Learning Objectives

Phương pháp giảng dạy đại học theo học chế tín chỉ

Phần 4

Xây dựng mục tiêu học tập

Copyright © 2009 Trung tâm nghiên cứu cải tiến phương pháp dạy và học đại học – ĐH KHTN TP HCM

Phương pháp giảng dạy đại học theo học chế tín chỉ

Xây dựng mục tiêu học tập

ĐỀ CƯƠNG

CHỦ ĐỀ: XÂY DỰNG MỤC TIÊU HỌC TẬP  Giảng viên: o

ThS. Vũ Thị Lan Hương

[email protected],

o

ThS. Nguyễn Thành Hải

[email protected]

 Số tiết: 08 tiết (2 buổi)  Mục tiêu: Sau phần này, các học viên sẽ có khả năng: o Nhận ra những ưu điểm, lợi ích của kết quả học tập mong đợi (KQHTMĐ) o Phân biệt được các khái niệm cơ bản liên quan đến các kết quả học tập mong đợi (LOs) o Xác định được một “checklist” để kiểm tra các KQHTMĐ o Thiết kế được KQHTMĐ cho môn học mình phụ trách  Đánh giá: o Thảo luận o Bài tập  Tài liệu tham khảo: o o o o o o o o o

http://www.itl.usyd.edu.au/Tutoring/study/aims/index.html - a practical guide on developing learning objectives, produced by the University of Sydney. http://www.calt.monash.edu.au/staff-teaching/support/objectives.html - detailed discussion of writing learning objectives http://www.tlc.murdoch.edu.au/gradatt/objectivesLearning.html - a brief explanation of aligning learning objectives and content and learning activities and assessment, with links to lists of action verbs you can use when writing objectives http://www.lts.rmit.edu.au/renewal/learning/writing_learning_objectives.doc - a brief discussion of aligning a course’s objectives, activities and assessments, with a Human Resources Management students’ perspective http://adulted.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fwww.nwlink.com%2F%7 Edonclark%2Fhrd%2Ftemplates%2Fobjectivetool.html -a quick step by step guide for writing learning objectives http://www.coun.uvic.ca/learn/program/hndouts/bloom.html - Bloom’s taxonomy of learning with an emphasis on asking assessment questions based on each cognitive domain http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm - looks at each of Bloom’s domains of learning (cognitive, affective, psychomotor) and suggests behaviour descriptions, activities and action verbs for each of the six levels of learning http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html - includes a table which clearly defines each of the six levels of learning in Bloom’s cognitive domain taxonomy, along with sample verbs and sample behaviours for writing learning objectives. L'Allier, J. J. (1997). A Frame of Reference: NETg's Map to Its Products, Their Structures and Core Beliefs. See also: http://www.netg.com/research/whitepapers/index.asp

Copyright © 2009 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM www.cee.hcmuns.edu.vn

Phương pháp giảng dạy đại học theo học chế tín chỉ

Xây dựng mục tiêu học tập

 Các hoạt động và nội dung chính: Buổi 1:

Mục tiêu: Sau buổi 1 học viên có khả năng  Xác định được ý nghĩa và lợi ích của LOs đối với đối với sinh viên và giảng viên  Phân biệt các khái niệm liên quan đến LOs (Learning goals, Learning objectives, Learning outcomes)  Nhận biết được vai trò của LOs trong hệ thống đào tạo  Diễn giải được 5 yêu cầu chính của một LOs được xây dựng tốt  Phân biệt được các mức tư duy khác nhau ở ba phạm vi (nhận thức, kỹ năng, thái độ) trong thang phân loại Bloom

Nội dung

Hoạt động

Thời lượng

Ý nghĩa cuả LOs Học viên cần : - Nêu được các ích lợi của việc xây dựng LOs đối với sinh viên - Nêu được các ích lợi của việc xây dựng LOs đối với giảng viên

Hoạt động nhóm, trình bày slide

40’

Định nghĩa và phân loại LOs Học viên cần : - Phân biệt được khái niệm goals, learning objectives, learning outcomes

Hoạt động nhóm, trình bày slide

30’

Vai trò cuả LOs Học viên cần : - Xác định được mối liên hệ của LOs trong hệ thống giảng dạy

Hoạt động nhóm

30’

Các yêu cầu cuả LOs tốt Học viên cần : - Diễn giải được 5 yêu cầu chính của một LOs được xây dựng tốt (Specific, Measurable,

Hoạt động nhóm: động não từng nhóm và đề xuất các tính chất cần có của một LO tốt, sau đó giảng viên trình bày slide đúc kết

20’

Trình bày slide, cho ví dụ và xen kẽ với câu hỏi, bài tập ngắn cá nhân

60’

Achievable, Realistic, Timely) Định nghĩa LO cho các cấp độ tổ chức, cấp độ nhận thức, kỹ năng, thái độ khác nhau Học viên cần : - Phân biệt được khái niệm cũng như quan hệ giữa các loại LO này - Kể ra được các thang nhận thức trong Bloom, các thang về kỹ năng và thái độ

Bài tập về nhà: Học viên đọc kỹ thang phân loại Bloom trong tài liệu để có thế áp dụng trong buối sau

Copyright © 2009 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM www.cee.hcmuns.edu.vn

Phương pháp giảng dạy đại học theo học chế tín chỉ

Buổi 2:

Xây dựng mục tiêu học tập

Mục tiêu: Sau buổi 2 học viên có khả năng  Mô tả được các bước trong quy trình thiết kế LOs  Vận dụng các kiến thức đã học để xây dựng LOs  Xây dựng được “checklist” kiểm tra LOs  Sử dụng “checklist” kiểm tra LOs vừa xây dựng  Nhận thức được tính cần thiết của việc thường xuyên đánh giá, cập nhật LOs

Nội dung

Hoạt động

Thời lượng

Kiểm tra bài tập về nhà Sử dụng và quản lý thời gian trên lớp có hiệu quả. Học viên cần: Bài tập nhỏ cá nhân - Áp dụng được thang phân loại Bloom cho LOs

30’

Quy trình xây dựng LOs Học viên cần: Trình bày slide - Nêu được các bước (theo quy trình đề nghị) cần thực hiện khi xây dựng LOs

20’

Vận dụng kiến thức Mỗi học viên xây dựng LO cho - Học viên cần xây dựng LOs cho một môn một môn học tự chọn trong lĩnh học tự chọn trong lĩnh vực chuyên môn của vực chuyên môn của mình mình

60’

Xây dựng “checklist” chung Học viên cần: Hoạt động lớp - Xác định được các tiêu chí cần thiết để kiểm tra LOs

20’

Đánh giá, chỉnh sửa Học viên cần: Hoạt động cặp và cá nhân - Sử dụng check list vừa xây dựng để hoàn chỉnh LOs

30’

Minh họa 3-4 cặp ví dụ Nhận xét - Nhận thức được tính cần thiết của việc Trình bày slide thường xuyên đánh giá, cập nhật LOs

20’

Copyright © 2009 TT Nghiên Cứu Cải Tiến Phương Pháp Dạy và Học Đại Học – ĐH KHTN TP HCM www.cee.hcmuns.edu.vn

