Example of a Rubric for online discussions; the assignment values 10 points
NOTE: If there is no participation for the first two weeks then will fail class
Criteria
/
Points
Demonstrates an excellent understanding of key concepts; presents proof of critical thinking, ability of application, and evaluation of the theory; has personal reflection and comments to other postings; contributes in a timely and relevant manner; exceeds minimum number of required postings; writes clearly and logically
8-10
Demonstrates an average understanding of most key concepts, rarely has proof of critical thinking and application of the theory to practice; mostly shows agreement with other postings; does not bring consistent personal performance; generally contributes in a timely and relevant manner; meets minimum number of postings; generally writes clearly and logically
5-7
Demonstrates limited understanding of key concepts; contributes in a sporadic manner; short and rushed postings; only agrees or disagrees, does not contribute with personal reflection and comments; does not show critical thinking, and has no proof of examples for application of theory to practice. Has only the number of minimum required postings.
2-4
Demonstrates weak or no understanding of key concepts; Rarely participates freely; mostly “just to do the job” postings; short and irrelevant remarks. There is no proof of understanding the application of theory to practice.
Less than 2
Thursday
Rubric for article critique
Writing a very simple and easy to use Rubric for Article Critique
Criteria
Each of the below listed six criteria will be evaluated on a three-point Likert scale, see below the Note on how to consider the points resulted:
1= Poor
2= Good
3= Excellent
List of criteria for evaluation:
1. Pertinent presentation of article.
2. Presentation is grounded in the academic literature (use of extra reference).
3. Comprehensively addresses the topic, reflecting on the theory and results presented by authors.
4. Shows personal reflection on the theory presented in the article
4. Includes descriptions, details, and examples of alternative ideas; and reason behind them
5. Shows the application to real life setting; brings in new ideas for future research
6. Written well (scholar expressions, grammar, spelling, and punctuation), APA format.
Note:
20 points = 5 excellent
18 points = 4 excellent + 1 good
16 points = 3 excellent + 2 good
14 points = 2 excellent + 3 good
12 points = 1 excellent + 4 good
10 points = 5 good
failed if less than 4 good
Criteria
Each of the below listed six criteria will be evaluated on a three-point Likert scale, see below the Note on how to consider the points resulted:
1= Poor
2= Good
3= Excellent
List of criteria for evaluation:
1. Pertinent presentation of article.
2. Presentation is grounded in the academic literature (use of extra reference).
3. Comprehensively addresses the topic, reflecting on the theory and results presented by authors.
4. Shows personal reflection on the theory presented in the article
4. Includes descriptions, details, and examples of alternative ideas; and reason behind them
5. Shows the application to real life setting; brings in new ideas for future research
6. Written well (scholar expressions, grammar, spelling, and punctuation), APA format.
Note:
20 points = 5 excellent
18 points = 4 excellent + 1 good
16 points = 3 excellent + 2 good
14 points = 2 excellent + 3 good
12 points = 1 excellent + 4 good
10 points = 5 good
failed if less than 4 good
How to build a rubric
DEVELOPING A RUBRIC
Questions to ask when developing a rubric:
1. What criteria must be present in student work to be able to qualify it as high quality?
2. How many levels of achievement should be present?
3. What is a clear description for each level of quality?
4. What are the consequences of performing at each level?
5. What grading scheme will be used in the rubric?
6. What aspects of the rubric are good and bad; and how to improve the rubric?
7. Is the product more important than the process; or are they valued as equal?
Different ways of starting:
- collect student work and try to score it using your existent rubric; pay attention to and details and questions might arise and use them to perfect your rubric
- collect student work and sort them in different groups based by quality, then describe the features of each sorted level. Write specific details for each performance level. Think about different grading levels when placing the student work into different groups, this will make a link between your rubric and grading.
- list all particular details of a performance that you are interested to know about. The most important dimensions of performance will form your rubric’s traits (thus analytical rubric will be developed)
- read what other experts know about the skills and the different levels of performance you want to consider. Search for other rubrics that describe the same skills or performance. Compare that with your rubric traits. Write a clear and neutral definition for each trait. Neutral definitions describe the trait and do not label good or poor performance.
- Find multiple examples for each of the different levels of your rubric
METARUBRIC
To evaluate your rubric you have to consider each of the following features of your rubric:
1. Content (coverage) – tells students what they need in order to succeed for the respective assignment. The rubric content should cover ALL that is essential and leave out details that will not be graded. Leave space to your students to present the content in different modalities if the modality of presentation does not have to follow a very specific pattern, otherwise everyone will try to fit a certain pattern that you cover in the rubric.
2. Clarity (detail) – a rubric must describe in enough detail the dimensions of performance that two raters understand the rubric in the same way and would evaluate the same way a certain performance/product. It is always good to have samples of student work for each level. Avoid just listing categories of evaluation without giving a definition of the category. Explain what each level means so that if two raters use your rubric to evaluate the same product/performance they should rate the same way.
3. Usability – a rubric must be practical, so that a scored/graded performance will be reflection of the rubric traits (so, that the student will not question “why?” the performance/product resulted in a certain score). The rubric needs to help students be successful, and understand what is necessary to correct if they do not do well.
4. Technical quality – your rubric must be fair to all students (language level used in the rubric, and ESL students). The rubric must have a good reliability - If two raters use the rubric to rate the same work they should assign pretty close scores; raters should be in agreement.
GRADING WITH RUBRICS
1. Rubrics are used in order to show students what are the criteria, expected standards that we use for grading and assessment.
2. Rubrics help also to inform students about different degrees (levels) of performance (e.g., poor, good, excellent); in consequence students will be able to self-evaluate themselves and prepare for the assessment.
3. Rubrics are models of standard for students. In developing a rubric students can be asked to participate set the criteria and describe different levels, then the teacher can use the suggestions gathered from students.
4. Rubrics are useful in the process of assessment when using different graders, or when it is needed a panel of assessors, in order to control for grader differences.
Use of rubrics in grading
- Decide ahead of time how many scale points will meet your needs for best performance
- Decide how many traits (specific dimensions) you want to measure, what are the important dimensions of the performance/product that the rubric will measure
- It is not advised to use strict percentages to convert scores from each particular assessment into letter grades; a better choice is to tell the students that all assignments will be scored on one or more traits and points will be cumulated (or if you count only the final performance then only the last performance in the semester should be transformed into letter grades).
o Example:
- on a rubric that uses scores on a scale 1-5, a “3” is described as average (B). However, when the obtained score is divided by the total possible score (3/5), the percentage obtained (60%), often would represent a failing score (F)
- Try to come up with a logic rule to convert scores/points to letter grade instead of using percentages.
Example1:
- taking into consideration obtained scores on a series of assignments;
- At least 40% scores of 5, and no more than 10% scores lower than 4 = A
- At least 10% scores of 5, and no more than 30% scores lower than 4 = B
- At least 20% scores higher than 4, and no more than 10% lower than 3 = C
- At least 10% scores higher than 4, and no more than 30% lower than 3 = D
- Anything lower than the above = F
Example 2:
- add all points from a series of assignments then use a logical formula to transform the total points into letter grades:
91-100 =A; 81-90 = B; 71-80 = C; 61-70= D; below 69 =F.
Questions to ask when developing a rubric:
1. What criteria must be present in student work to be able to qualify it as high quality?
2. How many levels of achievement should be present?
3. What is a clear description for each level of quality?
4. What are the consequences of performing at each level?
5. What grading scheme will be used in the rubric?
6. What aspects of the rubric are good and bad; and how to improve the rubric?
7. Is the product more important than the process; or are they valued as equal?
Different ways of starting:
- collect student work and try to score it using your existent rubric; pay attention to and details and questions might arise and use them to perfect your rubric
- collect student work and sort them in different groups based by quality, then describe the features of each sorted level. Write specific details for each performance level. Think about different grading levels when placing the student work into different groups, this will make a link between your rubric and grading.
- list all particular details of a performance that you are interested to know about. The most important dimensions of performance will form your rubric’s traits (thus analytical rubric will be developed)
- read what other experts know about the skills and the different levels of performance you want to consider. Search for other rubrics that describe the same skills or performance. Compare that with your rubric traits. Write a clear and neutral definition for each trait. Neutral definitions describe the trait and do not label good or poor performance.
- Find multiple examples for each of the different levels of your rubric
METARUBRIC
To evaluate your rubric you have to consider each of the following features of your rubric:
1. Content (coverage) – tells students what they need in order to succeed for the respective assignment. The rubric content should cover ALL that is essential and leave out details that will not be graded. Leave space to your students to present the content in different modalities if the modality of presentation does not have to follow a very specific pattern, otherwise everyone will try to fit a certain pattern that you cover in the rubric.
2. Clarity (detail) – a rubric must describe in enough detail the dimensions of performance that two raters understand the rubric in the same way and would evaluate the same way a certain performance/product. It is always good to have samples of student work for each level. Avoid just listing categories of evaluation without giving a definition of the category. Explain what each level means so that if two raters use your rubric to evaluate the same product/performance they should rate the same way.
3. Usability – a rubric must be practical, so that a scored/graded performance will be reflection of the rubric traits (so, that the student will not question “why?” the performance/product resulted in a certain score). The rubric needs to help students be successful, and understand what is necessary to correct if they do not do well.
4. Technical quality – your rubric must be fair to all students (language level used in the rubric, and ESL students). The rubric must have a good reliability - If two raters use the rubric to rate the same work they should assign pretty close scores; raters should be in agreement.
GRADING WITH RUBRICS
1. Rubrics are used in order to show students what are the criteria, expected standards that we use for grading and assessment.
2. Rubrics help also to inform students about different degrees (levels) of performance (e.g., poor, good, excellent); in consequence students will be able to self-evaluate themselves and prepare for the assessment.
3. Rubrics are models of standard for students. In developing a rubric students can be asked to participate set the criteria and describe different levels, then the teacher can use the suggestions gathered from students.
4. Rubrics are useful in the process of assessment when using different graders, or when it is needed a panel of assessors, in order to control for grader differences.
Use of rubrics in grading
- Decide ahead of time how many scale points will meet your needs for best performance
- Decide how many traits (specific dimensions) you want to measure, what are the important dimensions of the performance/product that the rubric will measure
- It is not advised to use strict percentages to convert scores from each particular assessment into letter grades; a better choice is to tell the students that all assignments will be scored on one or more traits and points will be cumulated (or if you count only the final performance then only the last performance in the semester should be transformed into letter grades).
o Example:
- on a rubric that uses scores on a scale 1-5, a “3” is described as average (B). However, when the obtained score is divided by the total possible score (3/5), the percentage obtained (60%), often would represent a failing score (F)
- Try to come up with a logic rule to convert scores/points to letter grade instead of using percentages.
Example1:
- taking into consideration obtained scores on a series of assignments;
- At least 40% scores of 5, and no more than 10% scores lower than 4 = A
- At least 10% scores of 5, and no more than 30% scores lower than 4 = B
- At least 20% scores higher than 4, and no more than 10% lower than 3 = C
- At least 10% scores higher than 4, and no more than 30% lower than 3 = D
- Anything lower than the above = F
Example 2:
- add all points from a series of assignments then use a logical formula to transform the total points into letter grades:
91-100 =A; 81-90 = B; 71-80 = C; 61-70= D; below 69 =F.
Rubrics
Rubrics are explicit grids, schemas, lists, to evaluate and clasify products of learning outcomes into different categories that vary across a given continuum.
Rubrics are very handy to use in measuring student learning given some specific learning outcomes.
There are different ways to build a rubric, often the building process takes some thought and time, but the rubric gives a clear picture to the student and instructor about the level of performance expected for a certain task.
The title above has a link or you can find the information below and in the other link on Rubrics.
Rubrics defined
Rubrics = criteria that cover the essence of a performance that is judged with them.
The use of rubrics help define the expected performance, standards of quality, levels of accomplishment, also they are helpful in diagnostic assessment and providing feedback to students.
Holistic vs. Analytical
Holistic rubric = gives a single score or rating for an entire product or performance based on overall impression of a student’s work.
The rater considers all quality judgment in a big component and overall judgment and comes up with one single score.
Example:
Excellent level:
- Student shows complete understanding of the tasks and concepts
- Clear identification of key concepts and important elements
- Excellent writing style
- Pertinent insight and demonstration of appropriate application of main ideas
Good level:
- understanding of most critical concepts
- shows identification of some key concepts but most of the parts are missing
- adequate writing style with minor errors, some limited clarity in expressions
- scarce demonstration of application of main ideas
Poor level:
- misunderstanding of majority of concepts or no understanding of concepts and processes
- irrelevant or illegible response that has no relation to the key concepts
- unsuccessful attempt to communicate
- lack of demonstration in application of main ideas
Holistic rubrics are suited for the following:
- judging simple products or performances
- getting a quick snapshot of overall quality or achievement; often used when a large number of students are graded
- judging the impact of a product or performance more than the specific detailed parts of the performance.
Disadvantages:
There is no detailed analysis of the strengths and weaknesses of the performance/product; so it is not useful as diagnostic or to give students detailed feedback on their performance and help them improve their performance.
Analytical rubric = divides a product into essential dimensions (traits) and each dimension is judged separately. A separate score is given for each dimension/trait considered important for the assessed performance.
Scoring of each trait can be done by using a Likert scale (e.g., 1 to 5 where 1 is poor quality, 3 is average, and 5 is excellent quality).
Example (Six-trait writing analytical rubric):
Each of the following traits is scored separately on a scale of 1 to 5:
Ideas: the main idea of the assignment, content ideas, main theme, details in the theme
Organization: the internal structure of the individual, the core and central meaning, logical and creative pattern of ideas
Voice: the feeling and beliefs of the individual come through the words
Words choice: rich, precise, scholar, and eloquent language that enlightens the reader
Sentence fluency: the rhythm and flow of the language, the words patterns, the way the writing plays to the ear
Conventions: the mechanical correctness of the work as an entire piece, along with grammar and usage of words (spelling, capitals, punctuation).
Analytical rubric are suited for the following:
- judging complex performances that involve multiple dimensions (skills that must be assessed). Each step in the rubric can be designed to measure one specific trait.
- Provide more specific information and feedback to students about their strengths and weaknesses.
- Can be used to target instruction to specific areas in need for improvement.
- Analytical rubrics help students come to a better understanding about the nature and quality of work they must perform.
Disadvantage:
- more time consuming to craft and use in grading
- lower inter-rater agreement because of the detailed and many traits
- less desirable in large scale assessment context when many students must be graded and when speed in grading is essential
General vs. Specific rubrics
General (generic) rubrics = can be used across similar performances (e.g., all Blackboard postings across a semester; all group interactions in the semester).
- you construct one rubric and use it for similar tasks
- sometimes the tasks are so similar that there is no reason to construct a detailed rubric for each
- when grading portfolios or any collection of different assignments that must be graded overall; where developing a rubric for each piece would be time consuming and not important
- help students understand the big picture and when students need to be able to apply what they learned in one task to the next task
- when the product is more important for assessment purposes than the process/steps of that performance
- when the students must come up with general ideas and when they must think in order to develop particularized performance
- when there are many different possibilities to solve a problem or there are many ways for a successful performance
Task-specific rubrics = each rubric can be used only for a particular task/assignment (e.g., rubric for the Final exam,; rubric for a project proposal).
