In this ASCCC Noncredit Insititute 2024 session, we discussed how to create effective, measurable SLOs that support inclusive, equitable learning opportunities and fosters access, success, and support.
Student Learning Outcomes (SLOs) define the specific knowledge, skills, attitudes, and habits students are expected to obtain from a learning experience. SLOs are more specific than goals and describe observable student behaviors. Well-written SLOs are flexible, learner-focused, realistic, applicable, integrated, assessable, timely, and use action verbs to describe the intended learning. When writing SLOs, authors should consider the domain or competency addressed, include conditions and criteria for evaluation, and ensure the outcome can be demonstrated through observable student behavior. Examples of SLOs are provided for different domains that specify behaviors like identifying gaps, developing social media plans, and contributing suggestions.
The document outlines an upcoming workshop on developing syllabi and teaching materials using the Understanding by Design (UBD) paradigm. It will take place from May 15-17, 2023 and include sessions on designing syllabi based on backward design, understanding UBD, analyzing teaching materials, creating lesson plans, and providing feedback. UBD is a framework that focuses on designing curriculum to facilitate students transferring their knowledge. The workshop will help educators develop learning experiences that deepen student understanding and allow them to apply their learning.
Developing a teacher performance appraisalCarlo Magno
This document discusses frameworks for developing teacher performance appraisals. It begins by introducing the SABER model for assessment standards. It then discusses selecting a teaching framework to define the domains and components of teacher performance that will be assessed. Some example teaching frameworks mentioned include Marzano's teacher evaluation model, Danielson's framework for teaching, and learner-centered teaching frameworks. The document goes into detail describing the domains and elements of Marzano's model. It also provides a brief overview of Danielson's framework and the learner-centered teaching framework. The goal is to guide the development of a teacher performance appraisal by selecting an appropriate teaching framework to define the assessment domains and guide the item writing process.
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
Enhancing and assessing your work based learning plan nyc series #2Sarah Hickert
This document discusses supporting work-based learning plans in career academies. It provides examples of how to connect classroom learning to career skills and work-based learning activities. It also discusses assessing work-based learning plans to ensure they are meeting student learning outcomes and developing college and career readiness. Key aspects include tying work-based learning activities to career goals, assessing students before, during and after activities, using a student certification and assessment system, and ensuring all students are included in developmental experiences.
This document outlines a 3-day training on redesigning courses for online and active learning. Day 1 covers learning theories and course design principles. It discusses assessment strategies and effective teaching models. Day 2 focuses on e-learning tools for content delivery, collaboration, and individual learning styles. Day 3 presents online learning tools for facilitation, discussion boards, and emerging technologies, as well as assessing and grading online. The document provides examples of active learning techniques and principles of backward course design starting with learning outcomes. It emphasizes the importance of formative assessment and using rubrics to provide feedback to students.
This document provides an overview of online assessment. It defines assessment and describes differences between online and traditional assessment. The document outlines four categories of assessments: formative, summative, objective, and subjective. It also discusses learning objectives and the importance of aligning objectives, learning activities, and assessments. The document concludes by addressing academic integrity in online courses and strategies to promote it such as the virtues, policing, and preventative approaches.
Coherent and Rigorous Instructional ProgramsRobert Leneway
This document summarizes a session on developing coherent and rigorous instructional programs. It discusses the importance of aligning curriculum, instruction, and assessment. School leaders attended and performed a scan of their school's instructional program, identifying areas of strength and concern. Topics discussed included developing essential standards, integrating curriculum, using high-impact instructional strategies, incorporating technology, and balancing standardized tests with broader skills. The goal was for school leaders to develop priorities for continuous school renewal focused on student-centered, 21st century learning.
Student Learning Outcomes (SLOs) define the specific knowledge, skills, attitudes, and habits students are expected to obtain from a learning experience. SLOs are more specific than goals and describe observable student behaviors. Well-written SLOs are flexible, learner-focused, realistic, applicable, integrated, assessable, timely, and use action verbs to describe the intended learning. When writing SLOs, authors should consider the domain or competency addressed, include conditions and criteria for evaluation, and ensure the outcome can be demonstrated through observable student behavior. Examples of SLOs are provided for different domains that specify behaviors like identifying gaps, developing social media plans, and contributing suggestions.
