Documentation:Course Design Intensive/Facilitators Guidebook/Day 2 Learning Plan
- 1 MORNING
- 2 Day 2 Learning Outcomes
- 3 Welcome
- 4 Evidence - How will we know students are learning?
- 5 Break
- 6 From Evidence to Outcomes
- 7 Alignment Check: Evidence and Priorities with Big Ideas
- 8 Introduction to Assessment
- 9 AFTERNOON
- 10 Evidence & Assessment
- 11 BREAK 2:30 - 2:40 pm
- 12 Evidence & Assessment, Formative & Summative
- 13 Assessment & Alignment
- 14 Feedback on Alignment
- 15 Debrief & Wrap Up
- 16 Homework at the end of Day 2
- 17 Day 2 Resources
- 18 License
- 19 Page Statistics
9:00 am -12:00 noon
Day 2 Learning Outcomes
Theme: Defining the “What”: Aligning Outcomes, Evidence & Assessment
Essential Question for Day 2: What counts as evidence of understanding?
On Day 2, you will start to align your course outcomes with evidence and assessment methods. You will begin to develop an assessment plan for your course by identifying how students can demonstrate their progress towards your learning outcomes. You will offer and integrate feedback on this aspect of your course design plan in progress.
By the end of day 2, participants will be able to:
- Implement principles of alignment into their course design
- Refine your course-level learning outcomes to reflect alignment with your "big ideas" and your assessment plans.
- Articulate how formative and summative assessment practices impact learning
- Select and/or design two or more assessment strategies that are aligned with your learning outcomes and reflect enduring value
- Appreciate the iterative nature of course design.
9:00 am - 9:15 am with Sue
Day 1 ReCap
- Day 1 recap: address any muddy points (parking lot)
- Share results of end of day poll on Day 1
- Reflections on homework or course planning so far
- Review Day 2 LOs (above) & agenda
What You'll Need for Day 2
- Your CDI Workbook and plans in progress
- Your priorities for learning (that you prepared for today and posted to the shared google spreadsheet)
Evidence - How will we know students are learning?
9:15 am - 10:00 am - Isabeau
From Evidence to Outcomes
10:15-11am with Isabeau
Continue identifying the evidence of your learning priorities. Then revise into learning outcomes.
Alignment Check: Evidence and Priorities with Big Ideas
11:00 am - 11:30 am
Introduction to Assessment
11:30 am - 12:00 pm - Isabeau
1:00 - 4:30 pm
Evidence & Assessment
1:00 - 2:30 pm with Gillian and all facilitators
Purpose: to explore criteria for learner-centred assessments: discuss a variety of techniques and propose adaptations for your course.
An interview with Brett Gilley on 2-Stage Exam
Using Assessment as a Tool for Learning
BREAK 2:30 - 2:40 pm
Evidence & Assessment, Formative & Summative
2:40 - 3:10 pm - Independent Work with 4-column course plan (CDI Workbook)
Assessment & Alignment
3:10 - 3:20 pm with Gillian
Feedback on Alignment
3:20 - 4:10 pm
Debrief & Wrap Up
4:10 - 4:30 pm with Sue
- Re-cap of Day 2
- Preparation for Day 3
- Consultations on Thursday
- Parking lot items
- Formative feedback on cards:
- A highlight for me today was…
- One concept or idea that I continue to struggle with is...
Homework at the end of Day 2
PREPARE FOR DAY 3
Continue working on aligning your learning outcomes and assessment plans.
Day 3 will be about integrating learning activities to support the outcomes you have defined for learners and the evidence they are expected to produce. Spend time exploring the resources on Teaching and Instructional Strategies (we've curated a resource list for you, here on the wiki, Day 3 Resources). As you explore the materials think about the types of learning activities that will support your learners, seeking alignment with your learning outcomes and assessment plans. Look at the instructions in the CDI Workbook to help you with this phase.
You may have previously identified a particular "learning challenge" or "learning pitfall" that your students experience in your course. If so, pay attention to how some of these strategies might address the learning challenge and support student's learning throughout the course.