- it is easier and more consistent to get fast scoring. Easier to train the scorers
- if you want to know if students are able to perform specific methods and procedures
There are times when the best rubric is a combination of generic and task-specific rubric traits.
For example when you are interested if the students know how to develop specific parts/steps in a project proposal but in the same time you are interested in the overall quality of writing.
Number of score points for rubrics
- A good range to evaluate the performance
- Enough points to evaluate different levels of quality
- Does your rubric need to fit a particular standard? Use the same amount of points.
- Tracking changes over a longer period of time requires more points than limited/shorter time
- Have a good reason to pick odd or even number of points: odd number gives the tendency to gravitate to the mean to a more neutral assessment; but if your goal is to delimitate the average then odd number of points is the best choice.
- 1-5 point scale is similar to A-F grading, at times students confuse points with grades
Reference:
Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom. Thousand Oaks, CA: Corwin.
Brennan, R. L. (Ed.) (2006). Educational measurement (4th Ed.). NCME. Westport, CT: Praeger.
Earl, L. M. (2003). Assessment as learning. Thousand Oaks, CA: Corwin.
Huba, M. E. (2000). Learner-centered assessment on college campuses. Boston, MA: Allyn & Bacon.
Rubrics are very handy to use in measuring student learning given some specific learning outcomes.
There are different ways to build a rubric, often the building process takes some thought and time, but the rubric gives a clear picture to the student and instructor about the level of performance expected for a certain task.
The title above has a link or you can find the information below and in the other link on Rubrics.
Rubrics defined
Rubrics = criteria that cover the essence of a performance that is judged with them.
The use of rubrics help define the expected performance, standards of quality, levels of accomplishment, also they are helpful in diagnostic assessment and providing feedback to students.
Holistic vs. Analytical
Holistic rubric = gives a single score or rating for an entire product or performance based on overall impression of a student’s work.
The rater considers all quality judgment in a big component and overall judgment and comes up with one single score.
Example:
Excellent level:
- Student shows complete understanding of the tasks and concepts
- Clear identification of key concepts and important elements
- Excellent writing style
- Pertinent insight and demonstration of appropriate application of main ideas
Good level:
- understanding of most critical concepts
- shows identification of some key concepts but most of the parts are missing
- adequate writing style with minor errors, some limited clarity in expressions
- scarce demonstration of application of main ideas
Poor level:
- misunderstanding of majority of concepts or no understanding of concepts and processes
- irrelevant or illegible response that has no relation to the key concepts
- unsuccessful attempt to communicate
- lack of demonstration in application of main ideas
Holistic rubrics are suited for the following:
- judging simple products or performances
- getting a quick snapshot of overall quality or achievement; often used when a large number of students are graded
- judging the impact of a product or performance more than the specific detailed parts of the performance.
Disadvantages:
There is no detailed analysis of the strengths and weaknesses of the performance/product; so it is not useful as diagnostic or to give students detailed feedback on their performance and help them improve their performance.
Analytical rubric = divides a product into essential dimensions (traits) and each dimension is judged separately. A separate score is given for each dimension/trait considered important for the assessed performance.
Scoring of each trait can be done by using a Likert scale (e.g., 1 to 5 where 1 is poor quality, 3 is average, and 5 is excellent quality).
Example (Six-trait writing analytical rubric):
Each of the following traits is scored separately on a scale of 1 to 5:
Ideas: the main idea of the assignment, content ideas, main theme, details in the theme
Organization: the internal structure of the individual, the core and central meaning, logical and creative pattern of ideas
Voice: the feeling and beliefs of the individual come through the words
Words choice: rich, precise, scholar, and eloquent language that enlightens the reader
Sentence fluency: the rhythm and flow of the language, the words patterns, the way the writing plays to the ear
Conventions: the mechanical correctness of the work as an entire piece, along with grammar and usage of words (spelling, capitals, punctuation).
Analytical rubric are suited for the following:
- judging complex performances that involve multiple dimensions (skills that must be assessed). Each step in the rubric can be designed to measure one specific trait.
- Provide more specific information and feedback to students about their strengths and weaknesses.
- Can be used to target instruction to specific areas in need for improvement.
- Analytical rubrics help students come to a better understanding about the nature and quality of work they must perform.
Disadvantage:
- more time consuming to craft and use in grading
- lower inter-rater agreement because of the detailed and many traits
- less desirable in large scale assessment context when many students must be graded and when speed in grading is essential
General vs. Specific rubrics
General (generic) rubrics = can be used across similar performances (e.g., all Blackboard postings across a semester; all group interactions in the semester).
- you construct one rubric and use it for similar tasks
- sometimes the tasks are so similar that there is no reason to construct a detailed rubric for each
- when grading portfolios or any collection of different assignments that must be graded overall; where developing a rubric for each piece would be time consuming and not important
- help students understand the big picture and when students need to be able to apply what they learned in one task to the next task
- when the product is more important for assessment purposes than the process/steps of that performance
- when the students must come up with general ideas and when they must think in order to develop particularized performance
- when there are many different possibilities to solve a problem or there are many ways for a successful performance
Task-specific rubrics = each rubric can be used only for a particular task/assignment (e.g., rubric for the Final exam,; rubric for a project proposal).
- it is easier and more consistent to get fast scoring. Easier to train the scorers
- if you want to know if students are able to perform specific methods and procedures
There are times when the best rubric is a combination of generic and task-specific rubric traits.
For example when you are interested if the students know how to develop specific parts/steps in a project proposal but in the same time you are interested in the overall quality of writing.
Number of score points for rubrics
- A good range to evaluate the performance
- Enough points to evaluate different levels of quality
- Does your rubric need to fit a particular standard? Use the same amount of points.
- Tracking changes over a longer period of time requires more points than limited/shorter time
- Have a good reason to pick odd or even number of points: odd number gives the tendency to gravitate to the mean to a more neutral assessment; but if your goal is to delimitate the average then odd number of points is the best choice.
- 1-5 point scale is similar to A-F grading, at times students confuse points with grades
Reference:
Arter, J. & McTighe, J. (2001). Scoring rubrics in the classroom. Thousand Oaks, CA: Corwin.
Brennan, R. L. (Ed.) (2006). Educational measurement (4th Ed.). NCME. Westport, CT: Praeger.
Earl, L. M. (2003). Assessment as learning. Thousand Oaks, CA: Corwin.
Huba, M. E. (2000). Learner-centered assessment on college campuses. Boston, MA: Allyn & Bacon.
Formative Assessment Techniques
Several short assessment techniques listed below can be very well used as formative assessment (that is, to only check how your students understand the topics you taught). However they can also be used as short measurements that will have some weight attached and be part of student grade in a specific course. Of course you would have to modify them a bit so you are able to collect and give grades. A good idea is to randomly give grades. For example ask the entire class to complete the short assignment and then randomly collect/ask some responses and grade them. This makes all students in the class to fully participate in the activity. One owrd of caution: Please let your students know by listing tyhis rule in the syllabus, and always be fair in grading and collecting the results of this short assessment (e.g., you can use random sections if you have a very large course; use lists of student name by letetr of last name). Might give you more work than a regular test day of all students in class, but the advantage is that you will have students involved in classroom work.
- Associational brainstorming – very good method to start a class or introduce a new topic/concept. Invite students to brainstorm everything it comes to mind related to the concept or word that represents a new topic. Encourage students to list Cognitive and Affective relations that come to their mind. Make sure you record all ideas – everything is good without any judgmental comment, let them do free association. Use a slide or overhead to collect all ideas. Then try to group the recorded ideas and ask students to come up with further groupings and reasons for the groups, and ask them to name the categories. Ask students to analyze the collected responses and identify themes, categories, connections, and patterns.
- Evocative visuals or textual passages – Good method to start the course, or a new topic. Start out with a picture, painting, or a video clip, or choose a powerful text passage, a chart, a graph that represents a content that you will teach. Ask the students to brainstorm their analysis of the presented. Ask questions to start the discussion: “What do you see?” “What is going on?” “What does it mean to you?” “What do you think it this?” “Why do you think I showed this to you?” “How do you think this relates to what you are studying in this class?” Use pairs or small groups (students seated in proximity) to let students share their representations then regroup as an class and ask them to comment. Several different ideas will arise. Provide support and challenge, model your way of thinking about the presented. Easily direct the flow of though toward the concept/topic you will teach next.
- Debates – good method to exemplify different ways of solving/ thinking about a problem, as well as to demonstrate higher order thinking and problem solving skills. The way students are seated divide the class in several areas (possibly as many ways of seeing a problem can be). Ask the large groups to think from the different perspectives and come up with arguments to defend that way of thinking. Give students 5 minutes to discuss in pairs or proximity seating small groups then call the class to regroup and ask the different parts to volunteer with examples of their way of thinking. If you use this to debate pro –con topic then is good at least to have a third group who must not take any side and come up with reasons why they would abstain to be for or against.
- Role-playing – very good method for History, Literature, or Biochemistry classes. Divide the class into as many sections as you need to have for role playing. Ask them to prepare their arguments or plan their behavior representing the role they play (different characters of a play, different groups in history, different enzymes that could react and form new ones). Give examples of content and then ask student to discuss shortly in pairs or small groups how would their role react. Then ask as an entire class to have representative descriptions from each section. Draw attention to consequences of possibly unplanned behavior descriptions and compare with the reality of the lecture you teach.
- Mini-Cases – can be used as a start up for a lecture or spread in between to spice up the tempo of the longer lectures and help students better understand by using a specific example. Students can be asked to pair up or form small groups turning around to colleagues seated in proximity. One group presents the case to the entire class then pairs/ small groups work for several minutes to find responses by directly applying the content to the case example.
- Think-pair-share – Ask a question to interrupt the lecture after approx 15-20 minutes, ask student to write down the response to the question, then turn to the next neighbor and discuss the responses. No more than 5 minutes (depends on the complexity of the question); then ask several pairs to share their responses and conclude with a correct response and move to the next topic in the lecture
- Minute paper – is a very powerful way to assess the degree students understand the topics and concepts they studied in the respective class period. Can be used 20 minutes in the lecture or at the end of the class. The task should not take more than 5 minutes maximum of class time. If it is used in the middle of the lecture then some questions might be: “Explain shortly the main concept discussed in this part of the lecture,” “Give an example of this concept or principle,” “How could this concept apply to…” a possible next topic in the same lecture, “How does this idea relate to your experience with…?” used at the end of the class period the One minute paper questions are: “1. What are the most important things you learned in today’s lecture? 2. What is the question on today’s topic that remains in your mind after this lecture?” Collect the responses – this is also a good way to take attendance if you request names (however names might affect honest statements of questions from students). The collected can form a basis for next class starting 5 minutes. Possibly you need to revise a concept, give some examples, or clarify some topics. Also you can use it as a basis to give good examples.
- Pause procedure – ask student in pair or group with 2-3 other students seated in proximity to compare notes or results from a short exercise in class. Allow 2-3 minutes and ask what questions if any arose from their review.
- Formative quizzes – quizzes that are not graded, can be used to evaluate how students understood a certain topic. Use similar questions as they will be on the exam. Use a power point slide or overheads to post the question. Responses can be shown by raising of hands. Clickers can be handy for this type of activity, unless you have a group larger than 150 where the time to get in the results from clickers takes longer than solving the problem (clickers for very large classes are not efficient).
- Associational brainstorming – very good method to start a class or introduce a new topic/concept. Invite students to brainstorm everything it comes to mind related to the concept or word that represents a new topic. Encourage students to list Cognitive and Affective relations that come to their mind. Make sure you record all ideas – everything is good without any judgmental comment, let them do free association. Use a slide or overhead to collect all ideas. Then try to group the recorded ideas and ask students to come up with further groupings and reasons for the groups, and ask them to name the categories. Ask students to analyze the collected responses and identify themes, categories, connections, and patterns.
- Evocative visuals or textual passages – Good method to start the course, or a new topic. Start out with a picture, painting, or a video clip, or choose a powerful text passage, a chart, a graph that represents a content that you will teach. Ask the students to brainstorm their analysis of the presented. Ask questions to start the discussion: “What do you see?” “What is going on?” “What does it mean to you?” “What do you think it this?” “Why do you think I showed this to you?” “How do you think this relates to what you are studying in this class?” Use pairs or small groups (students seated in proximity) to let students share their representations then regroup as an class and ask them to comment. Several different ideas will arise. Provide support and challenge, model your way of thinking about the presented. Easily direct the flow of though toward the concept/topic you will teach next.
- Debates – good method to exemplify different ways of solving/ thinking about a problem, as well as to demonstrate higher order thinking and problem solving skills. The way students are seated divide the class in several areas (possibly as many ways of seeing a problem can be). Ask the large groups to think from the different perspectives and come up with arguments to defend that way of thinking. Give students 5 minutes to discuss in pairs or proximity seating small groups then call the class to regroup and ask the different parts to volunteer with examples of their way of thinking. If you use this to debate pro –con topic then is good at least to have a third group who must not take any side and come up with reasons why they would abstain to be for or against.
- Role-playing – very good method for History, Literature, or Biochemistry classes. Divide the class into as many sections as you need to have for role playing. Ask them to prepare their arguments or plan their behavior representing the role they play (different characters of a play, different groups in history, different enzymes that could react and form new ones). Give examples of content and then ask student to discuss shortly in pairs or small groups how would their role react. Then ask as an entire class to have representative descriptions from each section. Draw attention to consequences of possibly unplanned behavior descriptions and compare with the reality of the lecture you teach.
- Mini-Cases – can be used as a start up for a lecture or spread in between to spice up the tempo of the longer lectures and help students better understand by using a specific example. Students can be asked to pair up or form small groups turning around to colleagues seated in proximity. One group presents the case to the entire class then pairs/ small groups work for several minutes to find responses by directly applying the content to the case example.
- Think-pair-share – Ask a question to interrupt the lecture after approx 15-20 minutes, ask student to write down the response to the question, then turn to the next neighbor and discuss the responses. No more than 5 minutes (depends on the complexity of the question); then ask several pairs to share their responses and conclude with a correct response and move to the next topic in the lecture
- Minute paper – is a very powerful way to assess the degree students understand the topics and concepts they studied in the respective class period. Can be used 20 minutes in the lecture or at the end of the class. The task should not take more than 5 minutes maximum of class time. If it is used in the middle of the lecture then some questions might be: “Explain shortly the main concept discussed in this part of the lecture,” “Give an example of this concept or principle,” “How could this concept apply to…” a possible next topic in the same lecture, “How does this idea relate to your experience with…?” used at the end of the class period the One minute paper questions are: “1. What are the most important things you learned in today’s lecture? 2. What is the question on today’s topic that remains in your mind after this lecture?” Collect the responses – this is also a good way to take attendance if you request names (however names might affect honest statements of questions from students). The collected can form a basis for next class starting 5 minutes. Possibly you need to revise a concept, give some examples, or clarify some topics. Also you can use it as a basis to give good examples.
- Pause procedure – ask student in pair or group with 2-3 other students seated in proximity to compare notes or results from a short exercise in class. Allow 2-3 minutes and ask what questions if any arose from their review.
