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Connecting Student Learning Outcomes to Teaching, Assessment, Curriculum

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Shirley Ching, Judy Donnelly, Masako Kanai-Pak, Judeen Schulte, Fionca Tse, Cynthia Wu ... process of designing outcomes for institutions, programs, and courses ... – PowerPoint PPT presentation

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Title: Connecting Student Learning Outcomes to Teaching, Assessment, Curriculum


1
Connecting Student Learning Outcomes to Teaching,
Assessment, Curriculum
  • Shirley Ching, Judy Donnelly, Masako Kanai-Pak,
    Judeen Schulte, Fionca Tse, Cynthia Wu
  • June 21 and 22, 2007

2
Workshop Outcomes
  • Apply ability-based outcome principles to
    specific programs and clinical areas
  • Complete a process of designing outcomes for
    institutions, programs, and courses
  • Explore how outcomes could be reflected in
    courses or assessments

3

MISSION

EXPECTED OUTCOMES
STUDENT LEARNING
INSTITUTIONAL/ PROGRAM ASSESSMENT

INSTITUTION PROGRAM COURSE
TEACHING
ASSESSMENT
EDUCATIONAL PRINCIPLES
4

Outcomes
  • A set of statements that describe what a student
    will be able to do with what he or she knows as a
    result of a set of learning experiences.
  • Alverno College Faculty (1994). Student
    Assessment-as-Learning at Alverno College.
    Milwaukee, WI Alverno Institute.
  • The general statements that refer to
    characteristics graduates must acquire by the end
    of the program.
  • Billings, D. M. Halstead, J. A. (1998).
    Teaching in nursing A guide for faculty.
  • Philadelphia W. B. Saunders Company
    (p. 182).

5

Behavioral Objectives as related to Outcomes


There is a distinct difference between
behavioral objectives and outcomes from a
pedagogical aspect. Faculty take the
responsibility for shaping the learning
environment so students can meet stated
behavioral objectives. Billings, D. M.
Halstead, J. A. (1998). Teaching in nursing A
guide for faculty. Philadelphia W. B.
Saunders Company (p. 148).



6

Behavioral Objectives as related to Outcomes,
continued


An outcome orientation suggests that the
learning process is dynamic not static, that
students and faculty share the responsibility for
learning, that the faculty role changes from a
person who imparts knowledge to one who
facilitates learning, and that the faculty and
students have the ability for shaping the
learning environment to best fit individual needs
and learning styles. Billings, D. M. Halstead,
J. A. (1998). Teaching in nursing A guide for
faculty. Philadelphia W. B. Saunders Company (p.
148)



7

Functions of Outcomes
  • Provide direction for learning
  • Provide continuity
  • Assure accountability by making teaching/learning
    public and explicit
  • Integrate knowledge, skills, attitudes,
    dispositions


8


Sources of Outcomes



Rethinking and Implementing Outcome
Clarification, Marlene J. Evans, Georgine
Loacker, Ernest G. Palola, New Directions
for Experiential Learning, 12, 1981.
9

FOR LEARNER




INSTITUTIONAL OUTCOMES
PROGRAM OR MAJOR OUTCOMES
COURSE OUTCOMES
ASSESSMENT OUTCOMES



Course Criteria
Institutional Criteria
Program or Major Criteria
Assessment Criteria

Behaviors as Evidence
MOST GENERIC
MOST SPECIFIC
CONTINUUM OF INCREASING SPECIFICATION OF ABILITY
IN CONTEXT
10
Toward outcomes What will the student look like
when she has completed the program? (abilities,
knowledge)
  • Gain autonomy and independence (C C T LL)
  • Able to make appropriate judgment on independent
    nursing interventions (decision-making) (C C T,
    CA)
  • Work together with other health care team
    members, including patients and families (C C
    T GO NSR EL)
  • Effective communication/ good negotiation
    skills/conflict management within team language
    (BTL EL, CA, LL)
  • Advocacy for patients and families (NSR, EL, CA)
    Developing
  • Be aware of organizational systems and how to use
    it well (NSR, EL)
  • Sense of social and national responsibility (NSR)
  • Attain a global and transcultural perspective
    cultural sensitivity to patients and their health
    care needs (GO, CA, BTL, LL)
  • Commitment to developing self and professional
    upgrading (LL, GO, EL)
  • Subject knowledge
  • Ethical and moral and sensitive to patients (CA,
    NSR)
  • All roundedness (ALL)
  • Critical and Creative Thinking (C C T)
  • National and social responsibility (NSR)
  • Lifelong learning (LL)
  • Global outlook (GO)
  • Cultural appreciation (CA)
  • Entrepreneurship and leadership (EL)
  • Bi-Literacy and trilingual literacy (BTL)

