learning outcomes tend to be the expression of the best judgments about the content area in which a particular group or person has expertise
Learning outcomes represent what instructors want students to learn, not what is to be taught
An outcomes-based curriculum is simply a way for faculty to identify for themselves, and for their students, the specific aims of each course
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WHAT LEARNING OUTCOMES REALLY ARE
When developing learning outcomes, educators define:
who is to demonstrate the desired performance what observable performance the student is expected
to demonstrate whether any special conditions (materials,
environment, restrictions) are provided for the student at the time of assessment, and
what is the minimal, acceptable response deemed appropriate (Cook, 1978)
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LEARNING OUTCOMES - DEFINITION
Learning Outcomes specify the observable and/or measurable knowledge, skills and judgment which a person is expected to have developed or acquired as the result of a course of study or a set of identifiable experiences. Innerd, Green & Towson, 1998
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LEARNING OUTCOMES - CLARIFICATION
Learning outcomes describe what a person should know or be able to do or demonstrate at a given point in their development.
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LEARNING OUTCOMES - CHARACTERISTICS
Learning Outcomes:
are unambiguous use plain language use verbs that require verifiable performances
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ONE MORE TOOL…BLOOM’S TAXONOMY
Remembering▼
Understanding▼
Applying▼
Analyzing▼
Evaluating▼
Creating
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LEARNING OUTCOMES - RECAP
Learning Outcomes specify the observable and/or measurable knowledge, skills and judgment which a person is expected to have developed or acquired as the result of a course of study or a set of identifiable experiences.
They describe what a person should know or be able to do or demonstrate at a given point in their development.
Learning Outcomes: are unambiguous use plain language use verbs which require verifiable performances
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PROGRAM OUTCOMES - CRITIQUE
As student, would this set adequately describe what you are to learn?
As a faculty member, will your role in teaching courses in the program be clear?
As an employer, is this set of program outcomes reflective of what you’d expect a graduate of the program to know and be able to do?
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PROGRAM OUTCOMES – NEXT STEPS
Review and finalize the outcomes you drafted today
Write a complete set of outcomes for your program
Identify how each of the courses fit into the program (mapping)
Identify where/when/how you will measure students’ achievement of each program learning outcome
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Original content developed by Donna H. Green, Ph.D. - adapted and shared with author’s permission