Transcript Developing Course-Level Learning Objectives: Enhancing

Designing a Course
A Workshop Hosted by:
The Center for the Enhancement of Learning and
Teaching
Presentation source: University of Michigan-Flint given December, 2006
On a scrap sheet of paper list as
many characteristics of good
course design as you can.
Compare your Focused List with another
person’s list to see what you have in
common and what is different.
Prepare to share what you found out with
the group.
Alignment within a Given Course
Course-Level
Learning
Outcomes
Teaching and
Learning Activities
Assessments
of Student
Learning
Why write outcomes?
Specific
learning
outcomes
lead to:
Higher quality
feedback
Improved
courses and
programs
Improved
student
learning and
achievement
Compare these poorly stated and
well stated outcomes

Students will understand
Erikson’s developmental
stages.

Students will identify and
summarize each of Erikson’s
stages of development.

Students will be familiar with
the major sociological
perspectives and how they
relate to their daily lives.

Students will describe each of
the major sociological
perspectives and will illustrate
how each perspective relates
to events in their daily lives.

Students will develop the skills
necessary for conducting
research in the natural
sciences.

Students will design, conduct,
and analyze a research project
using appropriate scientific
theory and methodology
What are the characteristics of
well stated learning outcomes?
What are the characteristics of
well stated learning outcomes?
student-focused
measurable
focused
course
on skills and abilities acquired by end of
Take a moment to write at least
one well stated outcome on your
worksheet.
Alignment within a Given Course
Course-Level
Learning
Outcomes
Teaching and
Learning Activities
http://www.youtube.com/watch?v=3Dqti9tz9sA
Assessments
of Student
Learning
Think about how you might assess students’
acquisition of your outcome.
Turn to a partner and discuss concerns and
considerations.
Share your ideas with the large group.
Assessments by Outcomes and
Bloom’s Taxonomy
Student
Learning
Outcomes
Bloom's Taxonomy of Cognitive Categories
Knowledge
Comprehension
1.a.1 Define the
three tenets of the
Central Limit
Theorem
Homework and
examination.
1.a.2. Describe three
key distributions
Homework and
examination.
1.a.3 Combine to
explain the
relationship between
the three
distributions
1.b.1 Outcome
1.c.1 Outcome
2.a.1 Outcome
2.b.1 Outcome
Application Analysis
Synthesis
Homework and
examination.
Evaluation
Take a moment to jot down an
assessment option for your
outcome on your worksheet.
Alignment within a Given Course
Course-Level
Learning
Outcomes
Teaching and
Learning Activities
Assessments
of Student
Learning
There are three elements to
planning for active learning:
Information
and ideas
Reflective
dialogue
Assessment or Activity
Experience
Take a moment to write at least
one activity idea that will help
students prepare for the
assessment task.
Alignment within a Given Course
Course-Level
Learning
Outcomes
Teaching and
Learning Activities
Assessments
of Student
Learning
What was the most important thing
you learned in today’s workshop?
What important question remains
unanswered?