Aligning Course Outcomes, Course Instruction, and Course Assessments Part 1 of 3
- 1. In April 2011, The CPE PhD, LLC became Course Outcomes, LLC. The training materials are referred to in this packet are owned and copyrighted by Course Outcomes, LLC and can only be used for free trainings. They may not be rebranded nor sold without express written permission from Course Outcomes. Course Outcomes and The CPE PhD
- 2. Thank you for using The CPE PhD’s training services. The content of this training is copyrighted by The CPE PhD and may not be resold, repackaged, or printed for profit. Organization Members may download and repackage materials for their organization but not for profit without express written permission from The CPE PhD.Intro Slide
- 3. Managing Director’s MessageAn introduction to hour 1: General instructional objectives and specific learner outcomes
- 4. Overview PlanBasic Course Development
- 5. Establish clearly what you want those enrolled in the course to know, feel, and/or do as a result of taking the course.Step 1
- 6. Develop an assessment plan Pre-assessment, post-assessment, assessments during the course, assessment for learning. Certification (cut-score, competency) Norm-reference or criterion-reference Performance assessment Self-assessmentStep 2
- 7. Develop assessments that produce evidence from which you can conclude that those enrolled in the course know, feel, and/or do that which is expected by course end (i.e., targeted learning outcomes).Step 3
- 8. With the targeted learning outcomes as a guide, prepare a curriculum that sequences the course in a way that builds student knowledge and/or skills in an incremental fashion. Step 4
- 9. Pilot test the course and the assessments to evaluate the degree to which the course achieves its objective.Step 5
- 10. Course Objectives and Specific Learning OutcomesPart I
- 11. Purpose of this TrainingIn order for a course to receive accreditation from the majority of accrediting organizations the following evidence must be provided:The learning outcomes of the course
- 12. Evidence that the objectives, instruction, and testing are aligned.
- 13. Evidence that learning outcomes are being achieved.Armed with this information the accrediting body compares the evidence provided with those from other comparable courses. A determination is then made regarding whether or not the course receives accreditation.
- 14. Purpose of this TrainingThe purpose of this training is to familiarize you with a standard vocabulary that communicates the learning outcomes of the courses you teach.This will make it possible to demonstrate evidence that - the objectives, instruction, and testing are aligned.
- 15. learning outcomes are being achieved.Part 1 – Objectives & OutcomesPart 2 – Assessment BlueprintPart 3 – Instruction and AssessmentTraining Outline
- 17. Dental Hygienist Training Accounting Police Academy Examples in this course come from…
- 18. Course objectives serve as guides for – instruction learning assessment Course Objective
- 19. A course objective is a statement of general student performance that is a result of course instruction.For example, a dental hygienist program could have the following course objectives:Students will - develop psychomotor skills for general assistant duties
- 20. understand American Dental Association standards
- 21. apply best practices to x-ray tooth decayNotice the general nature of these statements.What is a course objective?
- 22. General Instructional ObjectivesFor purposes of this training we will call your objectives
- 23. The General Instructional Objectives should-cover core content areascover general areas of student performanceserve as a heading for Specific Learning OutcomesOther Guidelines
- 24. Specific Learning OutcomesNote – the SLO is written in terms of specific student performanceEach General Instructional Objective (GIO) is defined in more detail by Specific Learning Outcomes (SLO). For example , an accounting course on SOX legislation may have the following GIO and SLOs– GIO – Understand key sections and titles of SOX SLO – distinguish between examples and nonexamples of conflicts of interest.SLO – Identify the principles underlying codes of conduct.SLO – Explain the key components of whistleblower protection.Note – this example is provided to illustrate the relationship between GIOs and SLOs. That is related to the GIOContent experts are in a better position to write effective GIOs and SLOs for courses dealing with Sarbanes-Oxley legislation.