How to Write Program Objectives/Outcomes Objectives Goals and Objectives are similar in that they describe the intended purposes and expected results of teaching activities and establish the foundation for assessment. Goals are statements about general aims or purposes of education that are broad, long-range intended outcomes and concepts; e.g., “clear communication”, “problem-solving skills”, etc. Objectives are brief, clear statements that describe the desired learning outcomes of instruction; i.e., the specific skills, values, and attitudes students should exhibit that reflect the broader goals. There are three types of learning objectives, which reflect different aspects of student learning: • Cognitive objectives: “What do you want your graduates to know?” • Affective objectives: “What do you want your graduates to think or care about?” • Behavioral Objectives: “What do you want your graduates to be able to do?” Objectives can also reflect different levels of learning: • Mastery objectives are typically concerned with the minimum performance essentials – those learning tasks/skills that must be mastered before moving on to the next level of instruction. • Developmental objectives are concerned with more complex learning outcomes – those learning tasks on which students can be expected to demonstrate varying degrees of progress. Instructional Objectives describe in detail the behaviors that students will be able to perform at the conclusion of a unit of instruction such as a class, and the conditions and criteria which determine the acceptable level of performance. What are the differences between Goals and Objectives? Both goals and objectives use the language of outcomes – the characteristic which distinguishes goals from objectives is the level of specificity. Goals express intended outcomes in general terms and objectives express them in specific terms. Outcomes Learning Outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program. Learning Outcomes identify what the learner will know and be able to do by the end of a course or program – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of a course or program. The learning outcomes approach to education means basing program and curriculum design, content, delivery, and assessment on an analysis of the integrated knowledge, skills and values needed by both students and society. In this outcomes-based approach to education, the ability to demonstrate learning is the key point. What are the differences between Objectives and Outcomes? Objectives are intended results or consequences of instruction, curricula, programs, or activities. Outcomes are achieved results or consequences of what was learned; i.e., evidence that learning took place. Objectives are focused on specific types of performances that students are expected to demonstrate at the end of instruction. Objectives are often written more in terms of teaching intentions and typically indicate the subject content that the teacher(s) intends to cover. Learning outcomes, on the other hand, are more student-centered and describe what it is that the learner should learn. Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity; i.e., the outcomes that students must meet on the way to attaining a particular degree. Outcomes are more precise, specific, and measurable than goals. There can be more than one outcome related to each goal and a particular learning outcome can support more than one goal.

Questions which learning outcomes address include • What knowledge, skills, abilities and dispositions should the ideal student graduating from our program demonstrate? • How will they be able to demonstrate these capacities? • How well does our program prepare students for careers, graduate, professional study, and/or lifelong learning? • What assessments can we use to demonstrate growth in students’ knowledge, skills, abilities and dispositions as they progress through our program? Structure of a Learning Outcome statement • an action word that identifies the performance to be demonstrated • a learning statement that specifies what learning will be demonstrated in the performance • a broad statement of the criterion or standard for acceptable performance Possible formats of a learning outcome statement: Format #1: To (action verb) (object) (target) (modifiers) Format #2: The (target) (action verb) (modifiers) (object) Example: Poor: Students should know the historically important systems of psychology. This is poor because it says neither what systems nor what information about each system students should know. Are they supposed to know everything about them or just names? Should students be able recognize the names, recite the central ideas, or criticize the assumptions? Better: Students should know the psychoanalytic, Gestalt, behaviorist, humanistic, and cognitive approaches to psychology. This is better because it says what theories students should “know”, but it still does not detail exactly what they should “know” about each theory, or how deeply they should understand whatever it is they should understand. Best: Students should be able to recognize and articulate the foundational assumptions, central ideas, and dominant criticisms of the psychoanalytic, Gestalt, behaviorist, humanistic, and cognitive approaches to psychology. This is the clearest and most specific statement of the three examples. It clarifies how one is to demonstrate that he/she “knows”. It provides even beginning students an understandable and very specific target to aim for. It provides faculty with a reasonable standard against which they can compare actual student performance. How to Write Learning Objectives/Outcomes Learning objectives specify both an observable behavior and the object of that behavior. "Students will be able to write a research paper." In addition, the criterion could also be specified: "Students will be able to write a research paper in the appropriate scientific style." Optionally, the condition under which the behavior occurs can be specified: "At the end of their field research, students will be able to write a research paper in the appropriate scientific style." Note that the verb you choose will help you focus on what you assess. For example, consider the following “Students will be able to do research.” Here the verb do is vague and open to many interpretations; i.e., Do you mean identify an appropriate research question, review the literature, establish hypotheses, use research technology, collect data,

analyze data, interpret results, draw conclusions, recommend further research, or all of those? Each of the verbs in those statements is appropriately specific. Characteristics of Good Learning Outcomes Learning outcome statements should • Specify the level, criterion, or standard for the knowledge, skill, ability, or disposition that the student must demonstrate. • Include conditions under which they should be able to demonstrate their knowledge, skills, abilities or dispositions. • Contain active verbs • Be measurable (some more easily than others) • Be stated so that the outcome can be measured by more than one assessment method (ideally) • Be written such that you do not join elements in one outcome statement that can not be assessed by a single method No Customers will be highly satisfied with the service and requests for service will increase (Here you need to measure satisfaction separately from the number of requests for service.)

Guidelines for writing student learning outcome statements (Based on material from the University of Central Florida: “UCF Academic Program Assessment Handbook”, 2005) • •

•

• •

•

Student learning outcome statements should be aligned with mission statements (and goals if applicable). Student learning outcome statements should clearly indicate the level and type of competence that is required of graduates of a program. The following information should be included in a welldefined learning outcome statement. o Areas/fields that are the focus of the assessment. o Knowledge, abilities, values and attitudes that a student in your program is expected to have within that area/field. o Depth of the knowledge, abilities, values and attitudes expected of a student in your program. Student learning outcome statements should be distinctive and specific. Examples of generic and distinctive outcomes are provided below: Example of a generic outcome: Students completing the Engineering program will be practiced in design skills. Example of a distinctive outcome: Engineering graduates will demonstrate knowledge of math, science, and engineering fundamentals. Specifically, the student will have the ability to: demonstrate general design principles; use fundamental engineering techniques, skills, and tools for engineering practice; analyze and interpret data to produce meaningful conclusions and recommendations. Student learning outcome statements should be framed in terms of the program and not individual courses or students. Student learning outcome statements should be simple. Do not join elements in one objective statement that cannot be assessed by a single assessment method. Example of a “bundled” statement: Engineering graduates will demonstrate knowledge of math, science, and engineering fundamentals, and gain competency in basic skills as writing reports, communicating research ideas and oral presentations. Note: This would likely require two different methods of assessment. Oral presentations would require a different approach than assessing knowledge of mathematics. Student learning outcome statements should describe intended learning outcomes and not the actual outcomes. Learning outcome statements should describe the abilities, knowledge, values and attitudes expected of students after completion of the program and not the actual results.

•

Student learning outcome statements should be stated such that the outcome can be measured by more than one assessment method. An outcome statement should not impose restrictions on the type or number of assessment methods that have to be used to evaluate the outcome. At least two measures should be identified for each learning outcome statement. Example of an outcome statement that can only be measured by one specific assessment method: Students completing the Engineering program will score over 95% on a locallydeveloped examination. Note: In this outcome statement only one measure can be used to evaluate the student’s performance since this is what is specified in the statement. Example of an outcome statement that can be measured by several assessment methods: Students completing the Engineering program will demonstrate competence and the ability to apply engineering principles. Note: Specific assessment methods have not been identified in the outcome statement and thus several measures can be used to evaluate the knowledge that the students have gained as a result of the program.