- Formative quizzes – quizzes that are not graded, can be used to evaluate how students understood a certain topic. Use similar questions as they will be on the exam. Use a power point slide or overheads to post the question. Responses can be shown by raising of hands. Clickers can be handy for this type of activity, unless you have a group larger than 150 where the time to get in the results from clickers takes longer than solving the problem (clickers for very large classes are not efficient).
NFL Game-- template
NFL game
Think about what you learned in this class and respond shortly to the questions below:
List what is the New concept you learned:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
The concept you feel comfortable on teaching your Friend:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Which topic you need to do more Learning:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Developed by Dr. Zsuzsanna Szabo
---I developed this game in a summer course when my students were too focused on NFL. Just playing with words but my students said this is the best assessment so far to raise their awareness in preparation for a final exam. Can be used as a end of class/topic/semester tool as well
:-)
Think about what you learned in this class and respond shortly to the questions below:
List what is the New concept you learned:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
The concept you feel comfortable on teaching your Friend:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Which topic you need to do more Learning:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Developed by Dr. Zsuzsanna Szabo
---I developed this game in a summer course when my students were too focused on NFL. Just playing with words but my students said this is the best assessment so far to raise their awareness in preparation for a final exam. Can be used as a end of class/topic/semester tool as well
:-)
One word chapter -- template
One Word Chapter
After reading the assigned text, write below one word that captures the essence of what you’ve read and summarizes your response to it.
_________________________________
(One word summary)
Below explain shortly why you chose the word above and how it provides your summary of the reading:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
After reading the assigned text, write below one word that captures the essence of what you’ve read and summarizes your response to it.
_________________________________
(One word summary)
Below explain shortly why you chose the word above and how it provides your summary of the reading:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Door pass -- template
DOOR PASS
Name_____________________________________
Write three facts or your reflection on facts you learned this class:
1.__________________________________________________________________
2.__________________________________________________________________
3.__________________________________________________________________
Do you have ONE question related to the content we learned this class period that you would like to ask your teacher?
Ask it:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Name_____________________________________
Write three facts or your reflection on facts you learned this class:
1.__________________________________________________________________
2.__________________________________________________________________
3.__________________________________________________________________
Do you have ONE question related to the content we learned this class period that you would like to ask your teacher?
Ask it:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Minute paper - template
Minute paper
In concise, well-planned sentences, please answer the two questions below:
1. What are the two most meaningful things you have learned from the topic we learned in the class today?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
2. What is that one question that remains in your mind and you would like to have more information on?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
In concise, well-planned sentences, please answer the two questions below:
1. What are the two most meaningful things you have learned from the topic we learned in the class today?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
2. What is that one question that remains in your mind and you would like to have more information on?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
Short assessment techniques
Not all assessment measures need to be used as summative assessment (assessment that is graded and is counted towards students' grade in the course).
Short assessment techniques can be used as formative assessment (assessment that has as scope measuring student learning for class management or teaching purposes, the results of formative assessment are not added towards grade). Formative assessment methods help the instructor measure the strengths and weaknesses, or eventual misunderstandings that students might present concerning to a particular topic. They are also good methods to use as short revisions, memory aids, or as tools to refocus the class discussion.
Enjoy!
- Formative quizzes – quizzes that are not graded, can be used to evaluate how students understood a certain topic. Use similar questions as they will be on the exam. Use a power point slide or overheads to post the question. Responses can be shown by raising of hands. Clickers can be handy for this type of activity, unless you have a group larger than 150 where the time to get in the results from clickers takes longer than solving the problem (clickers for very large classes are not efficient).
- Minute paper – is a very powerful way to assess the degree students understand the topics and concepts they studied in the respective class period. Can be used 20 minutes in the lecture or at the end of the class. The task should not take more than 5 minutes maximum of class time. If it is used in the middle of the lecture then some questions might be: “Explain shortly the main concept discussed in this part of the lecture,” “Give an example of this concept or principle,” “How could this concept apply to…” a possible next topic in the same lecture, “How does this idea relate to your experience with…?” used at the end of the class period the One minute paper questions are: “1. What are the most important things you learned in today’s lecture? 2. What is the question on today’s topic that remains in your mind after this lecture?” Collect the responses – this is also a good way to take attendance if you request names (however names might affect honest statements of questions from students). The collected can form a basis for next class starting 5 minutes. Possibly you need to revise a concept, give some examples, or clarify some topics. Also you can use it as a basis to give good examples.
- Pause procedure – ask student in pair or group with 2-3 other students seated in proximity to compare notes or results from a short exercise in class. Allow 2-3 minutes and ask what questions if any arose from their review.
- Door Pass - used at the end of class to take attendance and also to see what do your students "take home" from the topic you taught that class period, and what questions they might have. If you are not interested in attendance then the same can be used as an anonymous response gathering. Once you collect the Door Pass you can tally what type of questions your students list and which are the most popular topics/concepts they still remember by the end of the class. Next class period you could reteach a topic if you notice that the large majority of the class has specific questions.
- One Word Chapter - do you ever wonder if your students did the assigned readings? Wonder no more and give them a short task. Ask them to do the assigned readings for the next class, and when they completed the readings then they are to think about a representative word that would summarize the entire chapter. Write that word on the provided form and beneath it write the reasons why they choose that word and how it relates to their readings. bring the form to next class. Then in class ask the class to tell you what word someone choose. Write the word on the board and ask by raising hands to tell you how many in class choose the same word. Ask for another word. Do the same. After all words are written on the board come up with connections between the words and start your lecture from there. You will have the class focused, and your students will feel that they participate in the learning, and many interesting connections can come up starting from those words.
- NFL Game - I (Dr. Szabo) was teaching a course the same time when the NFL seazon was running. My students were talking all the time about NFL and one day they asked me if it is possible to leave early so they can get to see the game from the beginning. Since NFL was so popular I thought I will invent a game to assess what my students remember besides the NFL scores. This short assessment method is good to use at any point in lecture when you finish a topic, or at the end of a class to see how your students handle the topics you taught. Ask them to complete briefly the form by listing "N = what is something new they learned from the current topic," "F= what they know from the topic so well that they would be comfortable to teach a friend," and "L= what is that content they feel like going back to the books and learn some more." They don't need to spend lots of time with this, no more than 4-5 minutes at the end of the class. Collect them all and tally the responses. You will see what topics need to be retaught, since if your students tell you they need to learn some more, that means they have questions on that topic. Often students don't have questions because they do not understand the new concepts. By asking what is something they need to go back and learn is a tactful way to ask what exactly they did not understand. If the large majority lists a certain topic it is a good sign you must start the upcoming class time by revisiting that topic.
More teaching strategies to be found in:
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. (2nd ed.). San Francisco: Jossey-Bass.
Short assessment techniques can be used as formative assessment (assessment that has as scope measuring student learning for class management or teaching purposes, the results of formative assessment are not added towards grade). Formative assessment methods help the instructor measure the strengths and weaknesses, or eventual misunderstandings that students might present concerning to a particular topic. They are also good methods to use as short revisions, memory aids, or as tools to refocus the class discussion.
Enjoy!
- Formative quizzes – quizzes that are not graded, can be used to evaluate how students understood a certain topic. Use similar questions as they will be on the exam. Use a power point slide or overheads to post the question. Responses can be shown by raising of hands. Clickers can be handy for this type of activity, unless you have a group larger than 150 where the time to get in the results from clickers takes longer than solving the problem (clickers for very large classes are not efficient).
- Minute paper – is a very powerful way to assess the degree students understand the topics and concepts they studied in the respective class period. Can be used 20 minutes in the lecture or at the end of the class. The task should not take more than 5 minutes maximum of class time. If it is used in the middle of the lecture then some questions might be: “Explain shortly the main concept discussed in this part of the lecture,” “Give an example of this concept or principle,” “How could this concept apply to…” a possible next topic in the same lecture, “How does this idea relate to your experience with…?” used at the end of the class period the One minute paper questions are: “1. What are the most important things you learned in today’s lecture? 2. What is the question on today’s topic that remains in your mind after this lecture?” Collect the responses – this is also a good way to take attendance if you request names (however names might affect honest statements of questions from students). The collected can form a basis for next class starting 5 minutes. Possibly you need to revise a concept, give some examples, or clarify some topics. Also you can use it as a basis to give good examples.
- Pause procedure – ask student in pair or group with 2-3 other students seated in proximity to compare notes or results from a short exercise in class. Allow 2-3 minutes and ask what questions if any arose from their review.
- Door Pass - used at the end of class to take attendance and also to see what do your students "take home" from the topic you taught that class period, and what questions they might have. If you are not interested in attendance then the same can be used as an anonymous response gathering. Once you collect the Door Pass you can tally what type of questions your students list and which are the most popular topics/concepts they still remember by the end of the class. Next class period you could reteach a topic if you notice that the large majority of the class has specific questions.
- One Word Chapter - do you ever wonder if your students did the assigned readings? Wonder no more and give them a short task. Ask them to do the assigned readings for the next class, and when they completed the readings then they are to think about a representative word that would summarize the entire chapter. Write that word on the provided form and beneath it write the reasons why they choose that word and how it relates to their readings. bring the form to next class. Then in class ask the class to tell you what word someone choose. Write the word on the board and ask by raising hands to tell you how many in class choose the same word. Ask for another word. Do the same. After all words are written on the board come up with connections between the words and start your lecture from there. You will have the class focused, and your students will feel that they participate in the learning, and many interesting connections can come up starting from those words.
- NFL Game - I (Dr. Szabo) was teaching a course the same time when the NFL seazon was running. My students were talking all the time about NFL and one day they asked me if it is possible to leave early so they can get to see the game from the beginning. Since NFL was so popular I thought I will invent a game to assess what my students remember besides the NFL scores. This short assessment method is good to use at any point in lecture when you finish a topic, or at the end of a class to see how your students handle the topics you taught. Ask them to complete briefly the form by listing "N = what is something new they learned from the current topic," "F= what they know from the topic so well that they would be comfortable to teach a friend," and "L= what is that content they feel like going back to the books and learn some more." They don't need to spend lots of time with this, no more than 4-5 minutes at the end of the class. Collect them all and tally the responses. You will see what topics need to be retaught, since if your students tell you they need to learn some more, that means they have questions on that topic. Often students don't have questions because they do not understand the new concepts. By asking what is something they need to go back and learn is a tactful way to ask what exactly they did not understand. If the large majority lists a certain topic it is a good sign you must start the upcoming class time by revisiting that topic.
More teaching strategies to be found in:
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. (2nd ed.). San Francisco: Jossey-Bass.
Assessment
When planning for Assessment the instructor needs to think if the assessment used in the course is a measure that brings evidence that responds to three fundamental questions:
· What will students know?
· What will students be able to do?
· What will students value?
These questions are correlated below with the three familiar “domains” of learning—
cognitive, affective and psychomotor-- developed through the work of Bloom (1956),
Krathwohl (1961), Doll (1996), Gagne (1985; 1992), Shulman (2002) and others.
What will students know?
These outcomes are all cognitive, and include content knowledge (e.g., the ability to recall
verbal information) and understanding. Factual knowledge that will be remembered, understood, and that the student will be able to apply and use in responding content related questions and use the factual information in problem solving.
What will students be able to do?
These outcomes can be both cognitive (problem-solving, analysis, evaluation, creative thinking, etc.) and psychomotor (physical). Although many physical skills develop exclusively in the realm of co-curricular activities (e.g., athletics and recreation), the psychomotor domain includes important academic outcomes in the performing arts (theater, dance, music), the fine arts (painting, drawing, sculpture), laboratory skills (dissection, etc.), fieldwork (natural sciences), construction of models in engineering, design and implementation of knowledge, speaking a foreign language, and certain computer skills.
What will students value?
These outcomes are affective, dealing with emotions, attitudes and values.
Experience with the highest order cognitive skills (reflecting on experiences; exercising critical judgment in real world situations with competing goals and incomplete information; designing something within multiple constraints--economic, usability, safety, etc.) reinforces the internalization of values in the affective realm.
· What will students know?
· What will students be able to do?
· What will students value?
These questions are correlated below with the three familiar “domains” of learning—
cognitive, affective and psychomotor-- developed through the work of Bloom (1956),
Krathwohl (1961), Doll (1996), Gagne (1985; 1992), Shulman (2002) and others.
What will students know?
These outcomes are all cognitive, and include content knowledge (e.g., the ability to recall
verbal information) and understanding. Factual knowledge that will be remembered, understood, and that the student will be able to apply and use in responding content related questions and use the factual information in problem solving.
What will students be able to do?
These outcomes can be both cognitive (problem-solving, analysis, evaluation, creative thinking, etc.) and psychomotor (physical). Although many physical skills develop exclusively in the realm of co-curricular activities (e.g., athletics and recreation), the psychomotor domain includes important academic outcomes in the performing arts (theater, dance, music), the fine arts (painting, drawing, sculpture), laboratory skills (dissection, etc.), fieldwork (natural sciences), construction of models in engineering, design and implementation of knowledge, speaking a foreign language, and certain computer skills.
What will students value?
These outcomes are affective, dealing with emotions, attitudes and values.
Experience with the highest order cognitive skills (reflecting on experiences; exercising critical judgment in real world situations with competing goals and incomplete information; designing something within multiple constraints--economic, usability, safety, etc.) reinforces the internalization of values in the affective realm.
Tuesday
Levels to collect learning outcomes
Learning outcomes assessment
1. Identification of student Learning Outcomes
2. Examination of opportunities to achieve learning outcomes in the program/course
3. Assessing student learning and development (gather student work exemplar)
4. Use Learning Outcomes Assessment to make changes in the course/program and close the assessment cycle by repeating the steps. (Attached is a template to complete for evaluating how Learning Outcomes function for course purposes; as well as a Program evaluation template).
LEVELS TO COLLECT LEARNING OUTCOMES ASSESSMENT
Level 1:
- Design and structure the program and course
- Write the program mission and matching learning outcomes
- Specify the courses in the program that map onto the learning outcomes
- Create syllabus for each course
- Create assessment for each course (quiz, homework, exams, rubrics to be used)
- Specify teaching strategies used in the course
- Decide on faculty peer review observations, and GIFT, and collect data
- Collect data and analyze graduation rates, and student exit survey data
- Analyze placement rates
- Analyze GPA
- Other
Level 2:
- Collect and analyze data concerning student perception of learning, IDEA, SGID
- Analyze summative survey of student perception of learning and achievement of learning outcomes set for the course
Level 3:
- Direct assessment of student work
- Assessment used in the course (exam, quiz, project, portfolio, homework, etc.)
- Formative and summative evidence of learning
1. Identification of student Learning Outcomes
2. Examination of opportunities to achieve learning outcomes in the program/course
3. Assessing student learning and development (gather student work exemplar)
4. Use Learning Outcomes Assessment to make changes in the course/program and close the assessment cycle by repeating the steps. (Attached is a template to complete for evaluating how Learning Outcomes function for course purposes; as well as a Program evaluation template).
