Values? Learning-How-to-Learn Goals: What would you like for students to learn about: Being good students in a course like this? Learning about this particular subject? Becoming a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it? For most teachers, using a set of Desired Learning Outcomes like this would be a more ambitious learning agenda than they are using now. That is good, but this also then challenges us to identify the assessment and learning activities that would make it possible for to help students achieve these learning outcomes. That is the focus of the next two steps in Integrated Course Design. Feedback and Assessment The task in this part of the process is to find an answer to the question: What would students have to do, for them and us to know how well they had achieved each of the Desired Learning Outcomes? This means we need to identify specific kinds of assessment activities that are appropriate for each desired learning outcome. Working on this task will quickly lead us to a recognition of an important course design principle: We will need different kinds of learning activities for different kinds of learning outcomes. The following is not an exhaustive list, but a list to illustrate what might be appropriate kinds of assessment activities for each of the different categories of Significant Learning. Kind of Learning Outcome: Possible Assessment Activity: Foundational Knowledge Multiple Choice test Application Learning Give students a situation and ask them to generate a particular response, e.g., of critical thinking, creative thinking, problem solving, or decision making. Integration Essay question in which students are asked to identify the relationships between some “X” and “Y”. For example, how does the physical geography of a region affect its economic activity? Human Dimension:
Values? Learning-How-to-Learn Goals: What would you like for students to learn about: Being good students in a course like this? Learning about this particular subject? Becoming a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it? For most teachers, using a set of Desired Learning Outcomes like this would be a more ambitious learning agenda than they are using now. That is good, but this also then challenges us to identify the assessment and learning activities that would make it possible for to help students achieve these learning outcomes. That is the focus of the next two steps in Integrated Course Design. Feedback and Assessment The task in this part of the process is to find an answer to the question: What would students have to do, for them and us to know how well they had achieved each of the Desired Learning Outcomes? This means we need to identify specific kinds of assessment activities that are appropriate for each desired learning outcome. Working on this task will quickly lead us to a recognition of an important course design principle: We will need different kinds of learning activities for different kinds of learning outcomes. The following is not an exhaustive list, but a list to illustrate what might be appropriate kinds of assessment activities for each of the different categories of Significant Learning. Kind of Learning Outcome: Possible Assessment Activity: Foundational Knowledge Multiple Choice test Application Learning Give students a situation and ask them to generate a particular response, e.g., of critical thinking, creative thinking, problem solving, or decision making. Integration Essay question in which students are asked to identify the relationships between some “X” and “Y”. For example, how does the physical geography of a region affect its economic activity? Human Dimension:
Pre-Rdg-for-ICD-Workshop-Current.docx