The Course (Re)Design The Course (Re)Design WorkshopWorkshop

Ryerson UniversityRyerson University

June 5, 2006June 5, 2006

We would like to acknowledge and thank Dr. Lynn McAlpine of the McGill Centre for University Teaching and Learning for permission to base our workshop series on their Course Design and Teaching Workshop model and her generosity in sharing resources.

AT YOUR TABLESAT YOUR TABLES

Who are you?Who are you?

With which academic unit are you With which academic unit are you associated ?associated ?

On what CONCEPT are you working?On what CONCEPT are you working?

Intentions for the CRWIntentions for the CRW

To work collaboratively (within and To work collaboratively (within and between areas of study) on between areas of study) on the the designdesign of an of an instructional event that addresses effective instructional event that addresses effective learning of a concept that is critical to your learning of a concept that is critical to your coursecourse

To learn to use a set of simple conceptual To learn to use a set of simple conceptual tools of course design that are generalizable tools of course design that are generalizable

Our intentional strategyOur intentional strategy To use your scholarly abilities of analysis and inquiry to To use your scholarly abilities of analysis and inquiry to

contribute to a process that is systematic, reasoned and contribute to a process that is systematic, reasoned and intentionalintentional

Your thinking Your thinking leads toleads to your actions which your actions which leads toleads to student student learninglearning

To develop a language, framework, and To develop a language, framework, and conceptual toolsconceptual tools to to enable:enable: The design, development and assessment of instructionThe design, development and assessment of instruction The analysis and critique of thinking and decisions of self and othersThe analysis and critique of thinking and decisions of self and others An improvement in the ease of discussion about teaching with othersAn improvement in the ease of discussion about teaching with others

As a result of your inquiry, you As a result of your inquiry, you will decide:will decide:

Content: What is the subject matter of the concept? Content: What is the subject matter of the concept?

Learning outcomes: What will students know, value, Learning outcomes: What will students know, value, do as a result of learning about this concept? do as a result of learning about this concept?

Instructional strategies: What kinds of practice and Instructional strategies: What kinds of practice and feedback will help students reach the learning feedback will help students reach the learning outcomes?outcomes?

Assessment of learning: How will I and the students Assessment of learning: How will I and the students be able to assess progress towards the learning be able to assess progress towards the learning outcomes?outcomes?

Some AssumptionsSome Assumptions

Student learning is central to the design of coursesStudent learning is central to the design of courses It is what students do that is important to the quality It is what students do that is important to the quality

of their learningof their learning What students do depends on what you require of What students do depends on what you require of

themthem What we know about the learning process will What we know about the learning process will

influence our choices of instructional strategies and influence our choices of instructional strategies and assessment methodsassessment methods

We are willing to consider ways of teaching and We are willing to consider ways of teaching and assessing that are different from what is currently assessing that are different from what is currently done but are supported by what we know about the done but are supported by what we know about the process of learningprocess of learning

The Ryerson ContextThe Ryerson Context

Experiential learningExperiential learning Student Engagement Student Engagement

– Academic ChallengeAcademic Challenge– Community InvolvementCommunity Involvement– Learning FocusedLearning Focused

Graduate Students as Teacher/Teacher Graduate Students as Teacher/Teacher AssociatesAssociates

OverviewOverviewPart 1Part 1

OverviewOverview The CD ProcessThe CD Process Concept Mapping Concept Mapping Representing the Course ContentRepresenting the Course Content

OverviewOverviewPart 2Part 2

Review of Concept MapsReview of Concept Maps Writing Learning OutcomesWriting Learning Outcomes Developing Learning OutcomesDeveloping Learning Outcomes Giving and Receiving FeedbackGiving and Receiving Feedback

OverviewOverviewPart 3Part 3

• Instructional StrategiesInstructional Strategies• Developing Aligned Instructional Developing Aligned Instructional

StrategiesStrategies

OverviewOverviewPart 4Part 4

• Assessment Assessment • Developing Aligned AssessmentDeveloping Aligned Assessment• Presenting Aligned AssessmentPresenting Aligned Assessment

OverviewOverviewPart 5Part 5

• Criteria and Standards Criteria and Standards • Developing Criteria and Standards Developing Criteria and Standards

for Gradingfor Grading• Formative AssessmentFormative Assessment• Poster Session of Instructional Poster Session of Instructional

EventEvent• Wrap UpWrap Up

LEARNING OUTCOMES FOR LEARNING OUTCOMES FOR P1P1

1.1. You will be able to describe the course design processYou will be able to describe the course design process2.2. You will be able to articulate some of the factors You will be able to articulate some of the factors

contributing to improved student learning contributing to improved student learning 3.3. You will be able to describe in detail one process You will be able to describe in detail one process

through which the content of a course could be through which the content of a course could be determined.determined.