LEVELS TO COLLECT LEARNING OUTCOMES ASSESSMENT
Level 1:
- Design and structure the program and course
- Write the program mission and matching learning outcomes
- Specify the courses in the program that map onto the learning outcomes
- Create syllabus for each course
- Create assessment for each course (quiz, homework, exams, rubrics to be used)
- Specify teaching strategies used in the course
- Decide on faculty peer review observations, and GIFT, and collect data
- Collect data and analyze graduation rates, and student exit survey data
- Analyze placement rates
- Analyze GPA
- Other
Level 2:
- Collect and analyze data concerning student perception of learning, IDEA, SGID
- Analyze summative survey of student perception of learning and achievement of learning outcomes set for the course
Level 3:
- Direct assessment of student work
- Assessment used in the course (exam, quiz, project, portfolio, homework, etc.)
- Formative and summative evidence of learning
Action verbs to LO
How to Write Student Learning Outcomes
Action Verb List – Suggested Verbs to Use in Each Level of Thinking Skills of Bloom taxonomy
Below are a collection terms (verbs) that can be used when creating student learning outcomes for a course or degree program.
Remember
Count
Define
Describe
Draw
Identify
Labels
List
Match
Name
Outline
Point
Quote
Read
Recall
Recite
Recognize
Record
Repeat
Reproduce
Select
State
Tell
Write
Understand
Associate
Clarify
Classify
Compare
Compute
Conclude
Convert
Defend
Determine
Discuss
Distinguish
Estimate
Exemplify
Explain
Extend
Extrapolate
Generalize
Give examples
Infer
Instantiate
Illustrate
Interpret
Order
Organize Paraphrase
Predict
Represent
Rewrite
Summarize
Translate
Apply
Add
Apply
Calculate
Carry out
Categorize Change
Classify
Complete
Combine
Compile Compute
Demonstrate
Divide
Examine
Execute
Explain
Graph
Group Implement
Integrate Interpolate
Manipulate
Modify
Operate
Prepare
Prove
Rearrange
Reconstruct
Relate
Reorganize Show
Solve
Subtract
Translate
Use
Analyze
Analyze
Arrange
Attribute
Breakdown
Combine
Compare
Contrast
Design
Detect
Develop
Deconstruct
Diagram
Differentiate
Discriminate
Distinguish
Focus
Find coherence
Illustrate
Infer
Integrate
Map
Organize
Outline
Prescribe
Propose
Point out
Relate
Select
Separate
Specify
Structure
Subdivide
Transform Utilize
Evaluate
Appraise
Assess
Check
Compare
Conclude
Contrast
Correct
Critique
Debate
Detect
Determine
Evaluate
Grade
Interpret
Judge
Justify
Measure
Monitor
Order
Rank
Rate
Revise
Rewrite
Score
Support
Test
Create
Compose
Construct
Create
Design
Derive
Develop
Devise
Discover
Generate
Expand
Explore
Hypothesize
Initiate
Innovate
Invent
Plan
Produce
Propose
Transform
• Adapted based on:
Anderson. L.W. (Ed.), Krathwohl, D. R. (Ed.), Airsian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, T., & Wittrock, M.C. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Boston: Allyn & Bacon
Action Verb List – Suggested Verbs to Use in Each Level of Thinking Skills of Bloom taxonomy
Below are a collection terms (verbs) that can be used when creating student learning outcomes for a course or degree program.
Remember
Count
Define
Describe
Draw
Identify
Labels
List
Match
Name
Outline
Point
Quote
Read
Recall
Recite
Recognize
Record
Repeat
Reproduce
Select
State
Tell
Write
Understand
Associate
Clarify
Classify
Compare
Compute
Conclude
Convert
Defend
Determine
Discuss
Distinguish
Estimate
Exemplify
Explain
Extend
Extrapolate
Generalize
Give examples
Infer
Instantiate
Illustrate
Interpret
Order
Organize Paraphrase
Predict
Represent
Rewrite
Summarize
Translate
Apply
Add
Apply
Calculate
Carry out
Categorize Change
Classify
Complete
Combine
Compile Compute
Demonstrate
Divide
Examine
Execute
Explain
Graph
Group Implement
Integrate Interpolate
Manipulate
Modify
Operate
Prepare
Prove
Rearrange
Reconstruct
Relate
Reorganize Show
Solve
Subtract
Translate
Use
Analyze
Analyze
Arrange
Attribute
Breakdown
Combine
Compare
Contrast
Design
Detect
Develop
Deconstruct
Diagram
Differentiate
Discriminate
Distinguish
Focus
Find coherence
Illustrate
Infer
Integrate
Map
Organize
Outline
Prescribe
Propose
Point out
Relate
Select
Separate
Specify
Structure
Subdivide
Transform Utilize
Evaluate
Appraise
Assess
Check
Compare
Conclude
Contrast
Correct
Critique
Debate
Detect
Determine
Evaluate
Grade
Interpret
Judge
Justify
Measure
Monitor
Order
Rank
Rate
Revise
Rewrite
Score
Support
Test
Create
Compose
Construct
Create
Design
Derive
Develop
Devise
Discover
Generate
Expand
Explore
Hypothesize
Initiate
Innovate
Invent
Plan
Produce
Propose
Transform
• Adapted based on:
Anderson. L.W. (Ed.), Krathwohl, D. R. (Ed.), Airsian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, T., & Wittrock, M.C. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Boston: Allyn & Bacon
Writing learning outcomes
Writing learning outcomes for course planning and syllabus preparation
A syllabus is a planning tool for course purposes.
It helps the instructor to organize the course, define goals and student learning outcomes, and plan the course assessment and the calendar.
The syllabus is also a guide for the students who take the respective course. It should communicate in a clear and detailed manner the course content, teaching approaches, requirements, and expectations in the course. Since the syllabus is a document that communicates with a larger audience (colleagues, administrators, accreditation agencies) it is also a reference guide.
In the process of planning the course and building the syllabus the instructor must decide which topics will be covered in the course, and for each what is the expected learning level that will be demonstrated by the students. Based on that decision the instructor will plan appropriate assessment measures. The purpose is to have a good balance of learning outcomes adequate to the importance of the different topics taught by the instructor. The instructor is the one who decides on which topic students should demonstrate a higher levels of thinking and the instructor would plan accordingly the appropriate assessment measure for the respective levels.
A very useful tool in planning for expected levels of teaching, learning, and assessment is the table of Bloom’s taxonomy. Bloom’s taxonomy gives a useful guide to map out the instructor’s plans for the course and provides an easy way to think about appropriate assessment tools. Bloom’s revised taxonomy defines learning as a two dimensional process: cognitive and knowledge based. This takes into account the learners’ thinking and knowledge based abilities.
Bloom classified the cognitive skills in six levels from lower (remembering, understanding, and lower level of applying) to higher levels of thinking (applying, analyzing, evaluating, and creating).
When planning activities and assessment for course purposes the first step the instructor would take is to map out each topic studied in the course at the desired level of thinking and knowledge. Then the next step the instructor would derive the learning outcomes and matching assessment type for each topic.
Look in the postings for more information on how to plan for assessment measures for a course taking in consideration Learning Outcomes. The material will take you step by step and guide you to develop Learning Outcomes using Bloom's taxonomy.
A syllabus is a planning tool for course purposes.
It helps the instructor to organize the course, define goals and student learning outcomes, and plan the course assessment and the calendar.
The syllabus is also a guide for the students who take the respective course. It should communicate in a clear and detailed manner the course content, teaching approaches, requirements, and expectations in the course. Since the syllabus is a document that communicates with a larger audience (colleagues, administrators, accreditation agencies) it is also a reference guide.
In the process of planning the course and building the syllabus the instructor must decide which topics will be covered in the course, and for each what is the expected learning level that will be demonstrated by the students. Based on that decision the instructor will plan appropriate assessment measures. The purpose is to have a good balance of learning outcomes adequate to the importance of the different topics taught by the instructor. The instructor is the one who decides on which topic students should demonstrate a higher levels of thinking and the instructor would plan accordingly the appropriate assessment measure for the respective levels.
A very useful tool in planning for expected levels of teaching, learning, and assessment is the table of Bloom’s taxonomy. Bloom’s taxonomy gives a useful guide to map out the instructor’s plans for the course and provides an easy way to think about appropriate assessment tools. Bloom’s revised taxonomy defines learning as a two dimensional process: cognitive and knowledge based. This takes into account the learners’ thinking and knowledge based abilities.
Bloom classified the cognitive skills in six levels from lower (remembering, understanding, and lower level of applying) to higher levels of thinking (applying, analyzing, evaluating, and creating).
When planning activities and assessment for course purposes the first step the instructor would take is to map out each topic studied in the course at the desired level of thinking and knowledge. Then the next step the instructor would derive the learning outcomes and matching assessment type for each topic.
Look in the postings for more information on how to plan for assessment measures for a course taking in consideration Learning Outcomes. The material will take you step by step and guide you to develop Learning Outcomes using Bloom's taxonomy.
Objectives vs. Outcomes
Course objectives vs. student learning outcomes
Objectives
* Objectives represent valuable skills, tools, or content that enable a student to engage a particular subject.
* What are the goals and intentions of the faculty who teaches the course
* Objectives focus on content and skills important within the classroom or program: what the staff and faculty will do. Often termed the input in the course. Purpose and goals of the course.
* Objectives can often be numerous, specific, and detailed. Assessing and reporting on each objective for each student may be impossible.
Outcomes
* Student Learning Outcomes represent overarching products of the course. Measurable results of student learning.
* Outcomes express higher level thinking skills that integrate the content and activities and can be observed as a behavior, skill, or discrete useable knowledge upon completing the class. What exactly the assessment measures show that the student is able to do upon completing the course.
* An assessable outcome is an end product that can be displayed or observed and evaluated against criteria.
* The outcomes are clear and measurable criteria for guiding the teaching, learning, and assessment process in the course
Objectives
* Objectives represent valuable skills, tools, or content that enable a student to engage a particular subject.
* What are the goals and intentions of the faculty who teaches the course
* Objectives focus on content and skills important within the classroom or program: what the staff and faculty will do. Often termed the input in the course. Purpose and goals of the course.
* Objectives can often be numerous, specific, and detailed. Assessing and reporting on each objective for each student may be impossible.
Outcomes
* Student Learning Outcomes represent overarching products of the course. Measurable results of student learning.
* Outcomes express higher level thinking skills that integrate the content and activities and can be observed as a behavior, skill, or discrete useable knowledge upon completing the class. What exactly the assessment measures show that the student is able to do upon completing the course.
* An assessable outcome is an end product that can be displayed or observed and evaluated against criteria.
* The outcomes are clear and measurable criteria for guiding the teaching, learning, and assessment process in the course
Thinking about Learning outcomes
Questions to ask before starting writing learning outcomes:
- What will my students know?
- What will the students be able to do with their knowledge at the end of the course?
- What are the students beliefs, opinions, and attitudes
(measurable domains of learning on different domains: cognitive, behavioral, and values)
A well-designed course assessment will provide feedback on the important intended learning outcomes. The feedback students receive from assessments should deal directly with the learning to be acquired. Assessment results in feedback that learners can use not only to know how they are doing, but also to provide them with information in order to improve their performance.
Using learning outcomes will provide information on what students are expected to achieve at the end of the course, and after each class period. The intended outcomes of a course should be always be included in course syllabi at the beginning of the course.
Formulating effective statements of intended learning outcomes
Characteristics of effective learning outcomes statements:
- Are student-focused rather than professor –focused
- Focus on the learning resulting from the activity rather than on the activity itself
- Reflect the program, school, and institution mission
- Are in alignment at the course, program, department, school, and institutional levels
- Focus on important aspects of learning
- Focus on skills and abilities central to the discipline and based on professional standards of excellence
- Are general enough to capture important learning skills, but specific enough to be measurable
- Focus on aspects of learning that provide lifelong learning skills but that can be assessed in some form now
Several examples from different domains:
“Students will
- organize ideas in a way that increases the effectiveness of a message
- work effectively in problem-solving teams
- develop an erosion control policy based on plant, soil, water, and climate principles
- be able to communicate their message to others in written, verbal, and artistic medium
- reason using simplified economic models such as supply and demand, marginal analysis, benefit-cost analysis, and comparative advantage
- be able to design and conduct original and independent biological research
- as team members will reveal their commitment to the team through effective use of group problem-solving techniques
Note:
The learning outcomes should focus on the learning resulting from an activity not on the activity itself!
Learning outcomes should focus on important aspects of learning that are credible and valuable to the discipline and field.
Learning outcomes that promote lifelong learning:
1. complex thinking standards: students ability to use various reasoning strategies to deal with situations
2. information processing: information-gathering techniques, interpreting and analyzing, assessing the information, interpreting and synthesizing
3. effective communication with diverse audiences in a variety of ways for different purposes
4. collaboration and cooperation to complete an effective performance in group situations, using interpersonal skills
5. habits of mind: students’ ability to control their own thought process and behavior including self-regulation, critical thinking, and creative thinking
Learning outcomes in practice
1. Writing measurable objectives for learning outcomes: the planned goals of a course, materialized in knowledge, skills, and competencies that students are expected to exhibit upon successful completion of a course
2. Writing learning outcomes assessment measures in order to measure what is the level of knowledge, skills, and competencies the students master in the time of learning for the respective course (assignments, testing)
3. Documentation of learning outcomes results – a comparison of outcomes and objectives, that will be the base for further changes in the education process
Resources:
Huba, E. M., & Freed, J. E. (2000). Learner-Centered assessment on college campuses. Needham Heights, MA: Allyn & Bacon
- What will my students know?
- What will the students be able to do with their knowledge at the end of the course?
- What are the students beliefs, opinions, and attitudes
(measurable domains of learning on different domains: cognitive, behavioral, and values)
A well-designed course assessment will provide feedback on the important intended learning outcomes. The feedback students receive from assessments should deal directly with the learning to be acquired. Assessment results in feedback that learners can use not only to know how they are doing, but also to provide them with information in order to improve their performance.
Using learning outcomes will provide information on what students are expected to achieve at the end of the course, and after each class period. The intended outcomes of a course should be always be included in course syllabi at the beginning of the course.
Formulating effective statements of intended learning outcomes
Characteristics of effective learning outcomes statements:
- Are student-focused rather than professor –focused
- Focus on the learning resulting from the activity rather than on the activity itself
- Reflect the program, school, and institution mission
- Are in alignment at the course, program, department, school, and institutional levels
- Focus on important aspects of learning
- Focus on skills and abilities central to the discipline and based on professional standards of excellence
- Are general enough to capture important learning skills, but specific enough to be measurable
- Focus on aspects of learning that provide lifelong learning skills but that can be assessed in some form now
Several examples from different domains:
“Students will
- organize ideas in a way that increases the effectiveness of a message
- work effectively in problem-solving teams
- develop an erosion control policy based on plant, soil, water, and climate principles
- be able to communicate their message to others in written, verbal, and artistic medium
- reason using simplified economic models such as supply and demand, marginal analysis, benefit-cost analysis, and comparative advantage
- be able to design and conduct original and independent biological research
- as team members will reveal their commitment to the team through effective use of group problem-solving techniques
Note:
The learning outcomes should focus on the learning resulting from an activity not on the activity itself!
