Towards a Coherent Curriculum: Alverno College’s Outcomes- … · 2008. 11. 9. · Curriculum:...
Transcript of Towards a Coherent Curriculum: Alverno College’s Outcomes- … · 2008. 11. 9. · Curriculum:...
Towards a Coherent Towards a Coherent Curriculum: Curriculum: AlvernoAlvernoCollegeCollege’’s Outcomess Outcomes--
Based Learning ProgramBased Learning ProgramPresented by John C. Presented by John C. SavagianSavagian for the for the
Faculty and Administrators of the Faculty and Administrators of the Hong Kong Institute of EducationHong Kong Institute of Education
December 6, 2007December 6, 2007
““NonNon--NegotiableNegotiable”” Assumptions Assumptions about Learningabout Learning
•• All students can learnAll students can learn•• Students need to learn how to learnStudents need to learn how to learn•• Education goes beyond knowing to be able Education goes beyond knowing to be able
to do what one knowsto do what one knows•• Learning can be assessedLearning can be assessed•• Educators are responsible for making Educators are responsible for making
learning more available by articulating learning more available by articulating criteria for successful performancecriteria for successful performance
AbilityAbility--Based Based Education Education at at AlvernoAlverno
CollegeCollege
One of the Questions the President One of the Questions the President asked each Department to Address:asked each Department to Address:What are you teaching that is so important that What are you teaching that is so important that students cannot afford to pass up courses in your students cannot afford to pass up courses in your department?department?
Which led to questions like:How do you want your students to be able to think as a result of studying your discipline?What do you want your students to be able to do as a result of studying your discipline?
In 1973, new curriculum initiated In 1973, new curriculum initiated based on eight institutional based on eight institutional
abilities or outcomesabilities or outcomes
Graduation requirements based on demonstration of outcomes rather than distribution requirements.
PRINCIPLEPRINCIPLE
Education GOES BEYONDknowing to being able toDO WHAT ONE KNOWS
EFFECTIVEEFFECTIVECOMMUNICATIONCOMMUNICATION
WritingWriting
SpeakingSpeaking
EFFECTIVEEFFECTIVECOMMUNICATIONCOMMUNICATION
ReadingReading
ListeningListening
EFFECTIVEEFFECTIVECOMMUNICATIONCOMMUNICATION
Quantitative Quantitative LiteracyLiteracy
Media Media LiteracyLiteracy
EFFECTIVEEFFECTIVECOMMUNICATIONCOMMUNICATION
Computer Computer LiteracyLiteracy
ANALYTICAL CAPABILITYANALYTICAL CAPABILITY
PROBLEM SOLVING ABILITYPROBLEM SOLVING ABILITY
VALUING IN DECISION VALUING IN DECISION MAKING CONTEXTSMAKING CONTEXTS
EFFECTIVE SOCIAL EFFECTIVE SOCIAL INTERACTIONINTERACTION
DEVELOPING A GLOBAL DEVELOPING A GLOBAL PERSPECTIVEPERSPECTIVE
EFFECTIVE CITIZENSHIPEFFECTIVE CITIZENSHIP
AESTHETIC ENGAGEMENTAESTHETIC ENGAGEMENT
Abilities thatAbilities thatInvolve the whole personInvolve the whole personAre teachableAre teachableCan be assessedCan be assessedTransfer across settingsTransfer across settingsAre continually reAre continually re--evaluated and evaluated and
rere--defineddefined
PRINCIPLEPRINCIPLE
Abilities need to be defined in a way that our teaching of them can be DEVELOPMENTAL
AnalysisAnalysis
Level 1Level 1 –– Show observational skillsShow observational skillsLevel 2Level 2 –– Draw reasonable inferencesDraw reasonable inferencesLevel 3Level 3 –– Perceive and make relationshipsPerceive and make relationshipsLevel 4Level 4 –– Analyze structure and organizationAnalyze structure and organizationLevel 5Level 5 –– Employ frameworks from major and Employ frameworks from major and support disciplines in order to analyzesupport disciplines in order to analyzeLevel 6Level 6 –– Independently employ frameworksIndependently employ frameworks
PRINCIPLEPRINCIPLE
Designing for learning involves INTEGRATING abilities with disciplines and across disciplines
Abilities Are Developed in Abilities Are Developed in Multiple Performance TasksMultiple Performance Tasks
For instance, demonstration of level 2 of For instance, demonstration of level 2 of analysis is required in three different analysis is required in three different areas of study areas of study
Tasks include: Written reports, Tasks include: Written reports, speeches, project work, portfolios, speeches, project work, portfolios, small groups, etc...small groups, etc...
PRINCIPLEPRINCIPLE
Abilities must be carefully IDENTIFIED and COMPARED to what CONTEMPORARY LIFErequires
PRINCIPLEPRINCIPLE
ASSESSMENT
is INTEGRALto LEARNING
PRINCIPLEPRINCIPLE
The effectiveness of assessment for everyone involved depends on the existence of a total dynamic system that contributes to the coherence and continuous improvement of the curriculum
Student Student AssessmentAssessment--asas--LearningLearning
Institutional and Institutional and Program AssessmentProgram Assessment
Student AssessmentStudent Assessment--asas--LearningLearning
A process in operation at Alverno College, integral to learning, that involves observation and judgment of each student’s performanceon the basis of explicit criteria, with self assessment and resulting feedback to the student.It serves to confirm student achievement and provide feedback to the student for the improvement of learning and to the instructor for the improvement of teaching.
PRINCIPLEPRINCIPLE
Essential to learning and assessment are:Public, Expected Outcomes/CriteriaPerformanceSelf AssessmentFeedback
EXPECTED EXPECTED OUTCOMESOUTCOMES
TEACHING
ASSESSMENT
STUDENT LEARNING
INSTITUTIONAL/PROGRAM
ASSESSMENT(INSTITUTION: PROGRAM::
COURSE)
MISSIONMISSION
EDUCATIONALEDUCATIONALPRINCIPLESPRINCIPLES
Problems or Obstacles to Problems or Obstacles to Outcomes Based LearningOutcomes Based Learning
1. Not enough time1. Not enough time2. 2. Societal expectations for gradesSocietal expectations for grades3. 3. Lack of expertiseLack of expertise4. 4. Innovation threatens identityInnovation threatens identity
TimeTime
GradesGrades
ExpertiseExpertise
IdentityIdentity
Institutional Support for AssessmentInstitutional Support for Assessment
Ability Departments Discipline Departments
Educational Research & Evaluation
Alverno Institute
Council on Student AssessmentCriteria for Faculty
Evaluation
Friday Afternoon
s
Affirmative Factors in Outcomes Affirmative Factors in Outcomes Based LearningBased Learning
Leads to better student learningLeads to better student learningStudent Centered approach Student Centered approach Many tools and models availableMany tools and models availableGovernment policies favor assessmentGovernment policies favor assessment
The The AlvernoAlverno ImpactImpact
assess ( assess ( sesses’’) ) v.tv.t..[late ME <ML <L[late ME <ML <Lassessassess ((usus) ) ptpptp. of. ofassidereassidere ((adad + + sederesedere)])]
to sit down besideto sit down besideee