11
Institutional Program Alignment
  • All roundedness (ALL)
  • CRITICAL AND CREATIVE THINKING
  • Gain autonomy and independence (C C T LL)
  • Able to make appropriate judgment on independent
    nursing interventions (decision-making) (C C T,
    CA)
  • Work together with other health care team
    members, including patients and families (C C
    T GO NSR EL)
  • NATIONAL AND SOCIAL RESPONSIBILITY
  • Advocacy for patients and families (NSR, EL, CA)
    Developing
  • Be aware of organizational systems and how to use
    it well (NSR, EL)
  • Sense of social and national responsibility (NSR)
  • LIFELONG LEARNING
  • Commitment to developing self and professional
    upgrading (LL, GO, EL)
  • GLOBAL OUTLOOK
  • Attain a global and transcultural perspective
    cultural sensitivity to patients and their health
    care needs (GO, CA, BTL, LL)
  • CULTURAL APPRECIATION
  • Ethical and moral and sensitive to patients (CA,
    NSR)
  • BI-LITERACY AND TRILINGUAL LITERACY
  • Effective communication/ good negotiation
    skills/conflict management within team language
    (BTL EL, CA, LL)
  • Subject knowledge
  • Hong Kong Poly Attributes
  • Critical and Creative Thinking (C C T)
  • National and social responsibility (NSR)
  • Lifelong learning (LL)
  • Global outlook (GO)
  • Cultural appreciation (CA)
  • Entrepreneurship and leadership (EL)
  • Bi-Literacy and trilingual literacy (BTL)
  • ? ADD Communication/
  • Interaction?

12
Course Community Health Nursing third year
Toward Outcomes
  • Content/abilities
  • Integrate principles and practices of primary
    health care to the practice of CHN
  • Recognize the presence of cultural health
    practices in community care
  • Examine the availability of social health
    resources for various nursing interventions
  • Differentiate health promotion strategies for
    healthy and at-risk aggregates
  • Justify health care needs for providing
    appropriate health interventions in individual,
    family, and community level
  • Utilize theories of health education and
    community strategies for public health education
  • Evaluate effectiveness of various communication
    models
  • Relate issues of global health concerns and
    problems
  • Identifying critical factors affecting local and
    global health care system, settings and
    development

13

Criteria for outcome statements
  • Is the outcome multidimensional?
  • Is the outcome something students can use in
    personal and/or professional situations in life?
  • Is the outcome appropriate to the mission/ aims
    of your institution or program?
  • Does the outcome embody potential levels of
    development?

14
Ability as Outcome Descriptors of Global Outlook
GO (Cultural Appreciation, C CT)
  • Tell difference about PHC in different countries
    and different regions of countries
  • Recognize that different regions have different
    resources available, depending on political,
    social, economic, geographic elements and level
    of development
  • Appreciate the needs of people in different
    countries and across (cultural) communities,
    generations, faiths, gender, physical condition,
    sexual preference
  • Not ethnocentric or nationalistic
  • Recognizes own beliefs about superiority of
    country
  • Aware of own assumptions so can understand what
    others think
  • Apply meanings of Global Outlook to achieve
    something

15
Ability as Outcome Global Outlook GO (for ALL
students (Institutional Criteria) 1-2 yr,
Beginning 2-3 yr, Intermediate, Developing 3-4
(Graduate, Advanced)
  • Tell difference about PHC in different countries
    and different regions of countries Nursing
  • Recognize issues of local and global health
    concerns and problems
  • Recognize that different regions have different
    resources available, depending on political,
    social, economic, geographic elements and level
    of development of region ALL Beginning
  • - Identify critical factors affecting local and
    GHC system, settings and development
  • Appreciate the needs of people in different
    countries and across (cultural) communities,
    generations, faiths, gender, physical condition,
    sexual preference ALL Intermediate
  • Recognize issues of local and global health
    concerns and problems
  • Recognizes ethnocentrism or nationalism and how
    it affects relationships with others ALL
    Beginning
  • Recognizes and identifies own beliefs about
    superiority of country ALL
  • - Identify critical factors affecting local and
    GHC system, settings and development
  • Aware of own assumptions and values so can
    understand what others think ALL Intermediate
  • - Identify critical factors affecting local and
    GHC system, settings and development
  • Apply meanings of Global Outlook to achieve
    something ALL Advanced
  • Use relevant evidence to identify critical
    factors affecting local and GHC system, settings
    and development

16

Criteria for outcome statements
  • Is the outcome multidimensional?
  • Is the outcome something students can use in
    personal and/or professional situations in life?
  • Is the outcome appropriate to the mission / aims
    of your institution or program?
  • Does the outcome embody potential levels of
    development?

