determining learning outcomes & exploring assessment option

7/31/2019 Determining Learning Outcomes & Exploring Assessment Option

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Chapter 4. Determining Learning

OutcomesChapter 5. Exploring AssessmentOptions

Disusun oleh:1. Hutomo Atman Maulana2. Wella Pusvita Sari

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INSTRUCTIONAL DESIGN

Dosen pengampu:Prof. Dr. Rusdi, M.Sc

MAGISTER PENDIDIKAN IPAPROGRAM PASCASARJANA

UNIVERSITAS JAMBI


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Laerning OutcomesLearning outcomes is a broad category that includeslearning goal and learning objective.

Determining learning outcomes is necessary beforemake dicisions on assessment and teaching strategies.

Learning Outcome Instructional UseLearning goals Broad learning outcomes for curriculum

and unitsLearning focus Overall learning purpose for lessonsLearning objectives Specific learning specified by learning

types, learning dimensions, and/or statestandard

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Tools to determine learning outcomes

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State Standard

Learning Taxonomies

Learning Dimension

Facet of Understanding


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State standardState standards are organized in different ways, so youneed to be familiar with the standards that apply to your school.Individual school vary in terms of how teachers meetthese state standards, which are assessed by statetesting

Having access to these standards can help youprioritize standard in your classroom.

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Learning taxonomiesStudent learning, as expressed by the lessons overalllearning focus and/or specific learning objectives,may include one or more levels of the cognitive,afective, and psychomotor taxonomies.Identifying learning level for each of your learningobjective can help you choose appropriate

assessments.

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Learning dimensions

Each of these dimensions challenges the teacher to write appropiate goals, learning focus, and objectivesfor instructions, as some aspects of these learningdimensions may not be served well by performanceobjectives.

DimensionLiteracy

ArtsDesign

Social learningDiversity and multiculturalism

Moral developmentCreativity

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Facets of understandingUsing the illustrative verbs for the learningtaxonomies helps to specify what you mean by learning verbal information, cognitive strategies, orintellectual skills, but what about understanding? Arethere illustrative verbs that help here? Yes, but thechoice of verb, such as recognize, know, or comprehend, present a new set of interpretativeproblems.

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Facet of UnderstandingCan explainCan apply

Can empathize

Can interpretHave perspective

Have self-knowledge

The different facets help teachers design assessmentand teaching that support student understanding.

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Can explainExplanation is one facet of understanding in whichstudent are asked to explain what fact mean.

Assessment involves more than answers; its includesexplanations and support for these explanations.Teaching for understanding use themes and problemsto provide the central organizing structure in lessons

and units.

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Can interpretInterpretation enhance student understanding beyondexplanation

Most information is not value-free, meaning that notall people will see information in the same way.To interpret could involve telling story that depicts what knoeledge mean, based on students experience.

Teaching uses activities in which studenr develop theirown interpretations through picture, stories, or rolesexamples.

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Can apply With Understanding outcome, student demonstratea grasp of concepts, perspectives, and ideas in order touse this knowledge on a problem of interest.

Application allows students to demonstrate theirunderstanding A challenge for teachers is not only giving studentchallenging problem but also allowing student the

freedom to apply what they know.Teaching decisions involve the choice of relevantproblem, authentic to extent that they are appropriateto childrens developmental need and classroom

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Have perspectiveGaining perspective help student develop the capacity to see and voice different view points.

Evidence for this learning involves student activity in which student experience different point of viewthrough listening, writing, speaking, or some othertype of performance.

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Can empatizeBuilding empathy or the ability to understandsomeones feelings and point of view requires directhuman experience rather than a mere description of how to appreciate othersStudent can develop these experience with peers, butsometimes building empathy with new acquaintancesmay further improve students empathetic capacitiesin classroom and the community

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Have self-knowledgeHelping student develop self knowledge is not always alearning outcomes

Allowing student time to reflect and includingreflectivity as part of and assessment plan giveteachers information on how self-knowledge isdeveloping in a student.

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Lesson plan componentsThe following lesson plan format combines many feature of lesson plans. We organize the lesson planinto categories too illustrate specific function, whichinclude following:

1. Title2. Identification

3. Learning focus4. Teaching and assessment overview5. Teaching procedures6. Post teaching

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Descriptive title of lessonDescribe the lesson with a litle that captures theessence of the lesson

The title could include words that describe bothstudent learning and teaching approach

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Identification sectionThe identification section identifies you, yourcooperating teacher, and the school where you areteaching.This information will be helpful to other who ightreview your lessons.

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Learning focus sectionThe learning focus is the most important section of the lesson plan Without a clear focus for student learning, yoursubsequent decision making will be activities that may have nothing to do with your intended learningoutcome

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Subject and student learningThe subject line record the content area(s) you areteaching. With related lessons found in units, identifying thesubject will connect the lessons plans.