Learning outcomes should focus on important aspects of learning that are credible and valuable to the discipline and field.
Learning outcomes that promote lifelong learning:
1. complex thinking standards: students ability to use various reasoning strategies to deal with situations
2. information processing: information-gathering techniques, interpreting and analyzing, assessing the information, interpreting and synthesizing
3. effective communication with diverse audiences in a variety of ways for different purposes
4. collaboration and cooperation to complete an effective performance in group situations, using interpersonal skills
5. habits of mind: students’ ability to control their own thought process and behavior including self-regulation, critical thinking, and creative thinking
Learning outcomes in practice
1. Writing measurable objectives for learning outcomes: the planned goals of a course, materialized in knowledge, skills, and competencies that students are expected to exhibit upon successful completion of a course
2. Writing learning outcomes assessment measures in order to measure what is the level of knowledge, skills, and competencies the students master in the time of learning for the respective course (assignments, testing)
3. Documentation of learning outcomes results – a comparison of outcomes and objectives, that will be the base for further changes in the education process
Resources:
Huba, E. M., & Freed, J. E. (2000). Learner-Centered assessment on college campuses. Needham Heights, MA: Allyn & Bacon
Intro on Learning Outcomes
Learning Outcomes are measurable statements reflecting students' skills, competencies, and knowledge that any student will demonstrate upon successfully completing a course.
When writing learning Outcomes you must keep in mind the following important parts:
1. The student is the "Subject" of your statement (talk about the student, not about the content or what your students will learn if you use certain teaching methods).
2. The learning statement represents the content, skill, action that students demonstrate (The emphasis is on the student's skills not on the course content, or the teaching methods used by the instructor).
3. The statement should be measurable (that is, you should use action verbs that have a concrete measure).
Major questions as guideline to evaluate
student learning outcomes
1. Are the students meeting the course’s benchmarks or student learning outcomes?
a. Are the students learning outcomes written clear and measurable?
b. Does the course assess student learning adequately?
c. Is the assessment aligned with the course outcomes objectives?
d. What changes have been made in the course as a result of assessment?
e. Are the changes appropriate to reflect continuous improvement?
2. Does the course support student learning outcomes?
a. Is the course based on a solid core of knowledge at all levels of thinking (one taxonomy that could be used is Bloom’s taxonomy revised: Remembering, Understanding, Applying, Analysing, Evaluating and Creating) that supports the learning experience for students?
b. Is the course content based on rigor to immerse students in the discipline as applied to real life?
c. Does the course provide appropriate opportunity for students to apply their knowledge and skills? (projects, lab, field trip, internship, etc.).
3. Does the environment support student learning?
a. Is there enough institutional support for the learning environment?
b. Does the course provide adequate mentoring and advising for students?
c. Does the program set a standard of excellence, with clear outcome objectives?
d. Is there a description of evidence of learning outcomes and program improvement?
When writing learning Outcomes you must keep in mind the following important parts:
1. The student is the "Subject" of your statement (talk about the student, not about the content or what your students will learn if you use certain teaching methods).
2. The learning statement represents the content, skill, action that students demonstrate (The emphasis is on the student's skills not on the course content, or the teaching methods used by the instructor).
3. The statement should be measurable (that is, you should use action verbs that have a concrete measure).
Major questions as guideline to evaluate
student learning outcomes
1. Are the students meeting the course’s benchmarks or student learning outcomes?
a. Are the students learning outcomes written clear and measurable?
b. Does the course assess student learning adequately?
c. Is the assessment aligned with the course outcomes objectives?
d. What changes have been made in the course as a result of assessment?
e. Are the changes appropriate to reflect continuous improvement?
2. Does the course support student learning outcomes?
a. Is the course based on a solid core of knowledge at all levels of thinking (one taxonomy that could be used is Bloom’s taxonomy revised: Remembering, Understanding, Applying, Analysing, Evaluating and Creating) that supports the learning experience for students?
b. Is the course content based on rigor to immerse students in the discipline as applied to real life?
c. Does the course provide appropriate opportunity for students to apply their knowledge and skills? (projects, lab, field trip, internship, etc.).
3. Does the environment support student learning?
a. Is there enough institutional support for the learning environment?
b. Does the course provide adequate mentoring and advising for students?
c. Does the program set a standard of excellence, with clear outcome objectives?
d. Is there a description of evidence of learning outcomes and program improvement?
Workshop/Presentation feedback
Workshop/Presentation feedback
(to be completed by those in the audience – instructor included)
On a scale of 1 to 5 please rate the performance of the presenters on the following items, and then provide them with written feedback by responding to the questions below:
1= Poor 2= Fair 3= Good 4= Very good 5= Excellent
(this should be in a table that has in the first column the criteria, and first row would be the Likert scale numbers)
Check the appropriate box for each question below:
Clarity in discussing and presenting the material
Knowledge of content presented
Quality of answering questions
Stimulating active participation of audience
Overall quality of visuals
Presentation professionalism
Total points
Think about team presentation today in class and below please write your responses to the following three questions:
1. What was good:
2. What needs improvement?
3. How could be improved?
(to be completed by those in the audience – instructor included)
On a scale of 1 to 5 please rate the performance of the presenters on the following items, and then provide them with written feedback by responding to the questions below:
1= Poor 2= Fair 3= Good 4= Very good 5= Excellent
(this should be in a table that has in the first column the criteria, and first row would be the Likert scale numbers)
Check the appropriate box for each question below:
Clarity in discussing and presenting the material
Knowledge of content presented
Quality of answering questions
Stimulating active participation of audience
Overall quality of visuals
Presentation professionalism
Total points
Think about team presentation today in class and below please write your responses to the following three questions:
1. What was good:
2. What needs improvement?
3. How could be improved?
Rubric to evaluate the Brochure
Rate each criteria using the three point Likert scale:
1= Poor 2= Good 3= Excellent
Content: New information
Content:Usefulness
Content: Reference listed
Organization: Clarity and logical
Format: Appropriate for the audience
Aesthetic: Attractive and creative
1= Poor 2= Good 3= Excellent
Content: New information
Content:Usefulness
Content: Reference listed
Organization: Clarity and logical
Format: Appropriate for the audience
Aesthetic: Attractive and creative
Rubric for workshop (form 2)
Rate each criteria using the three point Likert scale:
1= Poor 2= Good 3= Excellent
The content was integrated and pertinent related to the topic assigned for the presentation
The content presented was going beyond the text book
The content presented had new and complex information
The content was presented in a clear and pertinent way
The content generated new ideas with real life application
The presentation helped the audience to apply the content to real life environment
The presentation was interesting and the activities progressed smoothly
The presenters displayed knowledge of the presented topics
The presenters involved the audience in discussions
The presenters responded in a knowledgeable manner to all questions
The presenters used creative modalities for presentation
The presenters conducted themselves in a professional manner
1= Poor 2= Good 3= Excellent
The content was integrated and pertinent related to the topic assigned for the presentation
The content presented was going beyond the text book
The content presented had new and complex information
The content was presented in a clear and pertinent way
The content generated new ideas with real life application
The presentation helped the audience to apply the content to real life environment
The presentation was interesting and the activities progressed smoothly
The presenters displayed knowledge of the presented topics
The presenters involved the audience in discussions
The presenters responded in a knowledgeable manner to all questions
The presenters used creative modalities for presentation
The presenters conducted themselves in a professional manner
Rubric for workshop (form 1)
Criteria-------- Points
Demonstrates an excellent understanding of key concepts; Writes clearly and logically; Shows and reflects on the relation between the concepts and topics; Grounded in the academic literature (use of citations and reference); Comprehensively addresses the topic; Includes descriptions, details, and personal examples for each major concept. Shows personal reflection on the theory; Different slides and topics present a continuous relation; Has reference or hyperlinks to the major concepts presented. Scholar presentation style, in the expressions used, grammar, and spelling. Excellent classroom applications with innovative techniques, good links to classroom activities
35-40
Demonstrates understanding of most key concepts; Generally writes clearly and logically; Acceptable support with resources (less academic literature more internet resources); Topics are presented sequential but weak presentation of comprehensive relationship between the major topics; Has references and hyperlinks for the majority of topics (but does not define and link major concepts), links are not with academic/scholar content (just a link on the web for the topic). Concepts are not presented (has a link to another web page for the reader); Has examples but they are short, not explained in detail, and with tangent relation to the topic. Does not explain the applications. Not careful in used expressions, grammar, and spelling.
28-34
Demonstrates limited understanding of key concepts; Careless writing, no comprehensive presentation of relation between the topics; Short and not comprehensive postings; Does not show the link between the major topics; Does not explain the major concepts but gives hyperlinks to web page for more info; Weak academic support with literature; Weak presentation of personal reflection on the theory; Rushed examples, mostly not personal examples (copied from text examples). Minimal real life application. Minimal references and hyperlinks. Not careful in used expressions, grammar, and spelling.
21-27
Mostly “just to do the job” slides; Short and disjointed remarks and writing; Concepts are not grounded in the academic literature; Disjointed presentation of topics; Only 1-2 hyperlinks or not at all. Lack of care in examples, or lack of examples over all. Topics are presented only as paraphrased from text, no personal reflection and does not show comprehensive understanding of the topics. Lack of real life applications. Sloppy expressions, grammar, and no care for the spelling.
20 or less
Demonstrates an excellent understanding of key concepts; Writes clearly and logically; Shows and reflects on the relation between the concepts and topics; Grounded in the academic literature (use of citations and reference); Comprehensively addresses the topic; Includes descriptions, details, and personal examples for each major concept. Shows personal reflection on the theory; Different slides and topics present a continuous relation; Has reference or hyperlinks to the major concepts presented. Scholar presentation style, in the expressions used, grammar, and spelling. Excellent classroom applications with innovative techniques, good links to classroom activities
35-40
Demonstrates understanding of most key concepts; Generally writes clearly and logically; Acceptable support with resources (less academic literature more internet resources); Topics are presented sequential but weak presentation of comprehensive relationship between the major topics; Has references and hyperlinks for the majority of topics (but does not define and link major concepts), links are not with academic/scholar content (just a link on the web for the topic). Concepts are not presented (has a link to another web page for the reader); Has examples but they are short, not explained in detail, and with tangent relation to the topic. Does not explain the applications. Not careful in used expressions, grammar, and spelling.
28-34
Demonstrates limited understanding of key concepts; Careless writing, no comprehensive presentation of relation between the topics; Short and not comprehensive postings; Does not show the link between the major topics; Does not explain the major concepts but gives hyperlinks to web page for more info; Weak academic support with literature; Weak presentation of personal reflection on the theory; Rushed examples, mostly not personal examples (copied from text examples). Minimal real life application. Minimal references and hyperlinks. Not careful in used expressions, grammar, and spelling.
21-27
Mostly “just to do the job” slides; Short and disjointed remarks and writing; Concepts are not grounded in the academic literature; Disjointed presentation of topics; Only 1-2 hyperlinks or not at all. Lack of care in examples, or lack of examples over all. Topics are presented only as paraphrased from text, no personal reflection and does not show comprehensive understanding of the topics. Lack of real life applications. Sloppy expressions, grammar, and no care for the spelling.
20 or less
Team Assignment--workshop
WORKSHOP & HANDOUT BROCHURE
Workshop (30 points)
Each student or pair of students (according to the number of students in the class) will develop a Power Point workshop (count it as length of maximum 50 minutes of class time) on a topic assigned for the date. The workshop will be based but should not repeat your textbook. That means you could choose the entire or a part of a topic, do a research related to that topic and develop it into a workshop by bringing in new and applied knowledge, but DO NOT repeat the information/content from the lecture (see power points for lecture) nor from the textbook (everyone in class is accountable to read the material from the text before coming to class). The goal of the workshop is to complete, and provide an integrated learning experience on the topic or part of the topic studied for that week. The workshop has as purpose the application to real life context of the respective content. Students will develop a power point, and a Brochure with the content presented (other information with reference to the internet, games, role play, panels, case studies, debates, audio and video methods, etc.). It is advised to develop activities that would involve as much possible your audience in the workshop process. Remember it is a workshop not a lecture or presentation! That is you have to integrate at least two activities to help your peers learn the topic you present. You have to give your colleagues new and innovative modalities of application of the content to real life. When you integrate the activities in the workshop you must specify for what exactly they can be used and the purpose why you use that activity. You also must show what are the cognitive processes used by the participants involved in that specific activity.
After class you are to post your Power point and Notes to the WORKSHOP forum by using a thread and attaching all documents to it, this way everyone will have access later in the semester to the material presented in class (just as you have access to my power point lectures). (Below see the brochure details)
Workshop evaluation rubric (see detailed rubric in separate document):
- Content coverage and meaning (Was the workshop integrated and pertinent related to the topic in study? Did the presenters display knowledge of the topic? Did the presenters respond in a knowledgeable manner to all questions?)
- New topic information (Was the content of the workshop going beyond the text book? Did it bring new and complex information pertaining to a college level audience?)
- Usefulness of content presented (Did the workshop help the audience to apply the content in a work related environment? Did the presenters involve the audience in discussions?)
- Creativity of presentation (Did the workshop generate new ideas that have real life application? Was the workshop interesting and did the activities progress smoothly? Did the workshop use creative modalities for presentation?)
- Clarity & professionalism (Did the presenters conduct themselves in a professional and sophisticated manner? Did the presenters present the material in a clear and pertinent way?).
Workshop handout brochure (10 points)
Each workshop will have as a result a handout (brochure) with the purpose to share the information of the workshop with members of the community you work in. The purpose of the brochure is to bring the information to other members of the community. For this reason your brochure needs to be explicit, complete as content, well organized, and creative in order to present in a pertinent and attractive way the information what you deliver. This is not an advertisement brochure but an informative brochure (your purpose is not to attract people to participate, but to provide a handout-like information for those who need the information for later time, and those who could not participate but would like to know the content).
The brochure should present all major information of the workshop, instructions for all activities, and ALL references used for the workshop.
Brochure rubric will include:
- Content: Was the flyer content appropriate and useful? Did it provide all reference?
- Organization: Was the flyer well organized, clear, and logical?
- Flow: Did all parts of the flyer fit together?
- Format: Was the flyer appropriate for non-practitioners?
- Aesthetic: Was the format of the flyer attractive and creative?
Please attach the brochure as a word document next to your power point and Notes of your power point, on the Blackboard Discussion board forums.
You will LOOSE points if the power point is not accompanied by the Notes (which otherwise can be written directly on the notes section of the power point!), or your Notes do not have enough details.
Please DO NOT overwhelm your power points with all details, keep it professional. Make all details part of the Notes section. Please describe in detail all activities that you would use in a real meeting session of your workshop! Your colleagues must be able to use each activity for future purposes.
-----------
EACH WORKSHOP WILL BE EVALUATED BY YOUR INSTRUCTOR AND ALL STUDENTS IN THE COURSE (except the ones who developed it).