The document outlines an upcoming workshop on developing syllabi and teaching materials using the Understanding by Design (UBD) paradigm. It will take place from May 15-17, 2023 and include sessions on designing syllabi based on backward design, understanding UBD, analyzing teaching materials, creating lesson plans, and providing feedback. UBD is a framework that focuses on designing curriculum to facilitate students transferring their knowledge. The workshop will help educators develop learning experiences that deepen student understanding and allow them to apply their learning.
Developing a teacher performance appraisalCarlo Magno
This document discusses frameworks for developing teacher performance appraisals. It begins by introducing the SABER model for assessment standards. It then discusses selecting a teaching framework to define the domains and components of teacher performance that will be assessed. Some example teaching frameworks mentioned include Marzano's teacher evaluation model, Danielson's framework for teaching, and learner-centered teaching frameworks. The document goes into detail describing the domains and elements of Marzano's model. It also provides a brief overview of Danielson's framework and the learner-centered teaching framework. The goal is to guide the development of a teacher performance appraisal by selecting an appropriate teaching framework to define the assessment domains and guide the item writing process.
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
Enhancing and assessing your work based learning plan nyc series #2Sarah Hickert
This document discusses supporting work-based learning plans in career academies. It provides examples of how to connect classroom learning to career skills and work-based learning activities. It also discusses assessing work-based learning plans to ensure they are meeting student learning outcomes and developing college and career readiness. Key aspects include tying work-based learning activities to career goals, assessing students before, during and after activities, using a student certification and assessment system, and ensuring all students are included in developmental experiences.
This document outlines a 3-day training on redesigning courses for online and active learning. Day 1 covers learning theories and course design principles. It discusses assessment strategies and effective teaching models. Day 2 focuses on e-learning tools for content delivery, collaboration, and individual learning styles. Day 3 presents online learning tools for facilitation, discussion boards, and emerging technologies, as well as assessing and grading online. The document provides examples of active learning techniques and principles of backward course design starting with learning outcomes. It emphasizes the importance of formative assessment and using rubrics to provide feedback to students.
This document provides an overview of online assessment. It defines assessment and describes differences between online and traditional assessment. The document outlines four categories of assessments: formative, summative, objective, and subjective. It also discusses learning objectives and the importance of aligning objectives, learning activities, and assessments. The document concludes by addressing academic integrity in online courses and strategies to promote it such as the virtues, policing, and preventative approaches.
Coherent and Rigorous Instructional ProgramsRobert Leneway
This document summarizes a session on developing coherent and rigorous instructional programs. It discusses the importance of aligning curriculum, instruction, and assessment. School leaders attended and performed a scan of their school's instructional program, identifying areas of strength and concern. Topics discussed included developing essential standards, integrating curriculum, using high-impact instructional strategies, incorporating technology, and balancing standardized tests with broader skills. The goal was for school leaders to develop priorities for continuous school renewal focused on student-centered, 21st century learning.
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
Sabrina Crawford, the (former) VP of Institutional Effectiveness and Dr. Laura Williamson, the Director of the MBA program presented at the Association for Institutional Research (AIR) annual conference May 20, 2013. The AIR Forum is the world’s largest gathering of higher-education professionals working in institutional research, assessment, planning and related post-secondary education fields. The conference included presentations by colleagues representing all sectors of higher education and an exhibit hall that featured the latest tools and resources to support data use for decision making.
City University of Seattle created a program assessment process that utilizes Folio180’s ePortfolio to gather and track both formative feedback and summative analysis of student learning directly related to achievement of program learning outcomes. Sabrina and Laura presented on the utilization of Folio180, program assessment, and the data collection process as well as initial MBA program results.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
The document provides guidance on constructing intended learning outcomes at the course level (CILOs). It defines CILOs as describing the specific knowledge, skills, and attitudes students are expected to develop by the end of a course. Guidelines are given for writing effective CILO statements, such as using active verbs to describe observable performances, focusing on significant and essential learnings, and reflecting the three learning domains of cognitive, affective, and psychomotor skills. Bloom's Taxonomy is referenced as a tool to help classify learning objectives according to cognitive level. Examples of well-written CILO statements are also provided.