How do you fix an unclear outcome? Many program brochures include learning outcomes which are unclear or represent elements of curriculum rather than some action the participants will demonstrate. Consider the example "Participants will develop an appreciation of cultural diversity in the workplace." If you ask a simple question ("Can it be measured?"), you see readily that this learning outcome has shortcomings. It is not measurable – one needs to know how a student will demonstrate that he/she “appreciates”. If you modify this outcome statement by changing the action verb a useful statement will result: Participants will summarize in writing their feelings about cultural diversity in the workplace." Learners now have a much better idea of what is expected of them. What is the importance of action verbs? Since the learner's performance should be observable and measurable, the verb chosen for each outcome statement should be an action verb which results in overt behavior that can be observed and measured. Examples A. Fine Arts Broad: Students will demonstrate knowledge of the history, literature and function of the theatre, including works from various periods and cultures. More specific: Students will be able to explain the theoretical bases of various dramatic genres and illustrate them with examples from plays of different eras. Even more specific, specifying the conditions: During the senior dramatic literature course, the students will be able to explain the theoretical bases of various dramatic genres and illustrate them with examples from plays of different eras. B. Philosophy Broad: The student will be able to discuss philosophical questions. More specific: The student is able to develop relevant examples and to express the significance of philosophical questions. C. General Education Broad: Students will be able to think in an interdisciplinary manner. More specific: Asked to solve a problem in the student's field, the student will be able to draw from theories, principles, and/or knowledge from other disciplines to help solve the problem. D. Business Broad: Students will understand how to use technology effectively. More specific: Each student will be able to use word processing, spreadsheets, databases, and presentation graphics in preparing their final research project and report.

Practical Approaches to Developing Program Goals/Objectives/Outcomes • From the many ... one 1. Graphically display all courses – the learning goals/outcomes specified in each course for the program. 2. Identify common themes or elements across the courses. 3. Given these common elements discuss with program faculty whether these are the most important elements to develop students’ knowledge, skills, attitudes and dispositions – Are there some that should be added, deleted? Is there a balance? Is there a logical progression in the development of student competencies related to the major, general education, etc.? Is there coherence to the curriculum? 4. Discuss how these relate to the existing program goals/learning outcomes and make refinements. Or, use this as a basis to create new program goals/learning objectives. 5. Once a consensus is reached, then the discussion can move to methods to assess the program goals/learning outcomes. • From the one...many 1. Review current department/program goals/learning objectives, perhaps from a recent self-study document – Do they reflect the current mission and priorities of the institution? Is the linkage apparent? Do they reflect current professional standards in the field for undergraduate (graduate) courses offered? Are they broad or specific enough to encompass known learning goals/outcomes of the various courses offered? If answers are yes, move to the next step. 2. Given the current program goal/learning outcomes discuss with faculty in the unit how these are specifically linked in their course level goals and learning outcomes. Graphically display their answers for each course. 3. Examining the program curriculum as a whole – Are there holes? Are there any program goals/learning objectives not addressed by any course or addressed very weakly? • You might work through the following questions: o What would the ideal graduate of our program look like (knowledge, skills, beliefs and values)? o What experiences (assignments, papers, productions, internships, etc.) do students carry out through our program that would provide evidence of their achievements? o What standards would we expect our students to achieve for those experiences? o Can we express those experiences and standards in ways that would both guide our students in determining whether they have achieved what we want and provide us clear criteria for our assessments? • Inventories: o Review the syllabi for all of your courses to list what is taught in each course. Based upon the review, what appear to be the broad goals or the learning outcomes for the program? Create a spreadsheet that lists the broad goals or the learning outcomes in the left hand column, then list all the courses across the top row, and then note which courses address which goals. Sometimes, doing this curriculum mapping exercise reveals gaps in the program or unnecessary repetition of the same skills in many courses. o List all the major assignments and tests in all your courses. Given the breadth and depth of all the courses, is the distribution of these assignments appropriate for addressing the learning outcomes you want from your program? • Research: o Contact colleagues from across the nation to learn what they are doing. o Go online to find out what other departments are doing in your field. o Note assessment sessions at your national conferences. o If your discipline has teaching journals, review articles on assessment. • Review: o Catalog copy to determine whether you tell prospective majors what they should expect to learn by the time they graduate from your program. o Other materials you have already produced: annual reports, program reviews, accreditation reports, recruiting materials.

Checklist for Outcomes • Are the outcomes aligned with the mission, vision, values, and goals? • Do the outcomes clearly describe and define the expected abilities, knowledge, values, and attitudes of graduates of the program? • Are the outcomes simply stated? • Is it possible to collect accurate and reliable data for each outcome? • Taken together, would the indicators associated with the outcomes accurately reflect the key results of the programs, operations, or service offered by your unit or program? • Are the outcomes distinctive and specific to the program? • Are they stated so that it is possible to use a single method to measure the outcome? Are they stated so that outcomes requiring different assessment methods are not bundled into one statement? • Are they stated so that more than one measurement method can be used? • Can they be used to identify areas to improve? • Are they written using action verbs to specify definite, observable behaviors? • Does the language describe student rather than teacher behaviors? • Does the language describe a learning outcome, not a process? To sum up, objectives/outcomes provide the necessary specificity which allows students to know what it is they are to learn. To reach this level of specificity often requires several iterations.

Writing Learning Outcomes This job aid is designed to help you to write learning outcomes for your courses. After using this job aid, you should be able to: define learning outcomes define the categories (domains) of learning outcomes identify the levels within these categories describe the relationship between program goals and learning outcomes discuss the preferred number of learning outcomes for a course use the checklist to write better learning outcomes.

®

LEARNING RESOURCES UNIT 3700 Willingdon Avenue, Burnaby, BC, V5G 3H2

Telephone: (604) 432-8406 Fax: (604) 431-7267 Web site: http://www.lru.bcit.ca

Write Learning Outcomes

What are learning outcomes? Learning outcomes specify what learners’ new behaviours will be after a learning experience. They state the knowledge, skills, and attitudes that the students will gain through your course. Learning outcomes begin with an action verb and describe something observable or measurable. Examples At the end of this course you will be able to: 1. Use change theory to develop family-centred care within the context of nursing practice. 2. Design improved bias circuits using negative feedback. 3. Demonstrate the safe use of welding equipment. Learning outcomes often represent discrete units of instruction in a course but each may have several sub-outcomes. Learning outcomes need not be attained by specific instruction in a lesson—they may be woven throughout the course. For example, they may include such things as use problem solving techniques or work effectively in teams.

Why are learning outcomes important? Learning outcomes are the most important section of your course outline—the essence of your course. They are essential because they: • • • • •

define the type and depth of learning students are expected to achieve provide an objective benchmark for formative, summative, and prior learning assessment clearly communicate expectations to learners clearly communicate graduates’ skills to prospective employers* define coherent units of learning that can be further subdivided or modularized for classroom or for other delivery modes. • guide and organize the instructor and the learner. *By reading your listed learning outcomes, an employer or professional in the field should be able to identify what knowledge, skills, and attitudes your students will be able to offer them after taking your course.

How do learning outcomes fit into program goals? Learning outcomes for a course should fit within the overall course and program goals. This chart shows how they relate.