4.4. You will be able to clearly articulate a major concept You will be able to clearly articulate a major concept for your course or project of choice, identify the central for your course or project of choice, identify the central and peripheral course content and describe the and peripheral course content and describe the relationships amongst the course content related to relationships amongst the course content related to your concept of choice.your concept of choice.

Instructional DesignInstructional Design

The The systematicsystematic process of translating principles process of translating principles of learning and instruction into the specification of learning and instruction into the specification

of instructional materials and activities.of instructional materials and activities.

Implicit in the definition is that as a result of Implicit in the definition is that as a result of good instructional design there will be good instructional design there will be “more learning in less time with greater “more learning in less time with greater satisfaction.” (Johnson and Foa,1989)satisfaction.” (Johnson and Foa,1989)

This is only This is only one wayone way to engage in to engage in course design/redesign. course design/redesign.

This method may be modified or This method may be modified or rejected depending on the needs rejected depending on the needs of your discipline and your own of your discipline and your own perspectives on learning and perspectives on learning and teaching. teaching.

What evidence to we have that What evidence to we have that this sort of activity is productive?this sort of activity is productive?

What evidence to we have that What evidence to we have that this sort of activity is productive?this sort of activity is productive?

Centre for Academic Transformation: Centre for Academic Transformation: case case studies in 9 US research universitiesstudies in 9 US research universities

Research on impact on student learning Research on impact on student learning between ‘innovative teaching projects’ between ‘innovative teaching projects’

and course redesign projectsand course redesign projects

So what’s in it for students?So what’s in it for students?

Improved student learning both in quality Improved student learning both in quality (deep vs. surface) and effectiveness (deep vs. surface) and effectiveness (grades).(grades).

Improved transfer of knowledge, skills and Improved transfer of knowledge, skills and valuesvalues

Improved satisfaction with educational Improved satisfaction with educational process and with institutionprocess and with institution

What’s in it for you?What’s in it for you?

Increased satisfaction with teachingIncreased satisfaction with teaching

Improved student ratings of teaching in the longer Improved student ratings of teaching in the longer termterm

Content for your teaching dossierContent for your teaching dossier

Initially an increased workload but eventually a Initially an increased workload but eventually a ‘streamlined’ process for teaching‘streamlined’ process for teaching

Course Design Process

Instructional Strategies

Student Learning

Content

Learning Outcomes

Assessment

CONTEXT

Creating a Concept MapCreating a Concept Map

1.1. Intensive writing: 5 minutes, just keep Intensive writing: 5 minutes, just keep writing, don’t edit, don’t stop!writing, don’t edit, don’t stop!

2.2. Read what you have written; circle anything Read what you have written; circle anything that you consider to be important content or that you consider to be important content or process.process.

3.3. Create a comprehensive list from the course Create a comprehensive list from the course content and processes that you have content and processes that you have identified in the writing exercise.identified in the writing exercise.

Creating a Concept MapCreating a Concept Map

Write each item on a post-it note.Write each item on a post-it note. Arrange them in a way that you think Arrange them in a way that you think

reflects the relationships between/among reflects the relationships between/among these items.these items.

Think about the overall shape or format of Think about the overall shape or format of your arrangement. Does it reflect the overall your arrangement. Does it reflect the overall structure of knowledge about the concept?structure of knowledge about the concept?

Creating a Concept MapCreating a Concept Map

8.8. Try to label the connecting lines/arrows Try to label the connecting lines/arrows between and among items to more clearly between and among items to more clearly indicate the nature of the relationship indicate the nature of the relationship among them.among them.

9.9. Get feedback from someone who is not at Get feedback from someone who is not at your table.your table.

Creating a Concept MapCreating a Concept Map

10.10. When you are satisfied with your first draft, When you are satisfied with your first draft, construct a diagram that represents the construct a diagram that represents the arrangement of the post-its.arrangement of the post-its.

