Faculty Unplugged? Empowering Faculty in Today’s Assessment Culture Presented by: Julie Basler, PhD (Vice President of Academic Affairs-Platt College) Juanita L. Gurubatham, PhD (Director of Institutional Review and Development-ACCSC) ACCSC Faculty Development Workshop February 11, 2015 Arlington, Texas
T oda y’s Ag e nda • Defining the Loop: Defining measureable course objectives, program objectives, and how to assess it all both internally and externally • Creating the Loop: Tying course objectives to program objectives • Enforcing the Loop: Using valid, clear course activities to achieve objectives • Closing the Loop: Reaching program outcomes at the end of a program
De fining the L oop
Br e aking it Down in T e r ms • Course objective: Statements of expectation written in measurable terms that express what a student will know, do, or think at the end of a learning experience. • Course objectives are measureable learner- oriented abilities that are consistent with standards of a professional practice.
Br e aking it Down in T e r ms • Program Objectives: Two types: Internal Measurements and External Measurements • Internal Measurements: Performance indicators that reflect the extent to which the purposes of the program are achieved and by which program effectiveness is documented. • External Measurements: Consumer-Oriented indexes designed to evaluate the degree to which the program is achieving its mission and goals.
Br e aking it Down in T e r ms • Competencies: Measurable behaviors, knowledge, actions, and skills essential to the practice of a profession. • Institutional Effectiveness: Written document based on measurable standards that reflect the process of ongoing comprehensive assessment of all program components, including program objectives, etc.
T a king it Ba c k Home • A fun and meaningful way to teach all of these terms is to use a map. • A map provides major interstates as the Program Outcomes • By-passes and highways as the competencies and so on • Choose a map of the area of each person is from and let that person explain using his/her own home town area
How Doe s this T ie T oge the r ? • Course Objective • Competency • Program Outcome(s) • Faculty the “key” to this involvement How is faculty the key and the starting point to this whole process?
Why ar e Cour se Obje c tive s Impor tant? • Students can see how material is related to their educational goals • Exams correspond to the stated learning objectives (Once faculty have written learning objectives, they have defined their assessment materials.) • Students know what they are expected to be able to do after the instruction is complete daily, quarterly, etc.
Why ar e Cour se Obje c tive s Impor tant? • Course is organized (With objectives, the topics fit together and have direction.) • In short, course objectives communicate what the instructor is trying to teach; what the students are to be expected to be able to do; how their achievement will be measured; and what will be accepted as evidence that they have achieved the goals.
Cre a ting a Course Obje c tive • Step One : Determine where the course lies in the curriculum. • Step Two : Determine what knowledge or skills your students have from previous courses. • Step Three : Establish or Determine a Course Goal • Step Four : Break down the course goal into subcomponents. Ask yourself what the specific knowledge, skills, and attitudes you expect the students to have at the end of the course, based on the course goal and where the course appears in the curriculum.
Cre a ting a Course Obje c tive • Step Five: Rewrite these subcomponents into measurable units (aka learning objectives). These measurable units should contain the following criteria: • A = Audience. Who will be completing the subcomponent? In the case of your class, it is always the student, therefore most people leave audience out of the learning objective. • B = Behavior. What knowledge, skill or attitude do you expect the student to have? You can use Bloom’s taxonomy as a guide to determine the level of behavior. • C = Condition. Any special circumstances needed to complete the objective.
E xa mple Course Obje c tive Course goal : Students will be able to correctly identify anatomical structures in the human body. Specific learning objectives : At the completion of the course, students will be able to: • Recall the attachments of the muscles of the arm. • Identify the muscles of the arm on a model, picture, diagram, drawing, or specimen.
E xa mple Course Obje c tive Course goal : Students will learn common theories of learning and apply them to teaching preschool students. Specific learning objectives : At the completion of the course, students will be able to: • Compare and contrast the learning theories of Vygotsky and Piaget. • Design an appropriate playtime activity for three year olds using Piaget’s theory From the VCU Center for Teaching Excellence
T a king it Ba c k Home Don’t ask for people to write course objectives on the spot: It causes faculty to freak out Instead, have them evaluate ones that you pull and them have them submit revised ones privately, not publicly Think of ways to praise faculty for well written course objectives: free things exist too: Car wash tokens Lottery scratch offs
Using Course Obje c tive s • Using Bloom’s Taxonomy- Student Learning Outcomes A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities: Cognitive : mental skills ( Knowledge ) Psychomotor : manual or physical skills ( Skills ) Affective : growth in feelings or emotional areas ( Attitude )
Cate gor ie s of Bloom’s T axonomy • Writing Student Learning Outcomes Using the Domains 1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Evaluating 6. Creating
T a king It Ba c k Home • Have Faculty Members Draw an Illustration in Stick People for Each of These! 1. Remembering 2. Understanding 3. Applying 4. Analyzing 5. Evaluating 6. Creating
Cate gor ie s of Bloom’s T axonomy Remembering: Recall previous learned information. Examples : Recite the safety rules in administering insulin. Knows the steps of wrapping a sprained ankle. Key Words : defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Cate gor ie s of Bloom’s T axonomy Understanding : Comprehending the meaning, translation, and interpretation of instructions and problems. State a problem in one's own words. Examples : Explain in one's own words the steps for creating an excel spreadsheet. Key Words : comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Cate gor ie s of Bloom’s T axonomy Applying : Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. Examples : Apply laws of statistics to evaluate the reliability of a written test. Key Words : applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Cate gor ie s of Bloom’s T axonomy Analyzing : Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples : Troubleshoot a piece of equipment by using logical deduction. Key Words : analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.
Cate gor ie s of Bloom’s T axonomy Evaluating : Make judgments about the value of ideas or materials. Examples : Select the most effective solution. Explain and justify a new budget. Key Words : appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
Cate gor ie s of Bloom’s T axonomy Creating : Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples : Write a company operations manual. Integrates training from several sources to solve a problem. Key Words : categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Wha t a re Compe te nc ie s? • Measureable behaviors, knowledge, actions, and skills essential to the practice of any profession. Competency Types : • Knowledge Competencies - practical or theoretical understanding of subjects. • Skill and Ability Competencies - natural or learned capacities to perform acts. • Behavioral Competencies - patterns of action or conduct.
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