Program aim and goals

Course goals

Learning outcomes (Competencies)

Sub-outcomes (Learning Tasks)

2 •

Instructional Job Aid

Write Learning Outcomes

How many learning outcomes should there be? There should be as many outcomes as needed to clearly reflect what the students will gain from your course. Follow these rough guidelines when deciding how many you need: • Each major topic in the course should have one to three learning outcomes. • Each 45-hour or three-credit course should have between five and 12 learning outcomes. When you are writing the outcomes, you will use only one action verb per outcome. For example, you would use two learning outcome statements for designing and testing a circuit: 1. Design improved bias circuits using negative feedback. 2. Test bias circuits using negative feedback.

Sub-outcomes Each learning outcome may be made more explicit by using several sub-outcomes. For example: Learning Outcome 1: Study productively to meet learning goals. Sub-outcome 1.1: Identify effective generic and personal study habits. Sub-outcome 1.2: Describe self-motivation strategies. Sub-outcome 1.3: Select appropriate study techniques to match your personal style and material.

Learning Outcome 2: Manage stress constructively. Sub-outcome 2.1: Identify potential sources of stress. Sub-outcome 2.2: Predict generic and personal stress patterns. Sub-outcome 2.3: Select appropriate stress management techniques to prevent or control stress. Sub-outcome 2.4: Create a personal stress management plan.

Learning Outcome 3: Install electrical wiring safely. Sub-outcome 3.1: Identify relevant sections of the Canadian Electrical Code. Sub-outcome 3.2: Describe electrical hazards. Sub-outcome 3.3: Select appropriate tools and materials. Sub-outcome 3.4: Identify safety rules about wiring on the job site. Sub-outcome 3.5: Apply safety rules as you wire a circuit.

Instructional Job Aid

• 3

Write Learning Outcomes

Classifying learning outcomes When specifying learning outcomes, think about what you want students to be able to do on the job as a result of their learning. These things fall into three possible categories (domains): • thinking, knowledge (cognitive domain) • doing, skills (psychomotor domain) • feeling, attitudes (affective domain) Of course, some units of learning may occur in more than one domain at the same time. Each of these categories has different possible levels of learning. These range from simple recall or observation to the complex evaluation or organization of information.

Choosing appropriate action verbs The charts on pages 5 to 7 show samples of the action verbs you could use for learning outcomes in each of these categories and levels. Make sure that the verbs you choose match the level of learning you require. Notice that the action verbs listed represent measurable or observable behaviours. Vague verbs such as know or understand are not easily measurable. Substitute, identify, define, describe, or demonstrate. Some subjective terms such as appreciate and be aware of may sometimes be used for outcomes in the affective domain. As you construct your learning outcomes, use the checklist on the back of this job aid. It will remind you of all the important points about learning outcomes.

4 •

Instructional Job Aid

Instructional Job Aid

• describe • discuss • explain • locate • paraphrase • give example • translate

Sample Verbs:

Grasps the meaning of material (lowest level of understanding).

Analysis

Formulates new structures from existing knowledge and skills.

Definition:

Synthesis

Understands both the Application content and structure of Sample Verbs: material. • combine Definition: • construct Uses learning in new • design and concrete situations Sample Verbs: • develop (higher level of • analyze • generate understanding). • categorize • plan • compare • propose • contrast Sample Verbs: • differentiate • apply • discriminate • carry out • outline • demonstrate • illustrate • prepare • solve • use

Definition:

Based on "Taxonomy of Educational Objectives", B.S. Bloom Editor. 1956

• define • identify • label • list • name • recall • state

Sample Verbs:

Remembers previously learned material.

Definition:

Knowledge

Definition:

Comprehension

(thinking, knowledge)

Cognitive Domain

• assess • conclude • evaluate • interpret • justify • select • support

Sample Verbs:

Judges the value of material for a given purpose.

Definition:

Evaluation

Write Learning Outcomes

• 5

6 •

Instructional Job Aid

• achieve a posture • assume a body stance • establish a body position • place hands, arms, etc. • position the body • sit • stand • station

Sample Verbs:

Is mentally, emotionally, and physically ready to act.

Definition:

Set

• copy • duplicate • imitate • manipulate with guidance • operate under supervision • practice • repeat • try

Sample Verbs:

Imitates and practices skills, often in discrete steps.

Definition:

Response

Adaption

Performs automatically.

Definition:

• adapts • reorganizes • alters • revises • changes

Sample Verbs:

Adapts skill sets to meet a problem situation.

Complete Overt Definition:

Performs acts with increasing efficiency, Sample Verbs: confidence, and • act habitually proficiency. • advance with assurance • control Sample Verbs: • direct • complete with • excel confidence • guide • conduct • maintain efficiency • demonstrate • manage • execute • master • improve efficiency • organize • increase speed • perfect • make • perform • pace automatically • produce • proceed • show dexterity

Guided Response Definition:

Mechanism

Based on "Taxonomy of Educational Objectives", B.S. Bloom Editor. 1956

• detect • hear • listen • observe • perceive • recognize • see • sense • smell • taste • view • watch

Sample Verbs:

Senses cues that guide motor activity.

Definition:

Perception

(doing, skills)

Psychomotor Domain

• designs • originates • combines • composes • constructs

Sample Verbs:

Creates new patterns for specific situations.

Definition:

Organization

Write Learning Outcomes

Instructional Job Aid

• agree to • answer freely • assist • care for • communicate • comply • conform • consent • contribute • cooperate • follow • obey • participate willingly • read voluntarily • respond • visit • volunteer

Sample Verbs:

Responds to stimuli. • adopt • assume responsibility • behave according to • choose • commit • desire • exhibit loyalty • express • initiate • prefer • seek • show concern • show continual desire to • use resources to

Sample Verbs:

Attaches value or worth to something.

Definition:

Valuing

Based on "Taxonomy of Educational Objectives", B.S. Bloom Editor. 1956

• accept • acknowledge • be aware • listen • notice • pay attention • tolerate

Sample Verbs:

Selectively attends to stimuli.

Definition

Receiving

Definition:

Responding

(feeling, attitudes)

Affective Domain

• adapt • adjust • arrange • balance • classify • conceptualize • formulate • group • organize • rank • theorize

Sample Verbs:

Conceptualizes the value and resolves conflict between it and other values.

Definition:

Organization

• act upon • advocate • defend • exemplify • influence • justify behavior • maintain • serve • support

Sample Verbs:

Integrates the value into a value system that controls behavior.

Definition:

Internalizing

Write Learning Outcomes

• 7

Checklist for writing learning outcomes Use the following checklist to help you as you write learning outcomes.

When writing learning outcomes, I need to: 1. Focus on outcomes, not processes ...................................................... ! 2. Start each outcome with an action verb. ............................................... ! 3. Use only one action verb per learning outcome .................................... ! 4. Avoid vague verbs such as know and understand. ............................... ! 5. Check that the verbs used reflect the level of learning required. ........... ! 6. Ensure that outcomes are observable and measurable. ....................... ! 7. Write the outcomes in terms of what the learner does, not what the instructor does. ..................................................................... ! 8. Check that the outcomes reflect knowledge, skills, or attitudes required in the workplace. .................................................... ! 9. Include outcomes that are woven into the entire course (such as work effectively in teams). .................................................... ! 10. Check that there are the appropriate number of outcomes (no more than three per major topic) ................................................... ! 11. List the sub-outcomes for each outcome ............................................ ! 12. Check that the outcomes fit within program and course goals ........... !