11.11. Present your concept map to the group at Present your concept map to the group at your table.your table.

Course RedesignCourse RedesignWorkshopWorkshopPartPart 2 2

I would be content if we began, all of us, I would be content if we began, all of us, by recognizing that discovering how to by recognizing that discovering how to make something comprehensible to (our make something comprehensible to (our students) is only a continuation of students) is only a continuation of making something comprehensible to making something comprehensible to ourselves in the first placeourselves in the first place

Jerome Bruner, quoted in Jerome Bruner, quoted in Ramsden, 1992, p. 150Ramsden, 1992, p. 150

Course Design Process

Instructional Strategies

Student Learning

Content

Learning OutcomesAssessment and

Evaluation

CONTEXT

Research has shown that people learn more Research has shown that people learn more effectively and successfully when:effectively and successfully when:

They know what the end result of their learning will be They know what the end result of their learning will be (outcomes).(outcomes).

The outcomes are meaningful (relevancy)The outcomes are meaningful (relevancy) They have the prerequisites for learning (needs They have the prerequisites for learning (needs

assessment/sequencing).assessment/sequencing). They are presented with an appropriate level of challenge They are presented with an appropriate level of challenge

(effort)(effort)

`Cheshire Puss,' she began, rather timidly, … `Would you `Cheshire Puss,' she began, rather timidly, … `Would you tell me, please, which way I ought to go from here?' tell me, please, which way I ought to go from here?'

`That depends a good deal on where you want to get to,' `That depends a good deal on where you want to get to,' said the Cat. said the Cat.

`I don't much care where--' said Alice. `I don't much care where--' said Alice. `Then it doesn't matter which way you go,' said the Cat. `Then it doesn't matter which way you go,' said the Cat.

`--so long as I get `--so long as I get somewheresomewhere,' Alice added as an ,' Alice added as an explanation. explanation.

`Oh, you're sure to do that,' said the Cat, `if you only walk `Oh, you're sure to do that,' said the Cat, `if you only walk long enoughlong enough

LEARNING OUTCOMESLEARNING OUTCOMES

1.1. You will be able to describe how to develop a You will be able to describe how to develop a learning outcome.learning outcome.

1.1. You will be articulate clear and appropriate You will be articulate clear and appropriate learning outcomes for the course content that learning outcomes for the course content that you have identified in your concept map.you have identified in your concept map.

Learning?Learning?

A A relatively permanent changerelatively permanent change in in knowledge, skills and values brought about knowledge, skills and values brought about by practice or experienceby practice or experience

Is internal and so can only be assessed by Is internal and so can only be assessed by what the student ‘produces’what the student ‘produces’

What the student produces depends on what What the student produces depends on what you requireyou require

Outcome?Outcome?

Comes from systems theory and refers to Comes from systems theory and refers to results or productsresults or products

Outcomes focus on the interaction between Outcomes focus on the interaction between the the course content and the studentthe the course content and the student

All elements of educational activity in the All elements of educational activity in the course are linked to the outcome and so is course are linked to the outcome and so is useful as an analytic device.useful as an analytic device.

Learning OutcomesLearning Outcomes

Are the competencies acquired by students Are the competencies acquired by students as a result of the knowledge, skills and as a result of the knowledge, skills and values developed through the educational values developed through the educational experiences in your course.experiences in your course.

Measurable indicators of changeMeasurable indicators of change Explicit indicators that the students have Explicit indicators that the students have

reached the course goalsreached the course goals

BenefitsBenefits

Communicates your expectations to Communicates your expectations to students students

Communicates to administrators, other Communicates to administrators, other instructors etc. the nature of what was instructors etc. the nature of what was included in the courseincluded in the course

A valuable aid to planning A valuable aid to planning

Backward planning?Backward planning?

By stating the learning outcomes well, we can By stating the learning outcomes well, we can work backwards from the outcomes to work backwards from the outcomes to determine the best way to achieve those determine the best way to achieve those results [teaching methods and materials; results [teaching methods and materials; feedback and assessment methods]feedback and assessment methods]

SMACSMACableable Learning Outcomes Learning Outcomes

SSpecificpecific MMeasurableeasurable AAttainable ttainable CClearly stated and Conciselearly stated and Concise

SMART: Specific, Measurable, Assessable, SMART: Specific, Measurable, Assessable, Realistic, Time based.Realistic, Time based.