The document outlines Jonathan P. Costa's work on building coherence in education systems. It discusses the need to focus on high-leverage student learning goals, align measures and assessments to evaluate progress towards goals, and connect instructional practices, professional development, and organizational systems and structures to support goal attainment. Costa provides tools and frameworks to help map these elements of coherence within a district or school.
Teaching with digital badges best practices for librariescredomarketing
University at Albany librarians Kelsey O'Brien and Trudi Jacobson discuss the digital badging program they’ve implemented at their library, and outline tips and best practices regarding badging. The presenters, editors of Teaching with Digital Badges: Best Practices for Libraries (Rowman & Littlefield, 2018), will provide attendees with lessons learned and advice on how to launch your own micro-credentialing effort and make it a success.
This document presents a scavenger hunt created to help faculty demonstrate knowledge of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules that address techniques for effective communication, setting expectations, providing feedback, engagement of struggling students, and establishing online behavior guidelines. Each module prompts completion of an online activity and questions to help teachers understand how to apply the standard. The overall goal is for teachers to exhibit strong communication skills, timely feedback, clear expectations, and use of tools to support diverse learners.
This document discusses formative assessments and feedback. It defines formative assessments and different types of assessments. Research shows that formative assessments, when implemented properly, can significantly improve student learning. Effective feedback is also critical and should be timely, specific, and focus on helping students improve. The document provides guidance on setting goals, using feedback strategies, and meeting the needs of different types of learners.
ECIS Standards-Based Assessment Pre-ConferenceSue Williams
Here are a few responses from the group using the consultative protocol:
On making it a priority:
- Start small by focusing on one subject area or grade level at a time. Make incremental progress rather than trying to overhaul everything at once.
- Emphasize how clear standards and assessments can benefit teaching and learning rather than seeing it as extra work. Frame it as improving instruction.
- Get administrator buy-in and support to help prioritize the work.
On school leadership:
- Strong, clear communication from leadership on the goals and importance of standards-based grading helps set expectations and priorities.
- Consistency between what leadership says is important and how time/resources are allocated is key. Actions
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
This document provides an agenda and background information for a virtual meeting as part of the TOWN 2013 Phase 2 numeracy initiative. The meeting will focus on continuous assessment, feedback strategies, and planning for sustainability of the program. Teachers are asked to complete tasks between meetings, including assessing students during a lesson, providing feedback on the lesson and assessment, and continuing to update student progress records. The next meeting will be on November 4th to discuss feedback from continuous assessments, implementing self-feedback activities, and completing tracking sheets and assessments for the program.
This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. The study aims to determine if developing assessment literacy benefits student performance.
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
This document provides an introduction to online assessment. It defines assessment and describes the importance of alignment between objectives, learning activities, and assessments. It distinguishes between formative and summative assessments and objective and subjective assessments. The document outlines strategies for effective implementation of online assessments and explains how to write measurable learning objectives. It emphasizes that assessments should provide evidence that students have achieved the intended learning objectives.
Sabrina Crawford, the (former) VP of Institutional Effectiveness and Dr. Laura Williamson, the Director of the MBA program presented at the Association for Institutional Research (AIR) annual conference May 20, 2013. The AIR Forum is the world’s largest gathering of higher-education professionals working in institutional research, assessment, planning and related post-secondary education fields. The conference included presentations by colleagues representing all sectors of higher education and an exhibit hall that featured the latest tools and resources to support data use for decision making.
City University of Seattle created a program assessment process that utilizes Folio180’s ePortfolio to gather and track both formative feedback and summative analysis of student learning directly related to achievement of program learning outcomes. Sabrina and Laura presented on the utilization of Folio180, program assessment, and the data collection process as well as initial MBA program results.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
The document provides guidance on constructing intended learning outcomes at the course level (CILOs). It defines CILOs as describing the specific knowledge, skills, and attitudes students are expected to develop by the end of a course. Guidelines are given for writing effective CILO statements, such as using active verbs to describe observable performances, focusing on significant and essential learnings, and reflecting the three learning domains of cognitive, affective, and psychomotor skills. Bloom's Taxonomy is referenced as a tool to help classify learning objectives according to cognitive level. Examples of well-written CILO statements are also provided.