©1996, revised 2003 Learning Resources Unit • British Columbia Institute of Technology Burnaby, British Columbia, Canada All rights reserved. No part of this publication may be reproduced in any form or by any means without the prior written permission of the Learning Resources Unit, British Columbia Institute of Technology.

Integrating Learning Objectives into Courses & Course Syllabi Outcomes assessment and designing courses around learning objectives are “best practices” in higher education, and accrediting bodies, such as WASC, increasingly expect campuses to assess student learning. New WASC standards, to be fully implemented in 2003, explicitly require these practices. Course Objectives Can Help Students Learn Course objectives provide a description of what you are trying to accomplish. They focus on what the students will learn, rather than on how you will structure their learning. For example, rather than saying, “I plan to cover the Perez Theory,” you might state that “Students will be able to apply the Perez Theory to real-world problems” or “Students will be able to list the major components of the Perez Theory.” These statements define different expectations for students. Making learning objectives explicit will help you design your course and will help students focus their learning. “The idea is simple: one should have a clear idea of what the intended outcomes of the course are if one is to rationally develop it” (Menges, Weimer, & Associates, 1996, p. 188). Having delineated objectives allows you to: · Focus your planning of assignments, topics, and assessments. For example, you might create a table with three columns: objectives, activities, and assessment that show what students will learn, how the course will be structured to promote this learning, and how student learning will be assessed. This leads to “mapping” and “sequencing” the course, including linking course components (Menges, Weimer, & Associates, 1996). You could use assessment results to make informed changes the next time you teach the course, and assessment results could be aggregated across sections of the course to evaluate program learning objectives. · Integrate your course into the curriculum. Students should experience a coherent curriculum, and this involves planning to ensure that program objectives are systematically introduced, practiced, and reinforced. · Communicate objectives to students in advance, allowing them to make informed decisions before enrolling, to monitor and direct their own learning around objectives, and to communicate what they’ve learned to employers, graduate schools, or transfer institutions. · Improve the course (and program) by using classroom assessment (Angelo & Cross), exams, and other outcomes assessments tied to objectives. Course Objectives Should be Aligned with Program Objectives

Your program should have explicit goals and learning objectives, and course objectives should be aligned with them. Students cannot be expected to master learning objectives unless they are given the opportunity to develop them in required coursework. For example, if information competency skills are among the learning objectives for your program and students are not required to develop and practice these skills, it is unreasonable to expect them among graduates. We suggest that each department develop a matrix that ties program learning objectives to specific courses. Many faculty report that departmental discussions of the alignment of course learning objectives, assignments, and program objectives lead to significant changes in their courses and improved awareness of how the program functions as a whole. Faculty, of course, can supplement these basic objectives with personal objectives for their own sections of the course. This is not an attempt to standardize pedagogy. There are many ways to structure learning to meet objectives. For example, if an objective is for students to improve their ability to work in groups, groups could be given a variety of assignments and could be formed in many ways. Groups could meet face-to-face during class or outside of class, or virtual groups could be formed. One instructor may have a series of small group projects with groups varying in membership, while another may form collaborative groups that work together throughout the quarter. Feedback on group participation could be made by peers, self-evaluation, and/or faculty evaluation, and it could be structured using rating forms or rubrics. Alternatively, if one of the course objectives is to improve student writing, students could be given a variety of writing assignments, could be asked to review each others’ writing, could do collaborative writing, could iterate drafts of papers, and/or could critically examine writing samples. A Cohesive Curriculum Curricula should be structured to introduce key learning opportunities early and to reinforce this learning throughout the curriculum. For example, information competency skills could be introduced in a lower-division course, and upper-division courses could require students to practice and further develop these skills. According to Diamond (1998, p. 84), based on Romer (1995), a quality undergraduate curriculum requires: · “Coherence. Students succeed best in developing higher-order skills (critical thinking, written and oral communications, problem solving) when such skills are reinforced throughout their educational program.” · “Synthesizing experiences. Students also learn best when they are required to synthesize knowledge and skills learned in different places in the context of a single problem or setting.” · “Ongoing practice of learned skills. Unpracticed skills atrophy quickly, particularly

·

core skills such as computation and writing.” “Integration of education and experience. Classroom learning is both augmented and reinforced by multiple opportunities to apply what is learned.”

Defining Course Objectives Course objectives should relate to program objectives, but might be restated to directly relate to course content. For example, a biology program may have student competence in a variety of laboratory skills as an objective, and a specific biology course may have competence in only two or three laboratory skills as objectives. Learning objectives should be defined with “action verbs,” to describe knowledge, skills, and values that students should acquire. A popular way to consider objectives is Bloom’s taxonomy. The table on the next page provides some action verbs that might be used to describe learning at the different levels. To create your objectives, finish this sentence: “At the end of this course students will be able to . . .” Effective Objectives: 1. Describe what you want your students to learn in your course. 2. Are aligned with program goals and objectives and the rest of the students’ curriculum. 3. Tell how you will know a teaching goal has been achieved. 4. Use action words that specify definite, observable behaviors. 5. Are assessable through one or more indicators (papers, quizzes, projects, presentations, journals, portfolios, etc.) 6. Are realistic and achievable. 7. Use simple language.

Bloom’s Level Knowledge (to know specific facts, terms, concepts, principles, or theories) Comprehension (to understand, interpret, compare and contrast, explain) Application (to apply knowledge to new situations, to solve problems) Analysis (to identify the organizational structure of something; to identify parts,

Related Action Verbs define, identify, indicate, know, label, list, name, recall, select classify, compare, contrast, describe, discuss, explain, locate, paraphrase, report, review, summarize apply, compute, construct, demonstrate, dramatize, give examples, investigate, predict, use analyze, appraise, categorize, determine, diagram, differentiate, experiment,

relationships, and organizing principles) Synthesis (to create something, to integrate ideas into a solution, to propose an action plan, to formulate a new classification scheme) Evaluation (to judge the quality of something based on its adequacy, value, logic, or use)

question, relate, solve, test arrange, assemble, collect, compose, construct, create, design, formulate, manage, organize, perform, plan, prepare, produce, propose appraise, assess, choose, decide, estimate, evaluate, judge, rate, revise, select

Examples of Course Learning Objectives At the end of this course students will be able to: 1. Critically review the methodology of a research study published in a Sociology journal. 2. Design a Web site using HTML and JavaScript. 3. Describe the contributions of women to American history. 4. Recognize the works of major Renaissance artists. 5. Facilitate a group to achieve agreed-upon goals. 6.

Determine and apply the appropriate statistical procedures to analyze the results of simple experiments. 7. Develop an individual learning plan for a child with a learning disability. 8. Analyze blood samples using equipment at local community hospitals. 9. Produce a strategic plan for a small manufacturing business. 10. Analyze a character’s motivation and portray that character before an audience. 11. Translate a Spanish newspaper article to English using a dictionary. 12. Differentiate among five major approaches to analyzing literature. 13. Describe the major ethical issues one must consider when planning a humansubjects study. 14. Locate and critically evaluate information on current political issues on the Web. 15. List and describe the functions of the major components of the human nervous system. 16. Correctly classify rock samples found in Kern County. 17. Analyze a tennis player’s game and provide effective feedback and training. 18. Conduct a systems analysis of a group interaction. 19. Demonstrate active listening skills when interviewing clients. 20. Apply social psychological principles to suggest solutions to contemporary social problems.