Domains of learningDomains of learning

cognitiveprocedural

affective

Domains of LearningDomains of Learning

Cognitive: all intellectual processes that Cognitive: all intellectual processes that require decision makingrequire decision making

Procedural: any skilled process –usually Procedural: any skilled process –usually serial, repetitious and predictable serial, repetitious and predictable

Affective: values, attitudes, beliefs, Affective: values, attitudes, beliefs, emotions, motivationsemotions, motivations

These are overlapping and difficult to separate These are overlapping and difficult to separate and so a learning outcome may be expressed and so a learning outcome may be expressed in terms of the dominant domain.in terms of the dominant domain.

Exercise #1Exercise #1

Choose one central concept in your courseChoose one central concept in your course Identify one outcome for this concept in each Identify one outcome for this concept in each

of the 3 domains of the 3 domains by completing the following by completing the following statementstatement

Students who have learned successfully in this Students who have learned successfully in this course will be able to….. course will be able to…..

Exercise #2Exercise #2

Review your previously stated learning Review your previously stated learning outcomes and analyze them in terms of the outcomes and analyze them in terms of the level of learning that they addresslevel of learning that they address

Exercise #3Exercise #3

Write one learning outcome for your course for Write one learning outcome for your course for each of the following levels of learningeach of the following levels of learningAcquiring and integrating knowledgeAcquiring and integrating knowledgeRefining and extending knowledgeRefining and extending knowledgeMeaningful application of knowledgeMeaningful application of knowledge

Students who learned successfully in this course will Students who learned successfully in this course will (be able to…..)(be able to…..)

Instructional Instructional (Re)design (Re)design PartPart 3 3

Course Design Process

Instructional Strategies

Student Learning

Content

Learning OutcomesAssessment

and Evaluation

CONTEXT

Bridging the GapBridging the Gap

Desired level of skill, knowledge, and attitudeDesired level of skill, knowledge, and attitude

Learning experienceLearning experience instructional instructional activityactivity

Current level of skill, knowledge, and attitudeCurrent level of skill, knowledge, and attitude

A Surface Approach to LearningA Surface Approach to Learning

Students appear to:Students appear to: – study to reproduce information to meet assessment study to reproduce information to meet assessment

demands;demands;– aim for achieving minimal requirements, and appear aim for achieving minimal requirements, and appear

to be focused solely on passing with little to be focused solely on passing with little attention to learning and transfer to other attention to learning and transfer to other contexts or courses.contexts or courses.

– focus on pieces of information in isolation, rather focus on pieces of information in isolation, rather than than making connections between concepts and making connections between concepts and

seeing the structure of what is being learned;seeing the structure of what is being learned;–   rote learn information for the purpose of reproducing rote learn information for the purpose of reproducing

it;it;– have a negative perspective on learning.have a negative perspective on learning.  

A Deep Approach to LearningA Deep Approach to Learning

Students appear to:Students appear to:– attempt to develop understanding and make sense of attempt to develop understanding and make sense of

what they're learning;what they're learning;– focus on the meaning of what they're learning.focus on the meaning of what they're learning.– make ideas their own;make ideas their own;– make connections between course concepts and make connections between course concepts and

make connections with previous experiences;make connections with previous experiences;– reflect on what they're learning, discuss their ideas reflect on what they're learning, discuss their ideas

with others;with others;–   explore the subject beyond the immediate explore the subject beyond the immediate

requirements;requirements;– have positive perspective on learning and the course have positive perspective on learning and the course

materialmaterial

A deep approach is encouraged by:A deep approach is encouraged by:

an understanding of the relevance of the course materialsan understanding of the relevance of the course materials to their program of studyto their program of study

frequent opportunities for course participation and frequent opportunities for course participation and interaction with instructor and peers interaction with instructor and peers

opportunities to connect and integrate new concepts with opportunities to connect and integrate new concepts with prior learning or experience prior learning or experience

A A critical distinction between critical distinction between these two approachesthese two approaches

A deepA deep approach is used for the purpose of approach is used for the purpose of understanding and creating meaning from the understanding and creating meaning from the course materialcourse material..

A A surface approach is used for the purpose of surface approach is used for the purpose of reproducing the course material. reproducing the course material.

Memorization may be a part of either approach. Memorization may be a part of either approach.

DistinctionsDistinctions

In the deep approach, the memorized material In the deep approach, the memorized material is is used in analysis, synthesis, making used in analysis, synthesis, making judgements, etc.judgements, etc.

InIn the surface approach the material is the surface approach the material is only only reproduced without extensive interpretation.reproduced without extensive interpretation.