The document outlines Jonathan P. Costa's work on building coherence in education systems. It discusses the need to focus on high-leverage student learning goals, align measures and assessments to evaluate progress towards goals, and connect instructional practices, professional development, and organizational systems and structures to support goal attainment. Costa provides tools and frameworks to help map these elements of coherence within a district or school.
Teaching with digital badges best practices for librariescredomarketing
University at Albany librarians Kelsey O'Brien and Trudi Jacobson discuss the digital badging program they’ve implemented at their library, and outline tips and best practices regarding badging. The presenters, editors of Teaching with Digital Badges: Best Practices for Libraries (Rowman & Littlefield, 2018), will provide attendees with lessons learned and advice on how to launch your own micro-credentialing effort and make it a success.
This document presents a scavenger hunt created to help faculty demonstrate knowledge of the iNACOL Standard D, which focuses on a teacher's ability to promote student success through clear expectations, prompt feedback, and regular communication. The scavenger hunt includes 6 modules that address techniques for effective communication, setting expectations, providing feedback, engagement of struggling students, and establishing online behavior guidelines. Each module prompts completion of an online activity and questions to help teachers understand how to apply the standard. The overall goal is for teachers to exhibit strong communication skills, timely feedback, clear expectations, and use of tools to support diverse learners.
This document discusses formative assessments and feedback. It defines formative assessments and different types of assessments. Research shows that formative assessments, when implemented properly, can significantly improve student learning. Effective feedback is also critical and should be timely, specific, and focus on helping students improve. The document provides guidance on setting goals, using feedback strategies, and meeting the needs of different types of learners.
ECIS Standards-Based Assessment Pre-ConferenceSue Williams
Here are a few responses from the group using the consultative protocol:
On making it a priority:
- Start small by focusing on one subject area or grade level at a time. Make incremental progress rather than trying to overhaul everything at once.
- Emphasize how clear standards and assessments can benefit teaching and learning rather than seeing it as extra work. Frame it as improving instruction.
- Get administrator buy-in and support to help prioritize the work.
On school leadership:
- Strong, clear communication from leadership on the goals and importance of standards-based grading helps set expectations and priorities.
- Consistency between what leadership says is important and how time/resources are allocated is key. Actions
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
This document provides an agenda and background information for a virtual meeting as part of the TOWN 2013 Phase 2 numeracy initiative. The meeting will focus on continuous assessment, feedback strategies, and planning for sustainability of the program. Teachers are asked to complete tasks between meetings, including assessing students during a lesson, providing feedback on the lesson and assessment, and continuing to update student progress records. The next meeting will be on November 4th to discuss feedback from continuous assessments, implementing self-feedback activities, and completing tracking sheets and assessments for the program.
This document compares and contrasts the traditional lesson planning model with the backwards design model. The traditional model focuses on identifying learning objectives and standards, then planning activities, and finally assessment. The backwards design model starts with identifying learning outcomes, then planning assessments to measure those outcomes, and finally developing learning activities. The document provides an example of applying backwards design to plan a lesson on identifying characters, plot, setting, and theme in stories. Key steps include identifying the learning goal aligned to standards, planning assessments like performance tasks and short responses, and developing learning activities like using rubrics and interactive online games.
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. This suggests developing assessment literacy may benefit student performance.
The document discusses a case study evaluating whether enhancing assessment literacy in first-year business students at Middlesex University leads to improved performance. It describes a 12-week program to introduce students to different assessments and provide support. Evaluation found the enhanced students' grades were slightly lower overall, though understanding of assessments and confidence in some areas was higher. Regression analysis showed understanding of essay requirements predicted essay grades for enhanced students. The study aims to determine if developing assessment literacy benefits student performance.
The following slide deck highlights specific strategies teachers may utilize to enable students to develop assessment capabilities, a growth mindset, and the knowledge and skills to support others in their learning. This presentation was delivered at ASCD New Orleans 2016
Similaire à Equity-Driven Learning: Crafting Equitable SLOs (20)
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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3. Equity Driven Learning & SLOs
Define equity-driven learning
Supporting equity-driven learning through well-written Student
Learning Outcomes (SLOs)
Examine characteristics of well-written SLOs
Practical strategies to incorporate processes to develop equity-driven
outcomes, close the feedback loop, and continuously improve student
learning opportunities.