A more detailed model for stating learning objectives requires that objectives have three parts: a condition, an observable behavior, and a standard. The table below provides three examples. Condition 1. Given a list of drugs

2. Immediately following a fifteen-minute discussion on a topic 3. Given an algebraic equation with one unknown

Observable Behavior the student will be able to classify each item as amphetamine or barbiturate the student will be able to summarize in writing the major issues being discussed the student will be able to correctly solve a simple linear equation

Standard with at least 70% accuracy. mentioning at least three of the five major topics. within a period of five minutes.

Consider Core Learning Objectives In addition to discipline-specific objectives, some learning objectives are taught, practiced, and reinforced throughout much of the curriculum. When planning your course, consider adding one or more of these important objectives (Diamond, 1998; Gardiner, 1996): · Communication skills, including oral (speaking and listening) and written (writing and reading) skills. · Interpersonal skills, including the ability to lead and to work cooperatively with others. · Computational skills, including applications of statistics. · Problem-solving skills in a variety of contexts. · Critical thinking skills in a variety of contexts. · Information competency skills: the ability to find, evaluate, use, and communicate information in all its various formats. Information competency, broadly defined, includes computer literacy, library literacy, media literacy, technological literacy, ethics, critical thinking, and communication skills. Students should be aware of issues like access and privacy, intellectual property, copyright and fair use, and the power and influence of information, including information provided in non-print media. They should be able to create information and communicate it effectively (CLRIT Work Group on Information Competence, December, 1995).

· · · · · 7).

Multicultural awareness, including respect for people unlike yourself and the ability to take perspectives of and to interact positively with groups other than your own. Intellectual flexibility, an openness to new ideas and an ability to adapt to a changing environment. Understanding of scientific methods, including distinguishing between empirical evidence and unsubstantiated claims. Ethics, including an awareness of personal and others’ values and how they relate to ethical decision-making. “Conscientiousness, personal responsibility, and dependability” (Gardiner, 1996, p.

http://www.csub.edu/tlc/options/resources/handouts/syllabus/integratinglearningobj.html

Learning outcomes         

Introduction ‘Outcomes; versus ‘objectives’ The value of effective learning outcomes statements Identifying the range of knowledge and cognitive skills in your unit Writing learning outcomes statements Linking learning outcomes to graduate attributes Linking learning outcomes to assessment Linking learning outcomes to teaching & learning strategies Bringing it all together

Introduction Learning outcomes are an essential part of any unit outline. A learning outcome is a clear statement of what a learner is expected to be able to do, know about and/or value at the completion of a unit of study, and how well they should be expected to achieve those outcomes. It states both the substance of learning and how its attainment is to be demonstrated. Learning outcomes not only serve the purpose of directing the content and design of a unit of study, they form the basis of assessment and are also linked to the larger outcomes of learning set by the University in the form of generic and/or course/discipline-specific graduate attributes. Because of their clear linkage to assessment, students will achieve the learning outcomes to differing degrees.

What they are not Learning outcomes are not simply statements that describe the content/syllabus of the unit (of the type ‘You will/to gain an understanding of X, Y, or Z’). Nor are they statements of what the lecturer intends to do.

‘Outcomes’ versus ‘objectives’ Objectives statements can vary in form and nature – they can range from general ‘curriculum’ objectives, to more specific ‘learning’ objectives, to even more specific ’behavioural’ objectives. They may be expressed as intentions on the part of the lecturer (e.g. ‘The objectives of this unit are to …’), or as desired outcomes (‘By the end of this unit you should be able to….’). It is the latter form – the outcome statement – that has the most power in informing teaching and learning, whether it be called a ‘learning outcome’, ‘learning objective’, or some other name. An outcome statement clarifies intention. It is squarely focussed on the learner and is performance-oriented, beginning with an action verb (e.g. ‘demonstrate’, apply’ etc.) and signalling the desired level of performance. A learning outcome is thus an unambiguous statement of what the learner is expected to achieve and how he/she is expected to demonstrate that achievement. 1

The value of effective learning outcomes statements An effective set of learning outcomes statements informs and guides both you and your students: For teaching staff: It informs:  the content of teaching  the teaching strategies you will use  the sorts of learning activities/tasks you set for your students  appropriate assessment tasks  course evaluation. For students: The set of learning outcomes provides them with:  a solid framework to guide their studies and assist them to prepare for their assessment  a point of articulation with graduate attributes at course and/or university (i.e. generic) level. From this, effective learning outcomes statements should:     

identify important learning requirements (the ‘content’ of learning – the range and type of knowledge, skills and values required) use clear language, understandable by students and other potential clients link to the generic and/or course graduate attributes be achievable and assessable, and relate to explicit statements of achievement (e.g. level of understanding required).

Identifying the range of knowledge and cognitive skills in your unit Kinds of knowledge There are different kinds of knowledge. Biggs (1999) identifies four kinds: 1. Declarative knowledge: knowing what, or knowing about – the ‘’content’ of knowledge 2. Procedural knowledge: knowing how to do things 3. Conditional knowledge: knowing when to do things 4. Functioning knowledge: knowing how to employ the first three types of knowledge to solve problems and function as an effective professional. (See Biggs, J. 1999. ‘Formulating and clarifying curriculum objectives [Ch. 3]. In Teaching for Quality Learning at University. Society for Research into Higher Education and Open University Press. Buckingham, UK.)

The range of cognitive skills At university we expect our students to be able to do more than simply recall on demand large amounts of information – the simplest of declarative knowledge. We expect them to be able to apply what they have learnt in new and different situations, and to be able to analyse, interpret, evaluate and synthesise information – what we 2

identify as critical thinking skills. There is in fact a hierarchy of cognitive skills, from simple recall through to the highest levels of critical thinking. This hierarchy is captured in Bloom’s (1956) Taxonomy of Educational Objectives. The following table provides a quick reference to Bloom's Taxonomy, relating his categories in the cognitive domain to a simplified list appropriate to our university environment. Bloom's six cognitive levels

Levels of learning

Knowledge (lowest level)

Knowledge

Comprehension

Comprehension

Application

Application

Analysis

Critical Thinking

Synthesis Evaluation (highest level) .

Bloom also identifies other domains of ‘understanding’ or behaviour – the psychomotor domain (physical skills) and the affective domain (to do with the attainment of attitudes and values). While Bloom helps us to think about these aspects of learning separately, it’s important to remember that, when students engage in learning, the cognitive, affective and psychomotor aspects of their learning are in fact inseparable. To find out more about Bloom’s taxonomy visit the Teaching and Educational Development Institute’s web site at the University of Queensland: http://www.tedi.uq.edu.au/downloads/Bloom.pdf. Note: Other authors have developed hierarchies of learning objectives/outcomes that recognise stepped, qualitative differences in learning – e.g. Biggs & Collis (1982) SOLO taxonomy. A general Google search will also locate other useful references and resources.

Implications for writing your learning outcomes Your learning outcomes should therefore telegraph the nature and cognitive level of understanding expected. Here are three examples from different disciplines that do this is: Example 1: At the completion of this unit students should be able to:

3



evaluate the comparative effectiveness of cognitive behavioural therapy and psychoanalytic psychotherapy in the treatment of tobacco addiction.