If one assesses for understanding and creates If one assesses for understanding and creates opportunities for a deep approach to learning, opportunities for a deep approach to learning, students will be encouraged to do so. students will be encouraged to do so.

A A surface approach often results from:surface approach often results from:

  excessive amounts of course material excessive amounts of course material

few of opportunity to work with the few of opportunity to work with the content in depth content in depth

lack of choice in subjects and/or in methods of study lack of choice in subjects and/or in methods of study

high-stakes assessments without formative high-stakes assessments without formative assessment and useful feedback assessment and useful feedback

LearningLearning

More than ever, the sheer magnitude of More than ever, the sheer magnitude of human knowledge renders the coverage by human knowledge renders the coverage by education an impossibility; rather the goal education an impossibility; rather the goal of education is better conceived as helping of education is better conceived as helping students to students to develop the intellectual tools develop the intellectual tools and learning strategies needed to acquire and learning strategies needed to acquire the knowledgethe knowledge to think productively about to think productively about history, science and technology, social history, science and technology, social phenomena, mathematics and the arts.phenomena, mathematics and the arts.

(Bransford, et al., 2002, p. ii)(Bransford, et al., 2002, p. ii)

Bransford, Cocking, and Brown (2000)Bransford, Cocking, and Brown (2000)

Engage initial understanding/pre-existing Engage initial understanding/pre-existing understanding to enable understanding and understanding to enable understanding and retention of newer conceptsretention of newer concepts

Develop a deep foundation of factual knowledge Develop a deep foundation of factual knowledge within a conceptual/meaningful framework that within a conceptual/meaningful framework that organizes knowledge in such a way that retrieval organizes knowledge in such a way that retrieval and application is facilitatedand application is facilitated

Adopt a metacognitive approach to instruction can Adopt a metacognitive approach to instruction can help student to take control of their learning help student to take control of their learning through the definition of learning goals and through the definition of learning goals and monitoring progressmonitoring progress

Good Practice in University Good Practice in University Teaching Teaching (Gamson and Chickering, 1992)(Gamson and Chickering, 1992)

Encourages student-instructor contactEncourages student-instructor contact Encourages cooperation amongst studentsEncourages cooperation amongst students Encourages active learningEncourages active learning Gives prompt feedbackGives prompt feedback Emphasizes time on taskEmphasizes time on task Communicates high expectationsCommunicates high expectations Respects diverse talents and ways of Respects diverse talents and ways of

knowingknowing

First Principles of InstructionFirst Principles of Instruction Learning is facilitated when:Learning is facilitated when:

– The learner is engaged in solving real world The learner is engaged in solving real world problemsproblems

– New knowledge builds on the learner’s existing New knowledge builds on the learner’s existing knowledgeknowledge

– New knowledge is demonstrated to the learnerNew knowledge is demonstrated to the learner– New knowledge is applied by the learnerNew knowledge is applied by the learner– New knowledge is integrated into the learner’s New knowledge is integrated into the learner’s

worldworld

David MerrillDavid Merrill

PracticePractice

Quantity -- Time on TaskQuantity -- Time on Task Quality – promotion of Quality – promotion of

understanding/meaning/connections/ understanding/meaning/connections/

Some Assumptions:Some Assumptions:

We are designing this event for learning not for We are designing this event for learning not for teaching.teaching.

Learning takes place in and out of class time so we Learning takes place in and out of class time so we are designing courses for approximately 120 hours are designing courses for approximately 120 hours of learning as opposed to 36 hours of teaching (1:2 of learning as opposed to 36 hours of teaching (1:2 ratio of class time to ‘practice’ time). ratio of class time to ‘practice’ time).

Students can learn without us being present and Students can learn without us being present and can learn material that we have not ‘covered’.can learn material that we have not ‘covered’.

A = Relevancy-setting the stageA = Relevancy-setting the stage

B = Informing (on content or task)B = Informing (on content or task)

C= Instructional Strategies (fading feedback and structure)C= Instructional Strategies (fading feedback and structure)

D = Formative AssessmentD = Formative Assessment

E = Summative AssessmentE = Summative Assessment

A

B

C E

TIME

DD

D

D

McAlpine (2004)

Bridging the GapBridging the Gap

Desired level of skill, knowledge, and attitudeDesired level of skill, knowledge, and attitude

Learning experienceLearning experience instructional instructional activityactivity

Current level of skill, knowledge, and attitudeCurrent level of skill, knowledge, and attitude

What constitutes an instructional What constitutes an instructional activity?activity?

