Documentation talk:Building Cohesion Between Goals and Assessment

The purpose of teaching is to support learning. Dee Fink suggests that "all decisions relating to a given course (or other learning experience) — from the selection of reading materials to the assessment process — should be judged by their contribution to this end." When a course is well designed, it is easy to see a relatively cohesive plan which is intended to guide the learners toward both some predefined goals and some incidental learning which may be discovered upon personal reflection.

Readings:

Dee Fink: http://www.theideacenter.org/sites/default/files/Idea_Paper_42.pdf

http://vudat.msu.edu/

http://vudat.msu.edu/assess_objectives/

http://ets.tlt.psu.edu/learningdesign/objectives/assessment

http://www.designlearning.org/

http://www.roundworldmedia.com/cvc/module4/notes4.html

Creating Rubrics:

https://www.e-education.psu.edu/facdev/id/assessment/rubrics/rubric_builder.html

open ended actvity vs. closed finite tasks.

table format: 4 columns: skill domain, objective, activity, assessment

The Process:

Background
Key Questions (Dee Fink: context, high stakes/low stakes, formative/summative, what do you think students need to learn, what would you hope they learned)
Evaluating Your Plan.
choice of assessment method

Building your framework:

table: skill level, objective, activity, assessment

Carnegie Mellon University: Eberly Teaching Centre http://www.cmu.edu/teaching/designteach/index.html