Second – or third – thoughts on alignment
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Second – or third – thoughts on alignment
John Cowan
Academic Development
Edinburgh Napier University
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4 questions:
1. Should we still be checking alignment?
2. Can learning outcomes and assessment be integrated?
3. What does reflective practice offer aligned learning for higher level abilities?
4. What future is there for full integration of LOs, Assessment and Learning Activity?
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First question:
1. Should we still be checking alignment?
2. Can learning outcomes and assessment be integrated?
3. What does reflective practice offer aligned learning for higher level abilities?
4. What future is there for full integration of LOs, Assessment and Learning Activity?
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It all began for me at CNAA
- with a quote from
Joanna Tait’s granny
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If you don’t know where you’re going, any bus will do
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Outcomes
Assessment Learning & T
Representing Ideal Alignment
All within FHEQ requirements
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Outcomes
Assessment Learning & T
Valid questions
All within FHEQ requirements
?
?
?
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It’s not easy to get alignment mismatches acknowledged!
There’s a proverb to remind us why this is so
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A nod’s as good as a wink
to a blind drunk
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Outcomes
Assessment Learning & T
I worry about
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What is teaching, for you?
Please take a moment to think how you would answer that question
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Teaching, for me is:
- the purposeful creation of situations
from which motivated learners should
not be able to escape without learning
or developing
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So:
…we (as teachers) should set out
purposefully to create situations in which
the desired learning and development
should happen
– and should be assessed accordingly
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Outcomes
Assessment T & Learning
Common mismatching
Nothing in the programme to ensure
the learner should learn
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Examples: “Students will learn to work effectively in groups,
to manage teamwork, and to resolve difficulties and differences”
The already-able do well; the less able do poorly.
“During their placements, students will ask, and obtain answers for, useful questions”
Teaching input restricted to feedback on quality of final questions
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Outcomes
Assessment T & Learning
Also:
Outcomes not assessed; assessment subversive
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Recent examples:
“Students will be able to solve demanding problems”
By regurgitating PowerPoint notes?
“Students will formulate critical judgements and analyses”
By explaining familiar analyses and judgements?
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Outcomes
Assessment T & Learning
Common mismatching
Assessment drives wrong
learning
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Examples:
Teaching devoted much time to explaining the meaning of key concepts……….
Assessment called for accurate use of familiar algorithms
“All my teaching brings the students to think, to the required FHEQ level
One final year question called for, and then generated, and rewarded, the same points and examples from most students.
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At higher levels, are our current curricula aligned?
• In the 1990’s, they certainly often weren’t!• This was a common weakness in courses in HE• It was evident in:
• QAA baseroom evidence• module boxes • internal programme review• external examining visits
• These suggested considerable scope for consequential enhancement
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Question:
Hand on heart, are your curricula currently fully
aligned?
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Image: 'elephant talk' http://www.flickr.com/photos/47968145@N00/325235488
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What might a rigorous reviewer still question in
our provision?
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BUT..........
Once we align assessment and outcomes, is there any need to
distinguish between them?
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Question 2:
1. Should we still be checking alignment?
2. Can learning outcomes and assessment be integrated?
3. What does reflective practice offer aligned learning for higher level abilities?
4. What future is there for full integration of LOs, Assessment and Learning Activity?
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“John, we haven’t done the outcomes yet, but I’ve forwarded the draft assignments to you .......
It’s OK, I can deduce the outcomes!
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Best practice in 2009 features:
Rigorous programme specifications
Carefully detailed outcomes
Fairly appropriate and clear assessment
demands and criteria
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Consequently:
Assessment tasks and criteria often spell out the learning outcomes clearly – and adequately
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Outcomes
Assessment T & Learning
So there’s movement ......
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Outcomes
Assessment T & Learning
Outcomes and assessment come together!
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Outcomes and
AssessmentT & Learning
- to give us …..
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What do you and your neighbour think?
Should outcomes and assessment convey the same message about intended learning?
If so, is the separation of these, conceptually, now somewhat artificial?
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Question 3:
1. Should we still be checking alignment?
2. Can learning outcomes and assessment be integrated?
3. What does reflective practice offer aligned learning for higher level abilities?
4. What future is there for full integration of LOs, Assessment and Learning Activity?
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Self-directed learning entails:
Pedagogically sound direction and management by the learner
Understood, and often negotiated, outcomes Teachers merely facilitating Carefully defined tasks and roles Valuable unintended learning outcomes Aligned assessment, formative and summative Reflective practice
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Tomorrow’s graduates should :
Know where they want to get to Know how to get there Notice when their progress is ineffective Adjust their plan accordingly Exploit formative self-assessment Collaborate in socio-constructive settings Enhance self-assessment from formative peer-
assessment
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So today’s students should :
Know where they want to get to Know how to get there Notice when their progress is ineffective Adjust their plan accordingly Exploit formative self-assessment Collaborate in socio-constructive settings Enhance self-assessment from formative peer-
assessment
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Why depend upon reflection?