Workshop (30 points)
Each student or pair of students (according to the number of students in the class) will develop a Power Point workshop (count it as length of maximum 50 minutes of class time) on a topic assigned for the date. The workshop will be based but should not repeat your textbook. That means you could choose the entire or a part of a topic, do a research related to that topic and develop it into a workshop by bringing in new and applied knowledge, but DO NOT repeat the information/content from the lecture (see power points for lecture) nor from the textbook (everyone in class is accountable to read the material from the text before coming to class). The goal of the workshop is to complete, and provide an integrated learning experience on the topic or part of the topic studied for that week. The workshop has as purpose the application to real life context of the respective content. Students will develop a power point, and a Brochure with the content presented (other information with reference to the internet, games, role play, panels, case studies, debates, audio and video methods, etc.). It is advised to develop activities that would involve as much possible your audience in the workshop process. Remember it is a workshop not a lecture or presentation! That is you have to integrate at least two activities to help your peers learn the topic you present. You have to give your colleagues new and innovative modalities of application of the content to real life. When you integrate the activities in the workshop you must specify for what exactly they can be used and the purpose why you use that activity. You also must show what are the cognitive processes used by the participants involved in that specific activity.
After class you are to post your Power point and Notes to the WORKSHOP forum by using a thread and attaching all documents to it, this way everyone will have access later in the semester to the material presented in class (just as you have access to my power point lectures). (Below see the brochure details)
Workshop evaluation rubric (see detailed rubric in separate document):
- Content coverage and meaning (Was the workshop integrated and pertinent related to the topic in study? Did the presenters display knowledge of the topic? Did the presenters respond in a knowledgeable manner to all questions?)
- New topic information (Was the content of the workshop going beyond the text book? Did it bring new and complex information pertaining to a college level audience?)
- Usefulness of content presented (Did the workshop help the audience to apply the content in a work related environment? Did the presenters involve the audience in discussions?)
- Creativity of presentation (Did the workshop generate new ideas that have real life application? Was the workshop interesting and did the activities progress smoothly? Did the workshop use creative modalities for presentation?)
- Clarity & professionalism (Did the presenters conduct themselves in a professional and sophisticated manner? Did the presenters present the material in a clear and pertinent way?).
Workshop handout brochure (10 points)
Each workshop will have as a result a handout (brochure) with the purpose to share the information of the workshop with members of the community you work in. The purpose of the brochure is to bring the information to other members of the community. For this reason your brochure needs to be explicit, complete as content, well organized, and creative in order to present in a pertinent and attractive way the information what you deliver. This is not an advertisement brochure but an informative brochure (your purpose is not to attract people to participate, but to provide a handout-like information for those who need the information for later time, and those who could not participate but would like to know the content).
The brochure should present all major information of the workshop, instructions for all activities, and ALL references used for the workshop.
Brochure rubric will include:
- Content: Was the flyer content appropriate and useful? Did it provide all reference?
- Organization: Was the flyer well organized, clear, and logical?
- Flow: Did all parts of the flyer fit together?
- Format: Was the flyer appropriate for non-practitioners?
- Aesthetic: Was the format of the flyer attractive and creative?
Please attach the brochure as a word document next to your power point and Notes of your power point, on the Blackboard Discussion board forums.
You will LOOSE points if the power point is not accompanied by the Notes (which otherwise can be written directly on the notes section of the power point!), or your Notes do not have enough details.
Please DO NOT overwhelm your power points with all details, keep it professional. Make all details part of the Notes section. Please describe in detail all activities that you would use in a real meeting session of your workshop! Your colleagues must be able to use each activity for future purposes.
-----------
EACH WORKSHOP WILL BE EVALUATED BY YOUR INSTRUCTOR AND ALL STUDENTS IN THE COURSE (except the ones who developed it).
Team persentations and workshops
Using team presentations and workshops
Using team presentations and workshops conducted by teams are good methods to help students develop team work skills, conduct team research, and involve the entire class in diverse activities.
I choose to word the two methods differently since I consider "presentations" to be what the word means in fact: a team (a person) will present the results of a completed work to a specific audience, usually followed by a Q & A section. This form is a very good one to help your students develop skills they will use for conference presentations, or interview.
"Workshops" are a type of presentation that along with presenting the results of a team/person's work will also involve the audience in several short activities to demonstrate briefly the application of the topic in discussion. Might involve testing, trying, building, brainstorming activities, etc.
The advantage of workshops over simple presentations is that the audience is more involved.
The disadvantage is that usually workshops require a longer time than a plain presentation.
Attached one model of using workshop as assignment in a course, as well as the Team workshop evaluation that will be used by the audience to evaluate the team presentation/workshop.
You (the instructor) also will complete the same "Team workshop evaluation" form -- of course your feedback might be more detailed than the one provided by the students in the class.
It is always a good exercise for your students to evaluate each other, that will keep their attention focused on the presentation, as well as give them one more skill by practicing good feedback.
There are two ways to use the team evaluation.
1. Ask the students in the audience to complete anonymous the evaluation; you complete the same form. Gather all the evaluations and after class read them all, staple yours on top, grade the presentation of the team; and next class time give the presenting team the entire package of feedback. In this case you measure only the team, and the evaluation done by the audience is only as an exercise in giving feedback to peers. The Learning Outcome for this should sound like this:
"Students will demonstrate the ability to sustain in class team presentations."
2. Ask the students in the audience to complete the evaluation form, and on the back of the sheet to write their own name. You will complete the same evaluation form. Gather all forms. Make copy of the front page (of the evaluation form) staple all together having on top your evaluation feedback. Next class time give the presenting team the entire package of feedback (with the copies of evaluation forms from the audience). Take all the original forms and sort them in pile by student names. Gather across the semester all original forms by student name. At the end of the semester revise the feedback provided by each student. Make sure in this case that a part of the grade is accounted for by the peer review of team presentations. The Learning Outcome for this should sound like this:
"Students will demonstrate the ability to provide critical feedback for peers who are involved in team presentations."
The first method works well even when you have a larger class (perhaps no more than 50). The second method (revising the peer feedback by individual student) works when you have small classes. It becomes very cumbersome and time consuming if you use the method for classes larger than 30 students.
In using this method explain your students that a good feedback is like a sandwich with three parts:
1. What was good
2. What needs to be improved.
3. Provide some ideas of how to improve the weak parts.
Using team presentations and workshops conducted by teams are good methods to help students develop team work skills, conduct team research, and involve the entire class in diverse activities.
I choose to word the two methods differently since I consider "presentations" to be what the word means in fact: a team (a person) will present the results of a completed work to a specific audience, usually followed by a Q & A section. This form is a very good one to help your students develop skills they will use for conference presentations, or interview.
"Workshops" are a type of presentation that along with presenting the results of a team/person's work will also involve the audience in several short activities to demonstrate briefly the application of the topic in discussion. Might involve testing, trying, building, brainstorming activities, etc.
The advantage of workshops over simple presentations is that the audience is more involved.
The disadvantage is that usually workshops require a longer time than a plain presentation.
Attached one model of using workshop as assignment in a course, as well as the Team workshop evaluation that will be used by the audience to evaluate the team presentation/workshop.
You (the instructor) also will complete the same "Team workshop evaluation" form -- of course your feedback might be more detailed than the one provided by the students in the class.
It is always a good exercise for your students to evaluate each other, that will keep their attention focused on the presentation, as well as give them one more skill by practicing good feedback.
There are two ways to use the team evaluation.
1. Ask the students in the audience to complete anonymous the evaluation; you complete the same form. Gather all the evaluations and after class read them all, staple yours on top, grade the presentation of the team; and next class time give the presenting team the entire package of feedback. In this case you measure only the team, and the evaluation done by the audience is only as an exercise in giving feedback to peers. The Learning Outcome for this should sound like this:
"Students will demonstrate the ability to sustain in class team presentations."
2. Ask the students in the audience to complete the evaluation form, and on the back of the sheet to write their own name. You will complete the same evaluation form. Gather all forms. Make copy of the front page (of the evaluation form) staple all together having on top your evaluation feedback. Next class time give the presenting team the entire package of feedback (with the copies of evaluation forms from the audience). Take all the original forms and sort them in pile by student names. Gather across the semester all original forms by student name. At the end of the semester revise the feedback provided by each student. Make sure in this case that a part of the grade is accounted for by the peer review of team presentations. The Learning Outcome for this should sound like this:
"Students will demonstrate the ability to provide critical feedback for peers who are involved in team presentations."
The first method works well even when you have a larger class (perhaps no more than 50). The second method (revising the peer feedback by individual student) works when you have small classes. It becomes very cumbersome and time consuming if you use the method for classes larger than 30 students.
In using this method explain your students that a good feedback is like a sandwich with three parts:
1. What was good
2. What needs to be improved.
3. Provide some ideas of how to improve the weak parts.
Team evaluation form
Team work evaluation form
Course____________________ Team__________________ Date__________________
Using the scale below please rate each of your team members according to the criteria in the below table:
0 = no show 1 = Weak 2 = Partial 3 = Good 4 = Excellent
Use the below grid to evaluate each team member by name:
(is much nicer if you build a table ---blogger does not let me do that)
________________________________
Evaluation criteria:
PREPARATION
Research, reading, and assignment completed
ATTENDANCE
On-time and stayed
for duration of meetings
PARTICIPATION
Contributed best
academic ability
INTERPERSONAL RELATIONS
Positive and productive
BETWEEN MEETING COMMUNICATION
Initiated and responded appropriately
TEAM CONTRIBUTION SCORE =
___________________________________________________________________________
Reflect on the following two Questions (optional if you would like to write your response)
1. What are the most important concepts you have learned from the Learning Team experience?
2. How will you use this learning to improve both personally and professionally?
Course____________________ Team__________________ Date__________________
Using the scale below please rate each of your team members according to the criteria in the below table:
0 = no show 1 = Weak 2 = Partial 3 = Good 4 = Excellent
Use the below grid to evaluate each team member by name:
(is much nicer if you build a table ---blogger does not let me do that)
________________________________
Evaluation criteria:
PREPARATION
Research, reading, and assignment completed
ATTENDANCE
On-time and stayed
for duration of meetings
PARTICIPATION
Contributed best
academic ability
INTERPERSONAL RELATIONS
Positive and productive
BETWEEN MEETING COMMUNICATION
Initiated and responded appropriately
TEAM CONTRIBUTION SCORE =
___________________________________________________________________________
Reflect on the following two Questions (optional if you would like to write your response)
1. What are the most important concepts you have learned from the Learning Team experience?
2. How will you use this learning to improve both personally and professionally?
Team agreement form
Team agreement form
Complete this form and keep a copy for your records and turn one copy to your instructor:
Course Title
Did all team members participate in the creation of this agreement form and agree with its contents?
Yes _____No _____
INSTRUCTOR
Course Dates
Team number (or name)
Team Member Information
Team member name / Email Address / Phone
(this is so that everyone in the team can reach you)
Team Member Strengths Inventory
List by team member name all skills, characteristics, and/or knowledge individual members can contribute to the productive work in the team
Conflict Management
Think about and list what are potential conflicts that might arise among or between team members during this course? How will team members deal with these conflicts? How will you make aware your instructor of any problems?
Ground Rules
Set your team work ground rules and list them below. Some examples might be: Do you agree to equally participate in all team work? Will you exchange phone numbers, and are calls OK, how late in the evening can your team members call you? Will you appoint weekly team leaders, or will you all contribute to each week’s assignment without having a leader? How will you deal if one team member does not participate in active work?
Complete this form and keep a copy for your records and turn one copy to your instructor:
Course Title
Did all team members participate in the creation of this agreement form and agree with its contents?
Yes _____No _____
INSTRUCTOR
Course Dates
Team number (or name)
Team Member Information
Team member name / Email Address / Phone
(this is so that everyone in the team can reach you)
Team Member Strengths Inventory
List by team member name all skills, characteristics, and/or knowledge individual members can contribute to the productive work in the team
Conflict Management
Think about and list what are potential conflicts that might arise among or between team members during this course? How will team members deal with these conflicts? How will you make aware your instructor of any problems?
Ground Rules
Set your team work ground rules and list them below. Some examples might be: Do you agree to equally participate in all team work? Will you exchange phone numbers, and are calls OK, how late in the evening can your team members call you? Will you appoint weekly team leaders, or will you all contribute to each week’s assignment without having a leader? How will you deal if one team member does not participate in active work?
Class introduction -- template
Class introductions
Please respond to the below questions. Responses will be read only by your instructor.
If you feel uncomfortable to respond to any of the below questions you may leave it blank.
Your First and Last name ____________________________________________________
Contact information: Where do you live? __________________________________________
e-mail_______________________________ phone #__________________________________
Academic major: _______________________________________________________________
Year of study _______________________
Grades in (any prerequisite course or a course related to what you teach) __________________
Gender (optional)__________________ Ethnicity (optional) ____________________________
Do you have a job aside of being a student? What do you work, and where?
______________________________________________________________________________
Please list the time blocks for days when you will NOT be able to work on team projects outside of class time:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
What do you plan to be after you graduate? __________________________________________
Why? _______________________________________________________________________
- Favorite hobby? ______________________________________________________
- Favorite book or movie? ________________________________________________
- Favorite food or ice cream flavor? ________________________________________
Any interesting information about yourself you would like to share? __________________________________________________________________________
Please respond to the below questions. Responses will be read only by your instructor.
If you feel uncomfortable to respond to any of the below questions you may leave it blank.
Your First and Last name ____________________________________________________
Contact information: Where do you live? __________________________________________
e-mail_______________________________ phone #__________________________________
Academic major: _______________________________________________________________
Year of study _______________________
Grades in (any prerequisite course or a course related to what you teach) __________________
Gender (optional)__________________ Ethnicity (optional) ____________________________
Do you have a job aside of being a student? What do you work, and where?
______________________________________________________________________________
Please list the time blocks for days when you will NOT be able to work on team projects outside of class time:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______________________________________________________________________________
What do you plan to be after you graduate? __________________________________________
Why? _______________________________________________________________________
- Favorite hobby? ______________________________________________________
- Favorite book or movie? ________________________________________________
- Favorite food or ice cream flavor? ________________________________________
Any interesting information about yourself you would like to share? __________________________________________________________________________
Using Teams in the Course
Often times when we use teams in a course we suppose that all students know already how to work in teams. However most often it is not the case!
A team is more than a group of students working together for class purposes. Teams are organized and goal oriented groups or 3-5 students working for a relative longer period of time completing together course assignments (as compared to small groups that in general work together for a class period on a small in-calss assignment). For this reason is it always a good idea for the instructor to form groups instead of allowing students to group together by friendships.
In order to form groups the instructor should explain students how they will work in teams across the semester and collect some information about the students in the first day of classes. A good explanation about forming teams instead of allowing self-grouping is that in the work force teams will be formed by skills or needs and not based on friendship (especially when is very possible the firends will work at another company). To make a good mix of skills and abilities in a team the instructor should ask some general questions:
- contact information
- academic major & year of study
- grades in any prerequisite courses
- times when the student is NOT available to work in team outside class
- if they have a job aside from being student
- area they live in (for grouping by closeness)
- gender (optional)
- ethnicity (optional)
- other questions such as: number of siblings, pets, favorite food, favorite sport, hobby, etc. These would help students share information that makes the acquintance less threatening.