3
4. Equity –Driven Learning
• An approach to education that prioritizes fairness, inclusivity, and
justice for all students, regardless of their background, identity, or
circumstances.
• Mindset
• Inclusive Environment
• Equity-focused teaching
4
5. What are the differences between noncredit
and credit SLOs?
• Responses
• None
• ??
• Psychmoter vs. cognitive
• Not too many differences?
• There shouldn’t be a difference between credit and noncredit SLOs.
• No differences for mirrored courses.
• There should be none.
• No difference
• None?
• No-difference
• Nothing
5
6. Answer: What are the differences between
noncredit and credit SLOs?
•There is no difference between noncredit
and credit SLOs.
6
8. Equity-Driven Instruction & SLOs
• Well-written SLOs are essential to equity-driven Student Learning
Outcomes
• Criteria for Development
• Appropriate to Mission
• Need
• Curriculum Standards
• Compliance
(CCCCO, 2023)
8
9. Bloom’s Taxonomy
• 1956 - Created by Benjamin,
Max Englehart, Edward Furst,
Walter Hill, and David
Krathwohl.
• Focused on the Cognitive Domain
• 2001 – Current iteration,
Bloom’s Revised Taxonomy,
Developed by Lorin Anderson
and David Krathwohl
(Owen Wilson, 2020)
9
11. Creating Instructional Goals
• SLOs are the goals for student learning
• What knowledge, skills, or attitudes are needed to
address the learning gap?
• How important are the knowledge, skills, or attitudes
identified?
• What needs should be given priority for this course?
• Focus on what the learner can do as a result of the
instruction
• Good outcomes can be broken down into sub-parts that
become the objectives.
(Brown & Green, 2019; Dick et al., 2014)
11
12. Identifying a Rhombus
• What are the major elements that
learners must know how to do?
(A. Brown & Green, 2016; Smith & Ragan, 2005b)
12
13. Other Considerations
• What skills or knowledge is required to accomplish the outcomes?
• Essential Prerequisites
• What are the relevant prerequisite skills that are part of the total skill and are
necessary for success?
• Supportive Prerequisites
• May make learning easier or faster but aren’t necessary for success
• Keep in mind that if you miss a skill, topic, or concept, then the learner
may not accomplish the outcomes.
• Not every skill needs to be taught.
• Those skills become the entry skills or knowledge that learners should have
when they begin the class.
• Don’t focus on learning or instructional strategies at this point
13
A. Brown & Green, 2016; Gange et al., 2004; Morrison et al., 2019)
14. What prerequisite skills or knowledge does a
student need to create a Google Slide presentation?
• Responses
• Basic word processing
• Maybe use AI to help
• Logging onto the computer and using a browser
• How to copy and paste
• Also more basically what is a presentation supposed to be like?
• Internet access
• Outlining
• Basic keyboarding skills. Understand icons on slides to alter text, add images, etc.
• Find google suite top right “waffle”
• Use a computer, use internet, how to use Google slides, images?, email,
• How to log on to google
• How to use a computer
• Be able to log into Google.com
14
16. What About the Learner?
• Who is the target audience?
• Think about learners as they are
• What are they like, and what do they know?
• Avoid thinking about learners in terms of should
• Characteristics to keep in mind
• Gender, Ethnicity, & Racial Group
• Aptitudes
• Developmental State
• Prior Learning
• Types and Conditions of Learning
16
(Smith & Ragan, 2005a)
17. Characteristics of Well-Written SLOs (1 of 2)
17
Characteristic Description
Specific A description of what the student will be able to do
Measurable The conditions under which the student will perform the task
Achievable The criteria for evaluating student performance
Relevant The student will value the learning a year from now
18. Characteristics of Well-Written SLOs (2 0f 2)
1. A complete statement with an operational verb.
2. The verb is the central element of an outcome, referring to events or
specific actions, not states.
3. Can be demonstrated during the time the student is enrolled at the
institution.
4. The verb discretely describes what the student does.
5. Clearly state the competence or proficiency
18
(Adelman, 2015)
19. SLO Habits to Break
• Using words that aren’t meaningful to students
• Ability
• Capacity
• Teamwork
• Communicate
• Teamwork
• Words that describe routine learning activities
• Ask
• Consider
• Practice
• Read
• Think 19
(Adelman, 2015)
20. SLO Makeovers: Before
The student will
1. demonstrate a basic knowledge of the principles and elements of
design.