It is widely advocated It is widely practiced It seems to be effective for higher level
outcomes It’s really the only pedagogy we have at the
moment for the purposeful development of abilities
Some of our colleagues endorse it from personal experience!
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But another familiar proverb
.....reminds us of learners’ initial resistance when asked to reflect
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Learners, too, will manoeuvre to avoid demanding tasks
The wisest farmers
children are the
ones who never
learnt to milk
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Reflection means ……..
Seeking an answer or part answer to a
question
- a question for which we don’t have an
answer at the moment
- and a question whose answer seems likely
to be useful to us
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Experiences
Generalising
Asking How
Actively
Experimenting
Constructivist pedagogy
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We know that:
Learners who are prompted to think about HOW
they do something, improve that ability
Example 1: Oxford Brookes and preparing for
exams
Example 2: Using search engines
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We know that:
Learners who think about HOW and HOW WELL
they do something, improve that ability
Example 1: Golfers on a driving range
Example 2: POPBL students at Aalborg
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We know that:
Reflection is more effective if we make time and
set tasks accordingly
Example: Critical incident analysis – and
rewards!
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We know that:
The process is enhanced if conclusions are to
be tested out – iteratively
Example: Abilities in consecutive modules
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We know that:
The process works better when learners
integrate with peers
Example: Any enriched application of Kolb
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Experience
Generalise
ReflectActively
Experiment
External inputs?
Socio-constructivism
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Example: Enquiry Skills learner
Identifies desired outcomes
Plans to achieve them
Monitors progress
Assembles self-assessment within group
Identifies useful development
Identifies and plans for next development
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Example: Enquiry Skills learner
Identifies desired outcomes (LO)
Plans to achieve them (L & T)
Monitors progress (L & T/ Assessment)
Assembles self-assessment (Assessment)
Identifies useful development (Assessment)
Identifies and plans for next stage (LO)
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Do you both agree that reflective learning brings the curriculum demands closer together?
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Last question:
1. Should we still be checking alignment?
2. Can learning outcomes and assessment be integrated?
3. What does reflective practice offer aligned learning for higher level abilities?
4. What future is there for full integration of LOs, Assessment and Learning Activity?
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We are moving from:
The status quo:
TEACHER
Plans and directs
LEARNING
LEARNER
and
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Learner-directed learning
to:
LEARNER
Plans and directs
LEARNING
TEACHER
with facilitative support
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which often implies:
LEARNER
must effectively consider
LEARNING
TEACHER
with facilitative support
OUTCOMES
ASSESSMENT
PLANNING
MONITORING
of
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Example: CIPD membership
Parallel to MSc(HRM) Self-directed development Open-ended choice of outcomes Self-managed development Self-assessed development Formative peer assessment Claim with data and criteria and judgement Tutor facilitates – and checks peer audit
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for inReflection on action
3 Reflections:WHAT and HOW and
HOW WELL? HOW? HOW WELL?
Needs Plans Exploring Review Developing
Self-assessment next plan
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Surely a teachers’ job?
- and their responsibility?
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What is the teacher’s role in this?
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The teacher’s (influential) role in learner-directed learning is:
Planning tasks and mode of assessment
Planning resources
Negotiating outcomes and standards
Facilitating
Evaluating
Auditing?
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In 2004, Dave Boud and I concluded that the next logical step will be:
To bring the two remaining process aspects more together
- with intrinsic self- or peer-assessing – happening as the learning progresses
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Outcomes and
AssessmentT & Learning
Thus moving from here …
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Assessmentand
Desired Outcomes and
Learning and Teaching
…. to here
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Attractive?Yes, to me at least….
But we should always beware
unexpected risks!
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Outcomes and
AssessmentT & Learning
Further integration will be risky and tricky ….
…. in matching higher level and interpersonal outcomes
with appropriate learning activities and assessment
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What do you think of my final assertion?
Integration seems a viable and desirable next step in curriculum development.
After all, it’s how we manage our own CPD!
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One last question to wrestle over, then
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Please discuss with a neighbour
Should we consider this possibility further with
our colleagues?
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Are you willing to rally to the banner of audited and fully
self-directed learning?
- or at least to explore what it might offer to you and your
students?
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If you’d like any assistance from me, then please….
Contact me, and expect me to be interested and to wish to assist – in confidence
I am:[email protected]
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One very last story
(I promise)
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