- 25. The Dos and Don’ts of Writing Specific Learning Outcomes
- 26. The biggest “Do” is that you should write your specific learning outcomes in terms of what students in the course should be able to “do”, “perform”, or “demonstrate” as a result of your instruction.Do(s)
- 27. Don’t state SLOs in terms of – Teacher performance (e.g., “Teach police crowd control)Learning process (e.g., “Student learns best practices for DUI arrests)Course content (e.g., “Student studiescase-studies of high-speed chase effectiveness)Don’t(s)
- 28. Each GIO and SLO begins with an action verb. GIOs tend to use more general verbs such as knowsunderstandsdemonstratesappliesrelatesNote -
- 29. recognize
- 30. recall
- 31. exemplify
- 32. infer
- 33. compare
- 34. explain
- 35. implement
- 36. organize
- 37. critiqueSLOs tend to use more specific verbs such as -Let us examine the type of assessment questions (items) that are designed to produce evidence of student performance associated with these verbsThen state the specific learning outcome that is being assessed by each item.
- 38. recognize
- 39. recall
- 40. exemplify
- 41. infer
- 42. compare
- 43. explain
- 44. implement
- 45. organize
- 46. critiqueSLOs tend to use more specific verbs such as -On what date was the Sarbanes-Oxley legislation passed?June 24, 2001October 23, 2003January 3, 2005December 4, 2008SLO – Students will be able to identifyspecific dates and events surrounding the Sarbanes-Oxley legislation.Notice with this item the student simply searches their memory for the correct date and then selects from the options that best match from what they remember.
- 47. recognize
- 48. recall
- 49. exemplify
- 50. infer
- 51. compare
- 52. explain
- 53. implement
- 54. organize
- 55. critiqueSLOs tend to use more specific verbs such as -The Sarbanes-Oxley legislation was passed on what date? ______________SLO – Students will be able to recall specific dates and events surrounding the Sarbanes-Oxley legislation.Notice with this item the student searches their memory for the correct date and then supplies it rather than selecting from options.
- 56. recognize
- 57. recall
- 58. exemplify
- 59. infer
- 60. compare
- 61. explain
- 62. implement
- 63. organize
- 64. critiqueSLOs tend to use more specific verbs such as -Which case study below is an effective example of x-raying tooth decay?a. Case study 1b. Case study 2c. Case study 3d. Case study 4SLO – Students will be able to identify examples of effective x-ray practices for tooth decay .With this item a respondent would have to - first know the features of effective x-raying for tooth decay.
- 65. second be able to identify those features in a case study.recognize
- 66. recall
- 67. exemplify
- 68. infer
- 69. compare
- 70. explain
- 71. implement
- 72. organize
- 73. critiqueSLOs tend to use more specific verbs such as -Respondent reads a scenario depicting a less effective way of x-raying tooth decay with failed results.What guideline below, if followed, could have made this way of x-raying tooth decay more effective? a. Guideline 1b. Guideline 2c. Guideline 3d. Guideline 4SLO – Students will be able to infer the reason why the results of an x-ray of tooth decay failed.The respondent in this case would need to be able to (1) detect the less effective aspect of the scenario, (2) make an inference as to which guideline was not followed.
- 74. recognize
- 75. recall
- 76. exemplify
- 77. infer
- 78. compare
- 79. explain
- 80. implement
- 81. organize
- 82. critiqueSLOs tend to use more specific verbs such as -Respondent reads two scenarios depicting different white-collar crimes that would receive the same penalty.Would these white-collar crimes be subjected to the same or different penalties?a. Same penaltyb. Different penaltiesSLO – Students will be able to identify penalties associated with certain white-collar crimes.The respondent would need to know the penalties associated with each crime and determine if they are the same.
- 83. recognize
- 84. recall
- 85. exemplify
- 86. infer
- 87. compare
- 88. explain
- 89. implement
- 90. organize
- 91. critiqueSLOs tend to use more specific verbs such as -Respondent reads a case study of a significant account. For what reason would the account above be considered significant.a. Reason #1b. Reason #2c. Reason #3d. Reason #4e. The account is not significantSLO – Students will recognize what makes an account significant.Respondent knows the reasons an account is considered significant and checks to see which of those reasons applies to this case study.