Example 2: At the completion of this unit students should be able to: 

apply the theories of situational management to the resolving of industrial relations conflicts in the context of enterprise bargaining.

Example 3: At the completion of this unit students should be able to: 

select and carry out appropriate tests to detect the presence of particular microbial species.

Clearly, to achieve the outcomes in the first two examples will require more than simply the presentation of relevant information by their lecturer – students will need to be engaged in activities that provide opportunities to develop the higher order skills involved.

Writing learning outcomes statements Here are some key points to assist you in writing learning outcomes statements: 



 

Remember to consider the student's perspective when writing learning outcomes and ask what should the student be able to know, do at the end of this unit that they could not do at the beginning. Start your learning outcome statements with an action verb. For cognitive outcomes use verbs that go beyond knowledge and comprehension. Aim for higher-level verbs which require students to evaluate, analyse, synthesise and critique. The use of these verbs ensures that the learning is measurable. For a range of possible action verbs, see the University of Queensland at http://www.tedi.uq.edu.au/downloads/Bloom.pdf There may be other, more appropriate, discipline-specific action verbs as well (for example, as components of professional competency statements). Try to keep to one discrete learning outcome per statement, unless they are closely related. Focus only on what’s important; avoid the trivial. An outcome statement should capture in an integrated way the abilities, skills, attitudes and/or values that will demonstrate the attainment of that outcome.

In summary, they should be general enough to capture important learning, but clear and specific enough to be ‘measurable’ (i.e. assessable). For further advice on writing learning outcomes statements, see the University of Queensland at www.tedi.uq.edu.au/teaching/assessment/learningGoals.html (Note: UQ uses the term ‘course learning goals’ for their outcomes statements.)

4

How many to write for your unit? There are no hard and fast rules here, as it depends on factors such as:   

The range of learning intentions – knowledge development? skills development? attitudinal/values change? Length – whether a short course, semester, or full year The particular discipline/course specific or generic graduate attributes you wish to develop.

However, as a guide for a single semester unit, around 4-6 statements in the Unit Outline may suffice. Any less and they will probably be too general and vague to be of any real value to either yourself in terms of planning appropriate teaching and learning strategies and activities and assessment tasks, or to your students in guiding their learning. Significantly more and you risk students losing sight of the ‘big picture’ you are trying to convey through the statements. Learning outcomes statements are also appropriate for elements within a unit of study – module, topic, lesson, etc. These statements can elaborate on and reveal further, more specific details about intended outcomes.

Linking learning outcomes to graduate attributes You will need to identify which course/discipline specific and/or generic graduate attributes you intend to develop, and to what extent, as part of your unit planning and documentation. These should be reflected in the learning outcomes. By linking the graduate attributes to your learning outcomes you ensure that they are addressed in the teaching and learning activities and assessment for your unit. This becomes sound evidence for students that they have indeed developed in some way these particular attributes. The full text on the University's Generic Graduate Attributes Policy can be found at http://acserv.admin.utas.edu.au/acservices/meetings/Senate/Appendix/3_01D1.doc

The following web resource provides a good overview on the link between learning outcomes and capability (attribute). The resource also briefly covers the higher level of learning and its association with capability. Writing learning outcomes for capability - RMIT University http://mams.rmit.edu.au/5cjbpqbzm3jdz.pdf

Linking learning outcomes to assessment The assessment process examines the extent to which students have achieved the intended outcomes of the unit. Therefore in designing an assessment program it is essential that the learning outcomes form the basis of what is assessed and how it is assessed. Each outcome should be assessed. If a stated outcome is not assessed, neither you nor your students will know if it has been realised. If the learning outcome is framed in such a way that assessment is not feasible, you need to reframe it so that demonstration of attainment is possible.

5

This does not mean that you need the same number of assessment tasks as learning outcomes – for example, the one assessment task may measure the level of attainment of a number of related learning outcomes. You can construct a simple table to map the links between your learning outcomes and assessment tasks. This may not only reveal where you might be under assessing, but also highlight where you may be over assessing a particular learning outcome. For example: Learning outcomes

Assessment tasks

No 1 Task 1 No 2 No 3 Task 2 No 4 No 5 Task 3 No 6

Linking learning outcomes to teaching and learning strategies The action verbs of your learning outcomes will flag the sorts of learning activities that will best lead to their attainment. For example, if one learning outcome is for students to be able to analyse and interpret data, then there should be activities where students are asked to analyse and interpret data, and opportunities for them to monitor, assess and receive feedback on their progress regarding these skills. If, as an outcome, students are expected to be able to construct a written argument based on particular discipline conventions, then they will need to be taught the skills involved and engaged in activities that allow them to practise and refine those skills.

Bringing it all together You might like to download a planning table to bring the various aspects related to learning outcomes together. [Note: the table is provided in both A4 and A3 format. A3 will give you more table cell space to add information.] The table links learning outcomes with graduate attributes, assessment tasks, and teaching and learning strategies/activities. Table in A4 format Table in A3 format

6

Mapping learning outcomes relationships for your unit Course: Unit:

Graduate attributes [generic and/or course/discipline- specific]

Code: Code:

Learning outcomes

Undergraduate  Postgraduate  Year: 1  2  3 4  5

Teaching & learning strategies/activities

Assessment tasks

7

Course-specific graduate attributes (‘Exemplars’)

Learning outcomes

Teaching & learning strategies/activities

Assessment tasks

8

XÁC ĐỊNH KẾT QUẢ HỌC TẬP MONG ĐỢI (KQHTMĐ) (Learning Outcomes)

Thảo luận Khi là SV:  Bạn có gặp những môn học mà không rõ mình sẽ học được gì ngay cả trong khi đang học môn đó?  Sau khi kết thúc môn học, bạn có “ước lượng” được kết quả học tập ?

Kết thúc chủ đề này, các bạn có thể:     

Diễn đạt, định nghĩa được khái niệm Kết quả học tập mong đợi (LOs) Nhận ra những ưu điểm, lợi ích của KQHTMD Đánh giá được các vấn đề phát sinh khi không có hoặc KQHTMD được thiết kế kém Xác định được một “checklist” để kiểm tra các KQHTMD Thiết kế được KQHTMD cho môn học mình phụ trách

Hoạt động 1:

Tìm hiểu MỤC TIÊU MÔN HỌC và KẾT QuẢ HỌC TẬP MONG ĐỢI -

Đọc tài liệu nhóm và thảo luận

-

Câu hỏi gợi ý:

-

-

Tại sao phải xây dựng KQHTMD?

-

Các khái niệm liên quan đến KQHTMD ?

-

Các yêu cầu của một KQHTMD?