Anything that engages the student with the Anything that engages the student with the course content/processescourse content/processes– What they do in class (e.g. small group What they do in class (e.g. small group

discussion; peer instruction; free writing discussion; peer instruction; free writing exercise; student presentation; guest lecture; exercise; student presentation; guest lecture; …)…)

– What they do out of class (e.g. problem sets; What they do out of class (e.g. problem sets; literature search; pre-class readings; literature search; pre-class readings; collaborative project; essay writing; preparing collaborative project; essay writing; preparing for assessment of any kind …)for assessment of any kind …)

Choice of Instructional StrategiesChoice of Instructional Strategies

Depends on your perspective on Depends on your perspective on teaching and student learningteaching and student learning

1.1. Teaching is providing the students with an Teaching is providing the students with an organizational framework with they can make organizational framework with they can make sense of the course material.sense of the course material.

2.2. Teaching is the development of meaningful Teaching is the development of meaningful interactions between the instructor and the interactions between the instructor and the studentstudent

3.3. Teaching is the transmission of informationTeaching is the transmission of information

4.4. Teaching is the promotion of conceptual Teaching is the promotion of conceptual change and intellectual development in change and intellectual development in studentsstudents

Course Orientation and aligned Course Orientation and aligned instructional strategies.instructional strategies.

Transmission– e.g. lectureTransmission– e.g. lecture

Transaction– e.g. case studyTransaction– e.g. case study

Transformation – e.g. inquiry learningTransformation – e.g. inquiry learning

– Other examples?Other examples?

ExerciseExercise

Develop one instructional strategy for one Develop one instructional strategy for one of the learning outcomes determined in the of the learning outcomes determined in the previous session.previous session.

CRWCRW

Part 4Part 4

Course Preparation

Course Delivery

AssessmentAssessment

““The assessment of students is a serious and often The assessment of students is a serious and often

tragic enterprise.” tragic enterprise.” Ramsden, P. (1992), p.181Ramsden, P. (1992), p.181

Learning OutcomesLearning Outcomes You will be able to distinguish between You will be able to distinguish between

formative and summative assessment and formative and summative assessment and their functions.their functions.

Describe various methods of assessment Describe various methods of assessment and a be able to choose appropriate and a be able to choose appropriate methods for specified learning outcomes.methods for specified learning outcomes.

Some Assumptions:Some Assumptions:

Assessment activities are part of the learning Assessment activities are part of the learning process process

We are assessing for learningWe are assessing for learning (long term (long term retention/transfer/deep learning) not for retention/transfer/deep learning) not for assessment-specific performance.assessment-specific performance.

Learning takes place in and out of class so our Learning takes place in and out of class so our assessment plan is for approximately 120 hours assessment plan is for approximately 120 hours of learning as opposed to 36 hours of teaching of learning as opposed to 36 hours of teaching (1:2 ratio of class time to ‘practice’ time).(1:2 ratio of class time to ‘practice’ time).

Students can contribute to their own assessment Students can contribute to their own assessment and can help to assess others.and can help to assess others.

Course Design Process

Instructional Strategies

Student Learning

Content

Learning OutcomesAssessment

CONTEXT

Why Assess?Why Assess?Why Assess?Why Assess?

TheStudent

• to pass or fail

• to grade or mark

• to allow to proceed

• to licence • to predict success

• to select for a particular program

• to detect strengths & weaknesses

• to motivate • to give feedback

If you do what you've always If you do what you've always done, you'll get what you done, you'll get what you have always gotten. have always gotten. Anon.Anon.

StrategyStrategy

For every learning outcome, there are instructional For every learning outcome, there are instructional practices and assessment schemespractices and assessment schemes

There must be congruence amongst these three There must be congruence amongst these three aspectsaspects

Multiple ways of practicing and multiple ways of Multiple ways of practicing and multiple ways of being assessed.being assessed.