17
Course Community Health Nursing 3rd
year Course Outcome Use relevant evidence to
identify critical factors affecting local and
global health care system, settings and
development
  • Content/abilities
  • Integrate principles and practices of primary
    health care to the practice of CHN
  • Recognize the presence of cultural health
    practices in community care
  • Examine the availability of social health
    resources for various nursing interventions
  • Differentiate health promotion strategies for
    healthy and at-risk aggregates
  • Justify health care needs for providing
    appropriate health interventions in individual,
    family, and community level
  • Utilize theories of health education and
    communication strategies for public health
    education
  • Evaluate effectiveness of various community
    participation models
  • Relate issues of global health concerns and
    problems
  • Identifying critical factors affecting local and
    global health care system, settings and
    development

18
Revised Course Outcome that integrates ability
and Global Outlook Attribute
  • Use relevant evidence to identify critical
    factors affecting local and global health care
    system, settings and development

19
Framework for Designing Performance Assessments
  • Identify expected outcome(s)
  • Generate list of generic criteria
  • Design performance assessment instrument or
    process
  • Determine who will judge performance
  • Determine feedback process
  • Evaluate assessment instrument or process

20
Operational Definition of Student
Assessment-as-Learning
  • Student Assessment-as-Learning A process in
    operation at Alverno College, integral to
    learning, that involves observation and judgment
    of each students performance on the basis of
    explicit criteria, with resulting feedback to the
    student. It serves to confirm student
    achievement and provides feedback to the student
    for the improvement of learning and to the
    instructor for the improvement of teaching.

21

OUTCOME (ABILITY INTEGRATED WITH
KNOWLEDGE)
Alverno Student Assessment-as-Learning Design and
Implementation Process

Performance Instrument or Process (Stimulus/Contex
t)
Components (or General Criteria)
Judgment by Assessors (Including Self)
Specific Criteria
Student Performance
Feedback
Evaluation
  • Alverno College Faculty (1994). Student
    Assessment-as-Learning at Alverno College.
  • Milwaukee, WI Alverno Institute.

22

Ability as Outcome Global Outlook (for ALL
students (Institutional Criteria) 1-2 yr,
Beginning 2-3 yr, Intermediate, Developing 3-4
(Graduate, Advanced)
  • Tell difference about PHC in different countries
    and different regions of countries Nursing
  • Recognize issues of local and global health
    concerns and problems
  • Recognize that different regions have different
    resources available, depending on political,
    social, economic, geographic elements and level
    of development of region ALL Beginning
  • - Identify critical factors affecting local and
    GHC system, settings and development
  • Appreciate the needs of people in different
    countries and across (cultural) communities,
    generations, faiths, gender, physical condition,
    sexual preference ALL Intermediate
  • Recognize issues of local and global health
    concerns and problems
  • Recognizes ethnocentrism or nationalism and how
    it affects relationships with others ALL
    Beginning
  • Recognizes and identifies own beliefs about
    superiority of country ALL
  • - Identify critical factors affecting local and
    GHC system, settings and development
  • Aware of own assumptions and values so can
    understand what others think ALL Intermediate
  • - Identify critical factors affecting local and
    GHC system, settings and development
  • Apply meanings of Global Outlook to achieve
    something ALL Advanced
  • Use relevant evidence to identify critical
    factors affecting local and GHC system, settings
    and development

23
Description of Student Level, Course, Previous
Experience in Developing the Ability / Outcome
  • Level Third Year student
  • Course Community Health Nursing
  • Previous Experience Beginning, intermediate
    learning re Global Outlook Attribute

24
Course Outcome Use relevant evidence to identify
critical factors affecting local and GHC system,
settings and development
  • Relevant Content/Experiences of Course Input re
  • Role of health promotion
  • Speakers on primary care
  • Articles related to current health concerns,
    e.g., cancer, obesity

25
Performance Assessment Stimulus / Instrument /
Process (Based on Student Context and Experience
with Abilities Input Mode Response Mode
Student Role Directions)
  • Project Plan, execute, and evaluate a health
    promotion event
  • Course input Role of health promotion speakers
    on primary care articles related to current
    health concerns, e.g., cancer, obesity
  • Input Oral, written, aural, visual
  • Response
  • Group work (interaction)
  • Mentor to help with plan (interaction)
  • Written paper
  • Oral Presentation
  • Student Role Member of student group and bigger
    team, student community nutrition educator

26
Performance Assessment Directions
  • Written and oral directions to develop these
    Products and facilitate processes
  • Group work with small group and then with mentors
    from institution
  • Written report of planning, execution, evaluation
    plus self assessment (next time would keep ___
    and change ___)
  • Poster regarding content and also publicity
  • Presentation to publics school, employers,
    alums

27
Specific Criteria Related to Performance
  • Speaking criteria
  • Elements to include in developing criteria for
    assessment of posters
  • Aesthetic presentation
  • Accurate information
  • Documentation of sources, etc.

28
Self Assessment
  • Self Assessment is the ability of a student to
    observe, analyze, and judge her performance on
    the basis of criteria and determine how she can
    improve it. The process of self-observation
    leading to self-judgment leading to
    self-correction is a multi-dimensional process.
  • Alverno College Faculty, 1994

29
Self Assessment Process
  • Evaluate process and products and write about
    things would do would keep and change the next
    time asked to do similar performances

30
Assessment and Feedback to Students
  • Train alums on criteria and ask that they
    function as external assessors to provide written
    and/or oral feedback, based on criteria (as
    substitute for instructor feedback faculty
    determines how assessment contributes toward
    course grade and course success)
  • Discuss criteria with students and ask that they
    pair up to provide feedback (may be written or
    oral)
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