- 92. recognize
- 93. recall
- 94. exemplify
- 95. infer
- 96. compare
- 97. explain
- 98. implement
- 99. organize
- 100. critiqueSLOs tend to use more specific verbs such as -Respondent reads a case study they’ve never seen before depicting a challenging crowd control scenario with no clear-cut solution. Select the option below that represents the best way to handle this situationa. Procedure #1b. Procedure #2c. Procedure #3d. Procedure #4SLO – Students will recognize appropriate implementation of procedures for crowd control.Respondent matches the challenge with a combination of procedures that could resolve this ill-defined challenge.
- 101. recognize
- 102. recall
- 103. exemplify
- 104. infer
- 105. compare
- 106. explain
- 107. implement
- 108. organize
- 109. critiqueSLOs tend to use more specific verbs such as -Below are elements that are required in a DUI arrest. Element 1
- 110. Element 2
- 111. Element 3
- 112. Element 4Rank order these elements based on their importance in making a DUI arrest.a. 3, 4, 2, 1,b. 3, 1, 2, 4c. 2, 3, 4, 1d. 4, 3, 2, 1SLO – Students will be able to organize elements of a DUI arrest based on level of importance.Respondent determines the importance of each element and then organizes them based on a magnitude of importance.
- 113. recognize
- 114. recall
- 115. exemplify
- 116. infer
- 117. compare
- 118. explain
- 119. implement
- 120. organize
- 121. critiqueSLOs tend to use more specific verbs such as -Respondent reads a case study where a code of conduct has been breached and then how it is was officially dealt with.Select from the list below all of the criteria that should be used to evaluate the effectiveness of how this situation was dealt with.a. Criterion #1b. Criterion #2c. Criterion #3d. Criterion #4SLO – Students will recognize appropriate implementation of ethical procedures Respondent critiques the method for dealing with the breach and then selects the criteria from the options listed below that best matches his/her critique.
- 122. GIOs represent all of the content in your course at a general level. Sometimes many and sometimes a few SLOs can serve to produce detailed evidence that a GIO has been achieved.Theoretically you could write an infinite number of SLOs under each GIO and then sample from that list a smaller number of SLOs to write test questions to.Constructing GIOs and SLOs
- 123. Here is a visual example - GIOSLOSLOSLOSLOSLOSLOSLOSLOSLOSLOSLO
- 124. Here is a visual example - GIOSLOSLOBy assessing students’ ability to achieve these three SLOsSLOSLOSLOSLOSLOSLOSLOSLOSLO
- 125. Here is a visual example - GIOSLOSLOwe are inferring that they would perform the same on the rest.SLOSLOSLOSLOSLOSLOSLOSLOSLO
- 126. Write General Instructional Objectives (GIOs) that cover your entire course material and what students should be able to do with the material. (e.g., Understand best practices for COSO/IT internal control documentation)As a result of this training, you should be able to…
- 127. Write General Instructional Objectives (GIOs) that cover your entire course material and what students should be able to do with the material. (e.g., Understand best practices for COSO/IT internal control documentation)As a result of this training, you should be able to…
- 128. Write General Instructional Objectives (GIOs) that cover your entire course material and what students should be able to do with the material. (e.g., Understand best practices for COSO/IT internal control documentation)As a result of this training, you should be able to…
- 129. Write General Instructional Objectives (GIOs) that cover your entire course material and what students should be able to do with the material. (e.g., Understand best practices for COSO/IT internal control documentation)Write corresponding Specific Learning Outcomes (SLOs) for each of your GIOs. As a result of this training, you should be able to…
- 130. If you have any questions or need assistance check the discussion board or contact Dr. Daniel Winder at the cpephd@gmail.com