-

Mối liên hệ giữa “KQHTMD-Học-Phương pháp đánh giá học”

Các nhóm trình bày (30’)

CƠ CẤU HỌC TẬP Learning Curriculum

Pedagogy

Assessment

Learning Environment

Kết quả học tập mong đợi

Kết quả học tập mong đợi Design Backward

Kết quả học tập mong đơi của một bài học}

Kết quả học tập mong đợi của một chủ đề (chương…)

Kết quả học tập mong đợi của một Khóa học (môn)

Kết quả học tập mong đợi của một Chương trình học (Khoa, Ngành)

Kết quả học tập mong đợi của một Trường, Viện

Deliver Forward

Kết quả học tập mong đợi Design Backward

Kết quả học tập mong đơi của một bài học}

Kết quả học tập mong đợi của một chủ đề (chương…)

Kết quả học tập mong đợi của một Khóa học (môn)

Deliver Forward

Kết quả học tập mong đợi của một Chương trình học (Khoa, Ngành)

Kết quả học tập mong đợi của một Trường, Viện

Kết quả học tập mong đợi Các khái niệm 

Mục tiêu đào tạo (Learning Goals): Thể hiện một cách khái quát “SV sẽ đạt được gì sau chương trình, môn học”



Mục tiêu học tập (Learning Objectives): Sử dụng những thuật ngữ cụ thể, đo lường được mô tả những gì việc dạy sẽ đạt được (người học sẽ biết hay có thể làm được); Mục tiêu ngành học, mục tiêu môn học, mục tiêu buổi học,…



Kết quả học tập mong đợi (Learning Outcomes): Chỉ rõ một cách cụ thể kết quả của hoạt động học tập những gì người học sẽ biết hay thực hiện được, thể hiện kiến thức, kỹ năng và thái độ sau khi học tập (ECTS)

Kết quả học tập mong đợi

Người học được xem là trung tâm - người học có khả năng làm được những gì mà trước khi học chưa thể thực hiện được

Lợi ích của việc thiết kết KQHTMD        

Giúp SV biết rõ họ được mong đợi những gì và có chiến lược phù hợp trong việc học tập Giúp GV tập trung rõ hơn vào những gì SV cần đạt được sau mỗi bài học, môn học Giúp SV có thể chuẩn bị phương pháp giảng dạy, tài liệu phù hợp Giúp GV xác định phương pháp đánh giá phù hợp Giúp nhà tuyển dụng nắm rõ thông tin về khả năng của SV sau khi tốt nghiệp có thể làm gì Giúp GV có thể phân tích kết quả của môn học (VD: tại sao nhiều SV rớt quá…) Giúp xác định mối liên kết giữa các môn học ……..v.v.v…….

KQHTMĐ TỐT? SMART     

Cụ thể hóa (Specific) Có thể đo lường (Measurable/Observable) Tính khả thi (Attainable) – trong giới hạn thời gian và điều kiện thực tế Tính liên quan và có định hướng (Relevant and results-oriented) Tính mục đích (Targeted) – đối với cả người dạy và người học

CHUẨN BỊ KQHTMĐ ? Bloom (1956) đề nghị phân chia sự hiểu và nhận thức thành 6 mức độ theo thứ tự 6. Đánh giá 5. Tổng hợp 4. Phân tích

Benjamin Bloom (1913-1999)

3. Áp dụng

2. Hiểu 1. Biết

BA PHẠM VI CỦA KHÓA PHÂN LOẠI BLOOM

Phạm vi “COGNITIVE”: liên quan đến nhận thức, từ mức đơn giản như hiểu, biết đến tư duy cấp cao như phân tích, đánh giá

Các từ thường dùng trong xây dựng mục tiêu môn học “COGNITIVE” gồm: mô tả, giải thích, ước lượng, dự đoán, phân biệt, so sánh, phân chia, kết hợp, chọn lựa, tóm tắt,…

BA PHẠM VI CỦA KHÓA PHÂN LOẠI BLOOM Phạm vi “PSYCHOMOTOR”: kết hợp giữa hoạt động trí não và hoạt động cơ bắp, chủ yếu chú trọng đào tạo các kỹ năng thực hành Các từ thường dùng trong xây dựng mục tiêu môn học “PSYCHOMOTOR” gồm: thực hiện, tiến hành, phân biệt (thông qua thao tác), thực nghiệm, biểu diễn…

BA PHẠM VI CỦA KHÓA PHÂN LOẠI BLOOM

-

Phạm vi “Affective”: liên quan đến thái độ

Các từ thường dùng trong xây dựng mục tiêu môn học “Affective”: Đánh giá đúng, chấp nhận, tham gia, chia sẻ, cố gắng.,…

1. Xác định mục đích, mục tiêu của môn học

Quy trình thiết kế

2. Dùng tài liệu hướng dẫn chuẩn để viết KQHTMD

3. Xác định phương pháp và cách thức giảng dạy phù hợp để SV đạt được các KQHTMD

4A. Thiết kế cách đánh giá để kiểm tra liệu SV có đạt được các KQHTMD hay không ?

4B. Ước lượng khối lượng công việc và so sánh với các GV khác để cân đối khối lượng học tập trong một HK/năm học

5. Thay đổi nội dung môn học hoặc cách thức đánh giá khi có phản hồi

CÁC VẤN ĐỀ CẦN QUAN TÂM KHI CHUẨN BỊ Kết quả học tập mong đợi

   

 

Kết quả học tập cần được viết rõ ràng, dễ hiểu đối với cả sinh viên, đồng nghiệp và nhà kiểm tra Nên chú trọng đến “ Sinh viên có thể làm được gì để chứng minh hoàn thành chương trình học” Nên sử dụng từng câu đơn, tránh những câu phức Nên sử dụng mệnh đề như “Để hoàn thành tốt chương trình, sinh viên cần có thể:…”, sau đó liệt kê các kết quả học tập sinh viên cần có được Thông thường một khóa học chỉ nên yêu cầu: 5-8 KQHTMD Tránh sử dụng các từ…

CÁC TỪ NÊN VÀ KHÔNG NÊN…

  

Sử dụng các từ thể hiện ý nghĩa làm và mang tính chủ động khi viết KQHTMD Sử dụng các động từ trong Bloom taxonomy theo cấp độ phù hợp Tránh sử dụng các từ không rõ nghĩa như: hiểu, biết, quan tâm,…

KIỂM TRA??? 

Tập trung vào các KQHT mà không phải quá trình?



KQHTMD có thể hiện được những kiến thức, kỹ năng người học có thể làm, tiếp thu, thái độ sau khi học?



Bắt đầu mỗi KQHTMD với động từ chủ động?



Có tránh dùng các từ như: biết, hiểu, học, quen với, tiếp cận, hiểu biết,…?



Có sử dụng bảng phân loại Bloom với các cấp độ của quá trình học tập?



Các KQHTMD có đo lường được không?



Các KQHTMD có phù hợp với môn học, khung chương trình ?



Có sử dụng chỉ 1 động từ chủ động cho mỗi KQHTMD?



Danh sách các kết quả học tập phụ của kết quả học tập chính?

Một số vấn đề     

Động lực, thời gian bỏ ra để thiết kế KQHTMD Nếu giảng dạy theo hướng nghiên cứu thì sao? Nếu KQHTMD quá rõ ràng, liệu có giới hạn khả năng và sự sáng tạo của SV không ? Liệu chúng ta nên bắt đầu thay đổi từ đâu ? (VD khi Trường, Khoa chưa có mục tiêu đào tạo ?) …..

Mối liên hệ giữa MTHT-GIẢNG DẠYĐÁNH GIÁ

Tài liệu tham khảo 

 



ALVERNO COLLEGE FACULTY (1994) Student Assessment as Learning at Alverno College, Alverno College Institute, Milwaukee. Bloom B (1956 ) Taxonomy of Educational Objectives, Book 1 Cognitive Domain. Alan Jenkins (Oxford Brookes University) & Dave Unwin (Birkbeck College London) http://www.ncgia.ucsb.edu/education/curricula /giscc/units/format/outcomes.html Writing intended learning outcomes (by NSHU)