1. As you explore the resources, identify some strategies/techniques you've used in the past, and some you are interested/considering using. Write 2 of the strategies you've used before on the BLUE cards. Write 2 of the strategies you're interested in using on the YELLOW cards. Bring these cards to Day 3.
2. Update your course design plan, integrating your ideas for learning activities into the last column of your 4-column course plan. These ideas can be drafty at this point, and we will work on alignment of learning activities on Day 3.
4. Revisit your One-Sentence Challenge. Revise into a course description--describing your course from a learner centered perspective (in preparation for writing your syllabus). Write it out in order to share. Keep it short and inspirational.
Day 2 Resources
- Align Assessments: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.
- Variation on Assessment Methods and Types: visualizing your assessment plan at a glance.
- Course Design Examples by Disciplines:
- CMU's Eberly Teaching Centre's Guide to Learning Objectives
- Checklist for writing outcomes. See pages 1-4 of University of Waterloo’s Course Design Fundamentals worksheet.
- Brief videos on Learning Outcomes and Bloom's Taxonomy
- 6 Facets of Understanding - primer
- for a visual representation of Fink's Significant Learning, see Fink, D. (2007) The Power of Course Design to Increase Student Engagement and Learning
- Helping Students Reflect on their Mid-Term Performance: Not Just Their Grade: UBC Faculty of Science.
- Classroom Assessment Techniques: a guide from Vanderbilt University - Centre for Teaching
- Beyond the Essay: Making Student Thinking Visible in the Humanities by Nancy Chick, CFT, Assistant Director.
- Grading Student Work - Vanderbilt University - Centre for Teaching.
- Provide Feedforward with Exemplars411: method on gearing feedback towards future performance - Maryellen Weimer
- Assessing Learning: Resources from Vanderbilt University - Centre for Teaching.
- Flexible Assessment: Rideout, C. (2017). Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach. Assessment & Evaluation in Higher Education, p.1-11.
- 2 Stage Exam Process
- Multiple choice, multiple students: The merits of the two-stage test : brief and excellent article explaining the value and processes used in two stage exams at UBC.
- Two Stage Exams (CWSEI, UBC) a good overview of the process and associated effective practices.
- 2 Stage Exam Process
- Peer Assessment
- What is peer assessment and how can it be implemented?: U of T at Austin: good overview and discussion of common problems with the approach and strategies to address them.
- Assessment Matters: U of Waikato Self Assessment and Peer Assessment: thorough overview of effective practices related to self and peer assessment methods.
- Peer Assessment - Cornell University: the what, why and the how.
- Learning Technology Hub: Peer assessment tools and support
- Peer Assessment
- Rubric for Creating Rubrics: Buck Institute for Education.
- Sample Rubrics: extensive list of sample rubrics for a variety of disciplines.
- Sample Rubrics: Philosophy Rubric: Dr. Joseph Topornycky
- Creating and Using Rubrics: Carnegie-Mellon - Eberly Centre for Teaching
- Rubric for 6 Facets of Understanding (Wiggins & McTighe)
- Wikipedia Projects - UBC Examples
- SPAN312 Murder, Madness, and Mayhem: Latin American Literature in Translation Jon Beasley-Murray
- HIST 396 North American Environmental History Tina Loo
- Linguistics Rose-Marie Déchaine
- FNH 200 Exploring Our Foods Judy Chan
- How People Learn - Teaching guide from Vanderbilt University
- Principles of Learning - Eberly Center for Teaching: Carnegie Mellon University
Allan, J. (1996). Learning outcomes in higher education. Studies in Higher Education 21(1): 93-108.
Harden, R. M. (2002). Learning outcomes and instructional objectives: is there a difference?. Medical teacher, 24(2), 151-155.
Kennedy, D., Hyland, A., Ryan, N. (2009). Learning outcomes and competences. Bologna Handbook, Introducing Bologna Objectives and Tools. Retrieved from: http://www.procesbolonski.uw.edu.pl/dane/learning-outcomes.pdf
Writing Learning Outcomes: A Guide for Academics (2007). Retrieved from: http://www.mon.gov.mk/images/documents/nacionalna_ramka/wlopml.pdf
When using this resource, please attribute as follows: developed by the University of British Columbia.
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