Practice and assessment can be individual and Practice and assessment can be individual and collaborative (collaboration can be part of the collaborative (collaboration can be part of the scaffold)scaffold)

Link back to LOs and instructional Link back to LOs and instructional strategiesstrategies

A = relevancy-setting the stageA = relevancy-setting the stage

B = informing (on content or task)B = informing (on content or task)

C= Instructional Strategies (fading feedback and structure)C= Instructional Strategies (fading feedback and structure)

D = Formative AssessmentD = Formative Assessment

E = Summative AssessmentE = Summative Assessment

A

B

C E

TIME

DD

D

D

Formative Assessment:Formative Assessment:– Assessment activities that contribute to learning as well Assessment activities that contribute to learning as well

as indicating the degree of learningas indicating the degree of learning– Used by students and instructors to inform them of their Used by students and instructors to inform them of their

progress and enable adjustmentsprogress and enable adjustments– May be graded or ungradedMay be graded or ungraded– Range from formal to informal Range from formal to informal

Summative AssessmentSummative Assessment– Assessment activities that occur at the end of a period Assessment activities that occur at the end of a period

of learning and are used to obtain a macro view of of learning and are used to obtain a macro view of learning and to determine the level of learning.learning and to determine the level of learning.

Levels of LearningLevels of Learning The learning outcome can be directed at one The learning outcome can be directed at one

or more level of learningor more level of learning

• Acquiring and integrating knowledgeAcquiring and integrating knowledgeknowingknowing

• Refining and extending knowledgeRefining and extending knowledgeunderstandingunderstanding

• Meaningful application of knowledgeMeaningful application of knowledgeCritical and creative thinkingCritical and creative thinking

Some influences on student learningSome influences on student learning

Surface learning may be induced by:Surface learning may be induced by: heavy workloadsheavy workloads sole use of examinations,sole use of examinations, multiple choice questions that test only recall.multiple choice questions that test only recall.

Deep learning may be induced by:Deep learning may be induced by: reasonable workloadsreasonable workloads some choicesome choice a variety of assessment tasks a variety of assessment tasks project work project work multiple choice questions that test understandingmultiple choice questions that test understanding

Some key featuresSome key features

MeaningfulMeaningful Authentic-valid and reliableAuthentic-valid and reliable ChallengingChallenging Mark-able (time and content)Mark-able (time and content) You are able to describe clear criteria for You are able to describe clear criteria for

successsuccess You are able to determine the ‘level’ of You are able to determine the ‘level’ of

engagement engagement

The effect of few assessment The effect of few assessment occasionsoccasions

More difficult for the students to gauge their strengths and More difficult for the students to gauge their strengths and weaknesses and therefore they are less able to improveweaknesses and therefore they are less able to improve

Longer gaps between sources of feedback and therefore Longer gaps between sources of feedback and therefore the student is less likely to be interested in what it tells the student is less likely to be interested in what it tells themthem

With fewer feedback opportunities, the students’ With fewer feedback opportunities, the students’ summative work will be of lesser qualitysummative work will be of lesser quality

Less of the course is sampled though assessment and Less of the course is sampled though assessment and students become selectively negligentstudents become selectively negligent

Decrease in motivationDecrease in motivation

ExerciseExercise

Develop one formative and one summative Develop one formative and one summative method of assessment method of assessment – CriteriaCriteria

» One must be collaborative One must be collaborative

» One must involve peer assessmentOne must involve peer assessment

» One must be directed at the “elaboration and One must be directed at the “elaboration and refining “ or meaningful application level of refining “ or meaningful application level of engagementengagement

Course Design Process

Instructional Strategies

Student Learning

Content

Learning OutcomesAssessment

CONTEXT

COURSE (RE)DESIGN COURSE (RE)DESIGN WORKSHOPWORKSHOP

Part 5Part 5

Course Design Process

Instructional Strategies

Student Learning

Content

Learning OutcomesEvaluation

CONTEXT

Few faculty members have any awarenessFew faculty members have any awareness of the expanding knowledge of the expanding knowledge

about learning from psychology and about learning from psychology and cognitive science. Almost no onecognitive science. Almost no one

in the academy has mastered or used in the academy has mastered or used this knowledge base. One of mythis knowledge base. One of my

colleagues observed that if doctors used science colleagues observed that if doctors used science the way college teachers do, the way college teachers do,

they would still be trying to heal with leeches. they would still be trying to heal with leeches.

J.J. Duderstadt (2001), president emeritus J.J. Duderstadt (2001), president emeritus University of Michigan, "A University for the 21st CenturyUniversity of Michigan, "A University for the 21st Century."."

Whatever we say about our ambitions to develop understanding and critical thinking in our disciplines, it is in our assessment practices and the amount of content we cover that we demonstrate to undergraduate students what competence in a subject really means. (p. 72).