Once the instructor collects the information sheet from everyone s/he can proceed to form teams. two major criteria should be kept as goal in team formation:
- to have a good mix of skills and abilities (by using the prerequisite course grade; or any other question that the instructor might like to use that taps into skills and abilities necessary for that course content).
- to have a balanced diversity in the team (using the responses to the gender and ethnicity questions; if a student did not respond to those questions then s/he will be randomly assigned to a team). Make sure you do not schedule intentional minorities in a team (e.g., only one female student, only one African American).
- as much possible keep track of the times they list as NOT begin able to meet and the Zone they live in. This is to avoid time conflicts or commuting issues.
The best advice is to have a list of team work expectations, guidelines to work in teams, and consequences of team disfunctionality in your syllabus. team work rules and policies can be set by the team members and stated in writing.
When using teams in your course is always good to ask your students to complete a Team Agreement Form, this will help all students in a team to exchange information and to set some basic rules of working in teams. As well as list any eventual consequences that the team members agree upon in case a team member does not complete the assigned task. The instructor should keep a copy of the team agreement form for future reference. In case of team work issues first always refer to the Team agreement form.
To make the team more cohesive is a good idea to ask students to pick a name for their team, as well as set roles for each member. The roles may change as tasks and semester evolves. make students aware that setting up roles will help them be more efficient as well as give them a clear structure in what concerns who needs to do what.
make students aware that the most usual conflicts in a team are related to the disfunctional roles such as: couch potatoes (let time go by), dominant leaders (listen to me I know better), hitchhikers (after not completing the work they claim how hard they worked and request the same grade), resistant members (my way or no way), divergent goal seakers ("I must get an A in this class" vs. "Who cares"). If you allow students to use the "firing rule" make sure you state it in your syllabus in detail -- the team can fire a member who does not contribute to the work; followed by the consequence that the fired member must find another team who will accept the person in their team; or have the fired person complete alone all other tasks and be grades based on that.
However is not enough only to help your students develop team working skills and set up some team work rules. It is very important that you, the instructor, measure the work each student put into the team work. You also must decide ahead of time what percentage of student grade in the course is based on team work. That should clearly be listed in the syllabus. Students should also have up front access to the rubric you will use to measure team work. You can choose many different criteria to evaluate team work. Is always good to take into consideration not only the content and presentation of final product, but also the process of work in teams (especially if your learning outcomes is listed as team work skills improvement).
For example to evaluate Teams you can ask your students to evaluate the presenting team and to complete this form: Team Work Evaluation Form.
Part of the grade should be accounted for by the way team members evaluate each other. Always explain them that you expect the evaluation to be professional; that means they will not develop a team agreement to evaluate maximally each other. If that is the case you will not be responsible in dealing with any issues that may arise in the team and you will not accept any complains about grading team members since in that case all members of that team will receive the same grade. In order to be able to grade individuals for team work you need their honest and critical feedback via the team evaluation form.
A team is more than a group of students working together for class purposes. Teams are organized and goal oriented groups or 3-5 students working for a relative longer period of time completing together course assignments (as compared to small groups that in general work together for a class period on a small in-calss assignment). For this reason is it always a good idea for the instructor to form groups instead of allowing students to group together by friendships.
In order to form groups the instructor should explain students how they will work in teams across the semester and collect some information about the students in the first day of classes. A good explanation about forming teams instead of allowing self-grouping is that in the work force teams will be formed by skills or needs and not based on friendship (especially when is very possible the firends will work at another company). To make a good mix of skills and abilities in a team the instructor should ask some general questions:
- contact information
- academic major & year of study
- grades in any prerequisite courses
- times when the student is NOT available to work in team outside class
- if they have a job aside from being student
- area they live in (for grouping by closeness)
- gender (optional)
- ethnicity (optional)
- other questions such as: number of siblings, pets, favorite food, favorite sport, hobby, etc. These would help students share information that makes the acquintance less threatening.
Once the instructor collects the information sheet from everyone s/he can proceed to form teams. two major criteria should be kept as goal in team formation:
- to have a good mix of skills and abilities (by using the prerequisite course grade; or any other question that the instructor might like to use that taps into skills and abilities necessary for that course content).
- to have a balanced diversity in the team (using the responses to the gender and ethnicity questions; if a student did not respond to those questions then s/he will be randomly assigned to a team). Make sure you do not schedule intentional minorities in a team (e.g., only one female student, only one African American).
- as much possible keep track of the times they list as NOT begin able to meet and the Zone they live in. This is to avoid time conflicts or commuting issues.
The best advice is to have a list of team work expectations, guidelines to work in teams, and consequences of team disfunctionality in your syllabus. team work rules and policies can be set by the team members and stated in writing.
When using teams in your course is always good to ask your students to complete a Team Agreement Form, this will help all students in a team to exchange information and to set some basic rules of working in teams. As well as list any eventual consequences that the team members agree upon in case a team member does not complete the assigned task. The instructor should keep a copy of the team agreement form for future reference. In case of team work issues first always refer to the Team agreement form.
To make the team more cohesive is a good idea to ask students to pick a name for their team, as well as set roles for each member. The roles may change as tasks and semester evolves. make students aware that setting up roles will help them be more efficient as well as give them a clear structure in what concerns who needs to do what.
make students aware that the most usual conflicts in a team are related to the disfunctional roles such as: couch potatoes (let time go by), dominant leaders (listen to me I know better), hitchhikers (after not completing the work they claim how hard they worked and request the same grade), resistant members (my way or no way), divergent goal seakers ("I must get an A in this class" vs. "Who cares"). If you allow students to use the "firing rule" make sure you state it in your syllabus in detail -- the team can fire a member who does not contribute to the work; followed by the consequence that the fired member must find another team who will accept the person in their team; or have the fired person complete alone all other tasks and be grades based on that.
However is not enough only to help your students develop team working skills and set up some team work rules. It is very important that you, the instructor, measure the work each student put into the team work. You also must decide ahead of time what percentage of student grade in the course is based on team work. That should clearly be listed in the syllabus. Students should also have up front access to the rubric you will use to measure team work. You can choose many different criteria to evaluate team work. Is always good to take into consideration not only the content and presentation of final product, but also the process of work in teams (especially if your learning outcomes is listed as team work skills improvement).
For example to evaluate Teams you can ask your students to evaluate the presenting team and to complete this form: Team Work Evaluation Form.
Part of the grade should be accounted for by the way team members evaluate each other. Always explain them that you expect the evaluation to be professional; that means they will not develop a team agreement to evaluate maximally each other. If that is the case you will not be responsible in dealing with any issues that may arise in the team and you will not accept any complains about grading team members since in that case all members of that team will receive the same grade. In order to be able to grade individuals for team work you need their honest and critical feedback via the team evaluation form.
Suggestions to write LO
Suggestions for Improving Statements of Learning Outcomes
1. Begin with statement of department or program purpose, linked to the College's mission
2. Use active voice. For example: Students develop familiarity, NOT students will become familiar.
3. Specify and explicate broadly drawn expectations such as understand, develop, appreciate. Think about the expectations in terms of thresholds: how would you know if a student understands or appreciates? Alternatives might include the following: know, recognize, describe, use, demonstrate. The learning outcomes must be measurable. All assessment used in courses should be measures of the Learning outcomes.
4. Describe expectations positively (as a necessity) rather than conditionally: students should be able to; better: students will be able to . . . .
5. Identify the most central student learning expectations rather than a laundry list of possible expectations. Learning outcomes and assessments used should pair. The reasons you use the assessment in your course is in fact because you want to measure the learning outcomes.
6. It may be useful to distinguish lower level expectations from higher level expectations, using Blooms taxonomy. The next step in the process is to describe learning experiences that allow students to meet the expectations.
Below several examples collected from across the web:
Example 1:
Students will understand the fundamental principles;
better: Students will be able to describe the fundamental principles
Example 2:
Students will develop essential thinking and problem solving skills;
better: students will be able to demonstrate thinking and problem solving skills in specific ways .
Example 3:
Students will be introduced to major figures;
better: students will recognize and will be able to discuss the writings of major figures
Example 4:
The concentration provides comprehensive exposure to a range of topics;
better: students study diverse topics and will be able to describe the issues and use the methods of the field
Example 5:
Courses provide comparative analyses;
better: students read, write, and practice theoretical approaches and will be able to discuss their critical understandings of the respective strengths and weaknesses of those approaches
Example 6:
Students are expected to understand fundamental conceptual and theoretical propositions;
better: students will be able to describe fundamental conceptual and theoretical propositions
Example 7:
Students comprehend;
better: Students will be able to describe
Example 8: Students are taught the forms . . .;
better: Students will know and will be able to describe
EXAMPLE Learning Outcomes for group work in a course:
On completion of the course, students will have demonstrated their ability to:
- communicate effectively, both orally and in writing, with other group members during the project and in the presentation of the individual and group outcomes of the project
- develop, monitor and continually update a plan for personal contribution to the group project
- negotiate, adopt, review and comment critically on the personal role taken within the group and exercise leadership within that role
- work effectively, in a variety of roles, as part of a team, exercising independence and leadership when appropriate
- identify and apply appropriate quantitative and qualitative tools to elicit a client’s needs and to create innovative solutions to those needs
- elicit and transform a set of customer requirements into a specification for an engineering system to meet an identified need
- collect, critically evaluate and use information from a wide variety of sources to generate a range of solutions to the problems defined, and identify and use suitable criteria to select a single solution for further development
- evaluate the outcomes of the project against the original needs using suitable social, environmental, ethical, economic and commercial measures of performance.
To measure the above learning outcomes students are assessed through a combination of:
- team reports on the design and development task the team undertakes
- oral and poster presentations of the project at a residential event
- personal reflection by the student on their effectiveness as a member of the team
1. Begin with statement of department or program purpose, linked to the College's mission
2. Use active voice. For example: Students develop familiarity, NOT students will become familiar.
3. Specify and explicate broadly drawn expectations such as understand, develop, appreciate. Think about the expectations in terms of thresholds: how would you know if a student understands or appreciates? Alternatives might include the following: know, recognize, describe, use, demonstrate. The learning outcomes must be measurable. All assessment used in courses should be measures of the Learning outcomes.
4. Describe expectations positively (as a necessity) rather than conditionally: students should be able to; better: students will be able to . . . .
5. Identify the most central student learning expectations rather than a laundry list of possible expectations. Learning outcomes and assessments used should pair. The reasons you use the assessment in your course is in fact because you want to measure the learning outcomes.
6. It may be useful to distinguish lower level expectations from higher level expectations, using Blooms taxonomy. The next step in the process is to describe learning experiences that allow students to meet the expectations.
Below several examples collected from across the web:
Example 1:
Students will understand the fundamental principles;
better: Students will be able to describe the fundamental principles
Example 2:
Students will develop essential thinking and problem solving skills;
better: students will be able to demonstrate thinking and problem solving skills in specific ways .
Example 3:
Students will be introduced to major figures;
better: students will recognize and will be able to discuss the writings of major figures
Example 4:
The concentration provides comprehensive exposure to a range of topics;
better: students study diverse topics and will be able to describe the issues and use the methods of the field
Example 5:
Courses provide comparative analyses;
better: students read, write, and practice theoretical approaches and will be able to discuss their critical understandings of the respective strengths and weaknesses of those approaches
Example 6:
Students are expected to understand fundamental conceptual and theoretical propositions;
better: students will be able to describe fundamental conceptual and theoretical propositions
Example 7:
Students comprehend;
better: Students will be able to describe
Example 8: Students are taught the forms . . .;
better: Students will know and will be able to describe
EXAMPLE Learning Outcomes for group work in a course:
On completion of the course, students will have demonstrated their ability to:
- communicate effectively, both orally and in writing, with other group members during the project and in the presentation of the individual and group outcomes of the project
- develop, monitor and continually update a plan for personal contribution to the group project
- negotiate, adopt, review and comment critically on the personal role taken within the group and exercise leadership within that role
- work effectively, in a variety of roles, as part of a team, exercising independence and leadership when appropriate
- identify and apply appropriate quantitative and qualitative tools to elicit a client’s needs and to create innovative solutions to those needs
- elicit and transform a set of customer requirements into a specification for an engineering system to meet an identified need
- collect, critically evaluate and use information from a wide variety of sources to generate a range of solutions to the problems defined, and identify and use suitable criteria to select a single solution for further development
- evaluate the outcomes of the project against the original needs using suitable social, environmental, ethical, economic and commercial measures of performance.
To measure the above learning outcomes students are assessed through a combination of:
- team reports on the design and development task the team undertakes
- oral and poster presentations of the project at a residential event
- personal reflection by the student on their effectiveness as a member of the team
Examples of learning outcomes
Examples of Learning Outcomes:
• Understands integral and differential calculus and uses them in problem solving
"Understand" is not an action word and does not describe what students will be able to do differently as a result of the course. A better outcome might be: “Applies concepts of integral and differential calculus to solve industrial and management engineering problems”
• Express numbers in scientific notation using the correct number of significant digits.
This statement describes a discrete skill, but not an overarching goal of a class. A better outcome might be: “Express and manipulate numbers effectively using the concepts of scientific notation, significant digits, and SI unit measurements.”
• Is able to apply learned information to projects.
Even though the statement talks about ability of applying information does not show exactly how that ability will be measured. A better outcome would be: “Formulates an experimental plan of data gathering to attain a stated objective (develop correlation, test a model, ascertain performance of equipment, etc.).”
• Develops a design strategy, including a plan of attack, decomposition of work into subtasks, development of a timetable. Suggests new approaches and improves on what has been done before. Develops several potential solutions and finds optimum.
This statement meets all the criteria.
• Is able to ientify unknown bacteria using gram stain, biochemical, and other microbiological methods for identification.
This statement meets all the criteria.
• Appreciate the difference between various forms of graphical representation.
This statement is vague and is not measurable. A better outcome might be: “Given a set of data, construct a time series, scatterplot, or histogram to show relationships between quantities.”
• The student has good writing skills.
This statement is too vague to be measurable. A better outcome might be: “Articulates ideas clearly and concisely. Organizes written materials in a logical sequence to enhance the reader's comprehension (paragraphs, subheading, etc.).”
Comparison of a syllabus in two formats: Content based and Learning Outcomes based.
Content based Syllabus
COURSE DESCRIPTION
This course teaches the fundamentals of Educational Psychology. The course covers diverse learning theories, classroom management, and classroom assessment techniques.
We will cover the aspect of human learning as imbedded in contextual factors such as SES, gender, culture, etc. (A typical content-focused course description lists the topics covered in the course, but does not include what the students will do or what is expected of them they will be able to demonstrate by the end of the course.)
COURSE GOAL
The purpose of this course is to provide the fundamentals of human learning and methods that teachers can use to measure the learning process in the classroom setting. (The goal focuses on the instructor since the instructor will provide the information. In fact shows what the instructor will do)
COURSE OBJECTIVES
1. To explain how the human mind learns.
2. To understand the different learning theories.
3. To illustrate the relationships between learning and assessment.
4. To learn different methods of classroom assessment.
5. To understand the different classroom management techniques by applying diverse learning theories
(These course objectives are again content oriented and list in fact the major topics that will be studied in the course. They show what the student will learn, and what the instructor will explain.)