2. outline and practice presentation skills.
3. perform operations on sets and use Venn Diagrams to represent sets
and draw conclusions about the represented sets.
4. communicate their opinion about a given topic.
20
21. SLO Makeovers: After
Participant Responses
• Present an organized talk on a chosen or assigned topic.
• The student will present a topic using PowerPoint slides that meet the rubric for the
assignment.
• Students will identify how to use a Venn Diagram to compare and contrast a
mathematical equation.
• Write a summary of each of the 9 principles of design providing examples
• Students will create 10 slides (add Roman numerals, numbers and abc order), with
minimum of 3 images,and 1 line of text.
• Evaluate opinions on a given topic.
• Identify describe and use the elements of design to x
• Defend an opinion on a given topic.
21
22. Practical Strategies
• List the cognitive level on the COR
• (Understanding) Compare
• (Evaluating) Compare
• Check for alignment at all levels
• Outcomes
• Objectives
• Assessments
• Instructional Strategies
• Instructional Materials
• Close the feedback loop!
• Evaluate the design and learning process and revise as often as needed
22
24. What is your MVP (Most Valuable Point) from
this session?
24
25. References (1 of 3)
Adelman, C. (2015). To Imagine a Verb: The Language and Syntax of Learning Outcomes Statements (No.
24). National Institute for Learning Outcomes Assessment.
Brown, A., & Green, D. L. C. (2016). Task analysis. In The essentials of instructional design: Connecting
fundamental principles with process and practice (3rd ed., pp. 59–71). Pearson.
Brown, A. H., & Green, T. D. (2019). Instructional Goals and Objectives. In The essentials of instructional
design (3rd ed., pp. 103–117). Routledge.
CCCCO. (2023). Program and Course Approval Handbook. {California Community College Chancellor’s
Office}. https://www.cccco.edu/-/media/CCCCO-Website/docs/curriculum/program-course-approval-
handbook-8th-edition.pdf
25
26. References (2 of 3)
Dick, W., Carey, L., & Carey, J. O. (2014). Identifying instructional goals using front-end analysis. In The
systematic design of instruction (8th ed., pp. 14–39). Pearson Education.
Gange, R. M., Wager, G. G., Golas, K. C., & Keller, J. M. (2004). Analysis of a learning task. In Principles of
instructional design (5th ed., pp. 151–171). Wadsworth, Cengage Learning.
Morrison, G. R., Ross, S. J., & Kalman, H. K. (2019). Task Analysis. In Designing effective instruction (8th ed.,
pp. 74–102). John Wiley & Sons.
Owen Wilson, L. (2020). Bloom’s taxonomy revised. Https://thesecondprinciple.com.
https://thesecondprinciple.com/essential-teaching-skills/blooms-taxonomy-revised/
26
27. References (3 of 3)
Pappas, C. (2013, January 4). The 60-Second Guide To Blooms Taxonomy. ELearning Industry.
https://elearningindustry.com/the-60-second-guide-to-blooms-taxonomy
Reigeluth, C. M., Beatty, B. J., & Myers, R. D. (Eds.). (2017). Instructional-design theories and models: The
learner-centered paradigm of education: Vol. IV. Routledge.
Shabatura, J. (2014). Using Bloom’s Taxonomy to Write Effective Learning Outcomes.
https://tips.uark.edu/using-blooms-taxonomy/
Smith, P. L., & Ragan, T. J. (2005a). Instructional analysis: Analyzing the learners. In Instructional Design (3rd
ed., pp. 57–74). Wiley Jossey-Bass Education.
Smith, P. L., & Ragan, T. J. (2005b). Instructional analysis: Analyzing the learning task. In Instructional design
(3rd ed., pp. 75–105). Jossey-Bass. 27
28. Let’s Stay in Touch!
Janet Williams
Janet.Williams@noce.edu
Tina McClurkin
tmcclurkin@noce.edu
28
29. Book Recommendation
This is the taxonomy book mentioned during the session.
Lambe, P. (2007). Organising knowledge: Taxonomies, knowledge, and
organisational effectiveness. Chandos Publishing (Oxford).
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