Bridging the GapBridging the Gap

Learning OutcomesLearning Outcomes

SummativeAssessmentSummativeAssessment

Learning objectivesLearning objectives Formative Formative AssessmentAssessment

Current level of skill, knowledge and attitudeCurrent level of skill, knowledge and attitude

A = relevancy-setting the stageA = relevancy-setting the stage

B = informing (on content or task)B = informing (on content or task)

C= Instructional Strategies (fading feedback and structure)C= Instructional Strategies (fading feedback and structure)

D = Formative AssessmentD = Formative Assessment

E = Summative AssessmentE = Summative Assessment

A

B

C E

TIME

DD

D

D

Formative AssessmentFormative Assessmentoror

Classroom AssessmentClassroom Assessment

Informal assessment of student learningInformal assessment of student learning

Informal assessment of teaching Informal assessment of teaching effectivenesseffectiveness

ExamplesExamples

One minute paperOne minute paper The muddiest point….The muddiest point…. What’s the PrincipleWhat’s the Principle Concept MapConcept Map Misconception/Preconception CheckMisconception/Preconception Check Pro/Con MatrixPro/Con Matrix

Formative Assessment for Formative Assessment for Tracking your own ProgressTracking your own Progress

Highlights/LowlightsHighlights/Lowlights Course CommitteeCourse Committee Class CoachesClass Coaches Mid Term Check InMid Term Check In

Course Course ElementsElements

What are you What are you changing? changing? And how are And how are you doing you doing this?this?

Why are you Why are you changing this?changing this?

What are your What are your pedagogical pedagogical reasons? reasons? Evidence?Evidence?

How will you How will you know that the know that the change has change has been been successful?successful?

ContentContent

Learning Learning OutcomesOutcomes

Instructional Instructional StrategyStrategy

AssessmentAssessment

Tracking your Progress

Moving on to ‘scholarship of teaching’Moving on to ‘scholarship of teaching’

The vision of a research university [is an] institution that [does] not limit The vision of a research university [is an] institution that [does] not limit the objects of an investigation to those matters outside of itself. Indeed, the objects of an investigation to those matters outside of itself. Indeed, it [is] critical that a research university treat itself as a proper subject it [is] critical that a research university treat itself as a proper subject for investigation and its own work as an ongoing experiment for such for investigation and its own work as an ongoing experiment for such investigation. The university must be constantly and critically asking investigation. The university must be constantly and critically asking about its own work, its own efficacy, its own role, vis a vis its students, about its own work, its own efficacy, its own role, vis a vis its students, its community, and its society. The vision of the university is also the its community, and its society. The vision of the university is also the vision behind the scholarship of teaching and learning. We can hardly vision behind the scholarship of teaching and learning. We can hardly be a moral community with mission statements that talk about the be a moral community with mission statements that talk about the central place of teaching and learning if we are not also places that central place of teaching and learning if we are not also places that investigate these processes and place them at the center of the investigate these processes and place them at the center of the scholarship in which we properly take such pride. scholarship in which we properly take such pride.

Lee Schulman, President of the Carnegie Foundation for the Advancement of Teaching Lee Schulman, President of the Carnegie Foundation for the Advancement of Teaching and Learning, and Learning,

available at available at http://www.http://www.carnegiefoundationcarnegiefoundation.org/.org/elibraryelibrary/docs/Visions./docs/Visions.htmhtm..  

Scholarship of Teaching and LearningScholarship of Teaching and Learning

Classroom research– testing and modifying Classroom research– testing and modifying what you do using the modes of inquiry what you do using the modes of inquiry appropriate for your area of study.appropriate for your area of study.

Potential for publication. Potential for publication.

Course Redesign Elements:Course Redesign Elements:Thinking, Action, and SoTLThinking, Action, and SoTL

Exchange course outlines with colleague(s) and Exchange course outlines with colleague(s) and critique using CR elementscritique using CR elements

  Watch a videotape of your teaching from a Watch a videotape of your teaching from a problematic classproblematic class

Use CR elements for program review to analyze Use CR elements for program review to analyze relation between courses and learningrelation between courses and learning

Discuss with colleague(s) how to better assess Discuss with colleague(s) how to better assess learning outcomes using CR elementslearning outcomes using CR elements

WorkWork for Part 5 for Part 5

Pull it all together!Pull it all together! Begin your course outlineBegin your course outline Figure out how you are going to track you Figure out how you are going to track you

progress.progress. Enjoy your success!Enjoy your success!