Learning Outcomes based syllabus
COURSE DESCRIPTION
This course will enable students to gather information about several human learning theories. The students will be able to plan classroom management and assessment methods for a hypothetical classroom they were to teach. (This course description does not list the course content and topics to be studied, but describes what the student will be able to do upon successful completion of the course)
COURSE THEMES
Learning theories, classroom management and assessment techniques. (These are the themes addressed in the course.)
LEARNING OUTCOMES
When the students have successfully completed this course they will be able to:
- compare, contrast, and describe the similarities and differences of the learning theories presented in this course.
- critique the strengths and weaknesses of each learning theory as applied to diverse classroom management techniques.
- design and plan for different classroom management techniques according to the cognitive characteristics of learners they would teach and the specific learning theory used.
- use and craft appropriate assessment methods according to the learning theory used in teaching and the cognitive level that was planned to be assessed. (all learning outcomes show what the student will be able to do with the knowledge upon successful completion of the course)
• Understands integral and differential calculus and uses them in problem solving
"Understand" is not an action word and does not describe what students will be able to do differently as a result of the course. A better outcome might be: “Applies concepts of integral and differential calculus to solve industrial and management engineering problems”
• Express numbers in scientific notation using the correct number of significant digits.
This statement describes a discrete skill, but not an overarching goal of a class. A better outcome might be: “Express and manipulate numbers effectively using the concepts of scientific notation, significant digits, and SI unit measurements.”
• Is able to apply learned information to projects.
Even though the statement talks about ability of applying information does not show exactly how that ability will be measured. A better outcome would be: “Formulates an experimental plan of data gathering to attain a stated objective (develop correlation, test a model, ascertain performance of equipment, etc.).”
• Develops a design strategy, including a plan of attack, decomposition of work into subtasks, development of a timetable. Suggests new approaches and improves on what has been done before. Develops several potential solutions and finds optimum.
This statement meets all the criteria.
• Is able to ientify unknown bacteria using gram stain, biochemical, and other microbiological methods for identification.
This statement meets all the criteria.
• Appreciate the difference between various forms of graphical representation.
This statement is vague and is not measurable. A better outcome might be: “Given a set of data, construct a time series, scatterplot, or histogram to show relationships between quantities.”
• The student has good writing skills.
This statement is too vague to be measurable. A better outcome might be: “Articulates ideas clearly and concisely. Organizes written materials in a logical sequence to enhance the reader's comprehension (paragraphs, subheading, etc.).”
Comparison of a syllabus in two formats: Content based and Learning Outcomes based.
Content based Syllabus
COURSE DESCRIPTION
This course teaches the fundamentals of Educational Psychology. The course covers diverse learning theories, classroom management, and classroom assessment techniques.
We will cover the aspect of human learning as imbedded in contextual factors such as SES, gender, culture, etc. (A typical content-focused course description lists the topics covered in the course, but does not include what the students will do or what is expected of them they will be able to demonstrate by the end of the course.)
COURSE GOAL
The purpose of this course is to provide the fundamentals of human learning and methods that teachers can use to measure the learning process in the classroom setting. (The goal focuses on the instructor since the instructor will provide the information. In fact shows what the instructor will do)
COURSE OBJECTIVES
1. To explain how the human mind learns.
2. To understand the different learning theories.
3. To illustrate the relationships between learning and assessment.
4. To learn different methods of classroom assessment.
5. To understand the different classroom management techniques by applying diverse learning theories
(These course objectives are again content oriented and list in fact the major topics that will be studied in the course. They show what the student will learn, and what the instructor will explain.)
Learning Outcomes based syllabus
COURSE DESCRIPTION
This course will enable students to gather information about several human learning theories. The students will be able to plan classroom management and assessment methods for a hypothetical classroom they were to teach. (This course description does not list the course content and topics to be studied, but describes what the student will be able to do upon successful completion of the course)
COURSE THEMES
Learning theories, classroom management and assessment techniques. (These are the themes addressed in the course.)
LEARNING OUTCOMES
When the students have successfully completed this course they will be able to:
- compare, contrast, and describe the similarities and differences of the learning theories presented in this course.
- critique the strengths and weaknesses of each learning theory as applied to diverse classroom management techniques.
- design and plan for different classroom management techniques according to the cognitive characteristics of learners they would teach and the specific learning theory used.
- use and craft appropriate assessment methods according to the learning theory used in teaching and the cognitive level that was planned to be assessed. (all learning outcomes show what the student will be able to do with the knowledge upon successful completion of the course)
How to write LO for your syllabus
Worksheet to write Learning Outcomes
for course purposes when you already have a well set course with an existent syllabus.
Start from the existent syllabus and follow the steps below:
1. List all the assessment methods you use in the course (quiz, test, project, team work, homework assignments, etc.)
2. Think about the goals and reasons you choose that particular assessment method in what concerns the measurement of student learning
3. Derive from the above and write sentences describing what type of student learning will the assessment measure. That is what it is that the students actually do to receive the grade. In the sentence the subject will be the student, and the verb will be the descriptor of the knowledge, ability, skill, behavior, etc. that the student will demonstrate through the respective assessment. (e.g., Students will be able to compare and contrast in writing the theory of X with theory Y; Students will understand and be able to write about important questions in XYZ; Students will be able to think critically and create solutions to problems based on learned content. Students will recall the content and make inferences on key important points. Students will be able to select correct interpretations and solutions to conceptual problems.)
4. These sentences are the learning outcomes which should be listed in the syllabus under the heading “Learning Outcomes.” The learning outcomes and the assessments used in each course should always match.
If, after having gone through this procedure, you are not happy with the list, the chances are good that you are not testing the students on the things you want them to know.
Some guidelines for writing Learning Outcomes are below:
When writing the learning outcomes:
• A good start is to use Bloom’s Taxonomy to guide you in planning the teaching and assessment so that is at all levels of thinking and knowledge
• Use action verbs that show measureable performance
• 4 to 8 sentences are reasonable for a course or program, since the Learning Outcomes must be listed in the syllabus
• Write the sentences in a language that students (and those outside the field) are able to understand
• Usually Learning Outcomes are not content specific (that means they do not describe the topics/content the students will learn in the course)
• The outcomes should focus on the overarching concepts, skills, abilities, behaviors, or attitudes that students will present at the end of the course
• Most important the Learning Outcomes must be measurable, assessable and should imply an assessment (they must match the assessment used in that course to measure student learning), however it should not be too specific to give flexibility in case different instructors teach sections of the same course (the learning outcomes should be the same but the teaching methods and assessment possibly differs from one instructor to the other; in the end students must have the same skills once they complete the course not matter who is the instructor)
• A good rule of thumb is to NOT use in the sentence verbs such as “remember”, “understand”, “learn”, “know”, “have an idea about…” etc. because these verbs indicate internal mental processes --- unless the assessment measures only that --- and on Bloom’s Taxonomy they are represented as lower levels of thinking. Instead use verbs that describe what students will be able to do, produce, or demonstrate. Be sure that you can measure what outcomes you set.
for course purposes when you already have a well set course with an existent syllabus.
Start from the existent syllabus and follow the steps below:
1. List all the assessment methods you use in the course (quiz, test, project, team work, homework assignments, etc.)
2. Think about the goals and reasons you choose that particular assessment method in what concerns the measurement of student learning
3. Derive from the above and write sentences describing what type of student learning will the assessment measure. That is what it is that the students actually do to receive the grade. In the sentence the subject will be the student, and the verb will be the descriptor of the knowledge, ability, skill, behavior, etc. that the student will demonstrate through the respective assessment. (e.g., Students will be able to compare and contrast in writing the theory of X with theory Y; Students will understand and be able to write about important questions in XYZ; Students will be able to think critically and create solutions to problems based on learned content. Students will recall the content and make inferences on key important points. Students will be able to select correct interpretations and solutions to conceptual problems.)
4. These sentences are the learning outcomes which should be listed in the syllabus under the heading “Learning Outcomes.” The learning outcomes and the assessments used in each course should always match.
If, after having gone through this procedure, you are not happy with the list, the chances are good that you are not testing the students on the things you want them to know.
Some guidelines for writing Learning Outcomes are below:
When writing the learning outcomes:
• A good start is to use Bloom’s Taxonomy to guide you in planning the teaching and assessment so that is at all levels of thinking and knowledge
• Use action verbs that show measureable performance
• 4 to 8 sentences are reasonable for a course or program, since the Learning Outcomes must be listed in the syllabus
• Write the sentences in a language that students (and those outside the field) are able to understand
• Usually Learning Outcomes are not content specific (that means they do not describe the topics/content the students will learn in the course)
• The outcomes should focus on the overarching concepts, skills, abilities, behaviors, or attitudes that students will present at the end of the course
• Most important the Learning Outcomes must be measurable, assessable and should imply an assessment (they must match the assessment used in that course to measure student learning), however it should not be too specific to give flexibility in case different instructors teach sections of the same course (the learning outcomes should be the same but the teaching methods and assessment possibly differs from one instructor to the other; in the end students must have the same skills once they complete the course not matter who is the instructor)
• A good rule of thumb is to NOT use in the sentence verbs such as “remember”, “understand”, “learn”, “know”, “have an idea about…” etc. because these verbs indicate internal mental processes --- unless the assessment measures only that --- and on Bloom’s Taxonomy they are represented as lower levels of thinking. Instead use verbs that describe what students will be able to do, produce, or demonstrate. Be sure that you can measure what outcomes you set.
NFL --- template
NFL game
(very good to use when you have a summer course when the NFL games are at the same time, or if you want to use it as an "ice breaker" for a very hard topic)
Think about what you learned in this class and respond shortly to the questions below:
List what is the New concept you learned:
The concept you feel comfortable on teaching your Friend:
Which topic you need to do more Learning:
------------
Author of “NFL game”: Zsuzsanna Szabo, Ph.D.
(very good to use when you have a summer course when the NFL games are at the same time, or if you want to use it as an "ice breaker" for a very hard topic)
Think about what you learned in this class and respond shortly to the questions below:
List what is the New concept you learned:
The concept you feel comfortable on teaching your Friend:
Which topic you need to do more Learning:
------------
Author of “NFL game”: Zsuzsanna Szabo, Ph.D.
One word chapter -- template
One Word Chapter
After reading the assigned text, write below one word that captures the essence of what you’ve read and summarizes your response to it.
_________________________________
(One word summary)
Below explain shortly why you chose the word above and how it provides your summary of the reading:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
After reading the assigned text, write below one word that captures the essence of what you’ve read and summarizes your response to it.
_________________________________
(One word summary)
Below explain shortly why you chose the word above and how it provides your summary of the reading:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Door Pass -- template
DOOR PASS
Name_____________________________________
Write three facts or your reflection on facts you learned this class:
1.__________________________________________________________________
2.__________________________________________________________________
3.__________________________________________________________________
Do you have ONE question related to the content we learned this class period that you would like to ask your teacher?
Ask it:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Name_____________________________________
Write three facts or your reflection on facts you learned this class:
1.__________________________________________________________________
2.__________________________________________________________________
3.__________________________________________________________________
Do you have ONE question related to the content we learned this class period that you would like to ask your teacher?
Ask it:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Minute Paper --- template
In concise, well-planned sentences, please answer the two questions below:
1. What are the two most meaningful things you have learned from the topic we learned in the class today?
2. What is that one question that remains in your mind and you would like to have more information on?
-------------
More teaching strategies to be found in:
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. (2nd ed.). San Francisco: Jossey-Bass.
1. What are the two most meaningful things you have learned from the topic we learned in the class today?
2. What is that one question that remains in your mind and you would like to have more information on?
-------------
More teaching strategies to be found in:
Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. (2nd ed.). San Francisco: Jossey-Bass.
Discipline in Large Classes
* TALKING AND INNATENTION
- Make direct eye contact with those who talk so they know you noticed them
- Make direct eye contact with those who talk so they know you noticed them
- Physically move in proximity of those who talk
- Ask a direct question to the area where they are seated
- Call offending student to remain a minute after class and make a private remark (usually students appreciate when they are not embarrassed in public)
- If you ever have comments in the course evaluations from past courses where students complain of their peers it is a good idea to read those in the first day of class, this creates peer pressure. Also make everyone know that you appreciate if they bring to your awareness that there are peers who disturb the learning process (this creates as well a peer pressure and minimizes misbehavior).
* ARRIVING LATE OR LEAVING EARLY
- Spell clearly the ground rule in the syllabus, explain in the first day of class and let students know that you expect them to come to class on time and in return you will start and finish as scheduled.
- Have a starting ritual: dim the lights before you start talking, play music, ask a group of students in the front row to clap all at once so it draws everyone’s attention, read a joke or a quote of the day, etc.
- Require students to inform you verbally or in writing if they need to arrive or leave early (due to conflict or tight schedule of classes in other buildings) possibly you can reserve a special space in the front or the back of class so they do not disturb the teaching process
- Station the TAs along the back of the classroom and approach those who leave early and ask them what is the reason or if they are okay, why are they leaving, etc.
- Post on the board in the last 5 minutes of the lecture a topic or a question to conclude the teaching of the day and preview the next topic. It is useful to have similar questions on the exam, that way students will be less tempted to leave.
- Let students know that there are costs for arriving late or leaving early; you do not teach two times the same topic, gather assignments in the first 5 minutes or take sporadic attendance in the last 5 minutes of class time by having each student exit the door by turning in one flash card with their name on it. Post TAs at each exit. That way students cannot turn in multiple names at once.
* INNATENDANCE
- Attendance and Participation are different things. Attendance is physical presence, as opposed to participation which involves physical presence but it is not limited to that only. Participation supposes active behavior of being involved in the teaching and learning process that take place in the classroom. If you require attendance then be sure to have a measure for it. Collecting homework, in-class assignments that are collected at the end of the class, a quiz at the end of the class, one minute paper, flash card with name and response to a question on “Muddiest point” (what was the most difficult concept, or topic, a question that remains after today’s lecture).
- A good system to take attendance is by using a extra credit system by having 10 short quizzes at unannounced times in the semester. This will measure attendance and encourage students to be present to your class since most students like to have the extra credit opportunity. You also measure learning in that class time and is a good way to see how your students understand the topics you teach.
- Some students who have lecture notes online consider that notes are sufficient to prepare for exams. Make sure that your students understand the connection between having the notes available upfront and participating in the lecture by learning the application of the concepts. For this reason it is always good to use many examples and practical application in the classroom which clarify the lecture notes posted on the class web, or the text provided in the textbook.
- A good modality to make students aware that you pay attention to their presence in the classroom is to ask them on exam day (when attendance is high) to write on a piece of paper (no names provided) the reason why they missed, or would miss a class, or why they do not attend classes regularly.
* DEADLINES
- The syllabus must present clear statement concerning missed exams, make-up exams, turn in late papers or late homework. Over the semester periodically refer to your policies since students tend to forget and do not pay attention to what is stated in the syllabus.
- If you have clear policies stated in the syllabus, make sure you explain the reason in the first day of classes. Do not make any exceptions from your rules unless in extraordinary circumstances and then in private. Always explain and document the rationale of any policy changes.
- You also must keep the deadlines. If you promise your students that you will turn in the grades at a certain date then do so.
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