This is to justify training/educational experiences.
JMS: Sometimes this works this way, sometimes it doesn’t. Sometimes the outcomes are implicit, invisible. Power of alignment: Cohen 1987, Wishnick 1989
Jacob: Because I’ve never seen a perfect assessment (or even a really great one) it seems basing content on assessment rather than outcomes risks cutting the actual outcomes short, by failing to provide the appropriate content and activities. The idea is that even a good assessment won’t do justice to necessary instruction.
Wiley: Faculty adopts a textbook (JMS: but based on outcomes, right?) which may come with assessment
JMS: In k-12 but in higher ed I think faculty don’t commonly base outcomes and assessments on the content (textbook); rather they implicitly know the outcomes and choose the content based on that, presuming that the textbook publisher did the hard work of aligning the assessment with the content.
The who. Your objectives had better say, “The student will be able to…”
Behavior
An objective always says what a learner is expected to be able to do. The objective sometimes describes the product or result of the doing.
Ask yourself, what is the learner doing when demonstrating achievement of the objective?
Condition
An objective always describes the important conditions (if any) under which the performance is to occur.
Degree
Wherever possible, an objective describes the criterion of acceptable performance by describing how well the learner must perform in order to be considered acceptable.
Work Model Synthesis
systematically combining and recombining tasks and objectives that through task analysis procedures have been fragmented at a low level”
Learning Analytics
What impact might Google Analytics-style anayltics have for teaching and learning?
Students hate it (accountability vs. Big Brother)
Technology in education now lets us diagnose learners and provide laser-like feedback.
IPT 564 Notes 07-29-2010
Alignment
This is to justify training/educational experiences.
JMS: Sometimes this works this way, sometimes it doesn’t. Sometimes the outcomes are implicit, invisible. Power of alignment: Cohen 1987, Wishnick 1989
Jacob: Because I’ve never seen a perfect assessment (or even a really great one) it seems basing content on assessment rather than outcomes risks cutting the actual outcomes short, by failing to provide the appropriate content and activities. The idea is that even a good assessment won’t do justice to necessary instruction.
Wiley: Faculty adopts a textbook (JMS: but based on outcomes, right?) which may come with assessment
JMS: In k-12 but in higher ed I think faculty don’t commonly base outcomes and assessments on the content (textbook); rather they implicitly know the outcomes and choose the content based on that, presuming that the textbook publisher did the hard work of aligning the assessment with the content.
Mager
ABCD
From Mager’s Tips on Instructional Objectives
Ask yourself, what is the learner doing when demonstrating achievement of the objective?
Work Model Synthesis
systematically combining and recombining tasks and objectives that through task analysis procedures have been fragmented at a low level”
Learning Analytics
What impact might Google Analytics-style anayltics have for teaching and learning?
Students hate it (accountability vs. Big Brother)
Technology in education now lets us diagnose learners and provide laser-like feedback.