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Time estimatesEstimating the time needed for lesson comes withexperience You may plan more activity than you have time for, or your teaching could be interupted by some eventHaving a suplementary activity, then, is useful in thiscase, particularly until you become used to

improvising and adjusting on the spot

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Overview sectionThis brief section records the learning material you will need, the spesific learning objectives that supportthe student learning focus of the lesson, and anoverview of the teaching and assessment startegiesused in the lesson

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MaterialsList the materials you need. A list act as checklist to ensure that you haveeverything you need and may alert you to preparations you need to make before class

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ObjectiveKeeping the learning focus in mind, list all specificobjectives of what student will know, understanding, value, or be able to do in lesson. When you list learning objectives, identify the type orlevel of learning.Match the learning objective with the one or more

state standard, if this is required in your school.

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Teaching and assessment overviewThis subsection is not usually found in lesson planformats. A brief statement of these strategies helps you andothers see your overall teaching and assessmentapproach and help you judge if your decision aareappropriate to your learning focus and specificlearning objectives

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Teaching sectionThis is the heart of the lesson plan, the procedures you will use in teaching.The teaching section list procedures for instructionand activity, which may be teacher directed, studentfocused, or a mix of the two

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Introduction procedureThe beginning of teaching ussually involves anopening activity, which is designed to gain studentsattention and ready them for instructionGaining student attention is useful purpose to anopening activity, as the time can be used to review aprevious lesson or focus students attention on a new topic.

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Instructional procedure Your opening activity should lead directly to learningnew topics and may stimulate students curiosity orpoint out major ideas to be elaborated on

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Transition guidelinesInstructional procedures can include guidelines forcritical procedures, implementation, or transitionbetween activity or lessons.This section can suggest ways to help studentunderstand the meaning behind an opening activity review prevoius learning, or ask question to promptstudent attention

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Classrom managementClassroom management includes everything you needto organize students, space, time and materials so thatlearning can take place.

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Teacher inquiry proceduresIn action research or any formal teacher inquiry, you will gathering data The purpose for this section is to remind yo to collectstudent work so that it can be assessed for studentlearning and incorporated in your teacher research.

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Closure proceduresIdentifying ways to end the lesson provides a time forreviewing student performance, clarifying conceptualproblem, or briefing student on what is due for thenext time

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Post-teaching sectionThe post-teaching section is filled out after teachingThe purpose of this section is to reflect on yourteaching, comment on what happened, and determine what change need to be made next time the lesson istaught.

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ReflectionIn our lesson plan format, we have listed suggestedquestions to reflect on after a lesson is taught.The important question are:

1. Did your student learn, and how do you know?2. What do you know about the differences in how

your student know the content?

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Modifications What changes do you need to make in this lesson?Making these change notes increase the value of yourlesson plan for the next time you or someone else usesit.

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EXPLORING ASSESSMENT OPTION Assessment provides teachers with information aboutstudent learning

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Exploring assessment Without assessment, how will you know that yourstudents are learning? Assessment can be used for different purpose, themost important one of wich is addressed in thischaptes namely, to assess student learning.

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Why assessment before teaching? We address assessment before teaching strategies,because you need to determine the purpose of assessment before you purpose a teaching method tosupport the desired learning.

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Views of assessmentThe terms assessment and evaluation are sometimesused interchangeably. Assessment cover a wide rang of ways to learn aboutstudents.Traditionally, assessment has been viewed asevaluation, although assessment can provide more

information about student than just grades. Assessment becomes evaluation when judgment aremade, judgments that determine, pass, or certify

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Purposes for assessment Assessment in the classroom can serve four differentpurposes:

1. Placement2. Diagnostic3. Formative4. Summative assessment

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How assessment is used in the classroom

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Assessment Purpose Assessment ToolsPlacement: What do student know, and where

should they be placed for instruction?

Pretesting, aptitude test, observations

Diagnostic: What areas are student havingdifficulty with?

Published tests, observation

Formative:

What learning progress are studentmaking?

Observation, work sheets, quizzes,

practice, draft paper, speeches,discussion, group activity Summative: What grades have students earned?

Test, project, paper, science fairprojects, portofolios, performances


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Assessment toolsTraditionally, assessment has been viewed as testing, with test being the principal way that students areevaluated.

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Selected Responses(Students choose from

choice)

Constructed Responses(students provide their

own responses)

Performance(students demonstrate

their learning)Multiple choice

MatchingTru-false

Short answer and essays

Interviews with studentsSelf -assessment

Projects

Portofolios


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Matching learning outcomes with

assessment tools A rubric is an assessment tool used to evaluate a rangeof student performance across several categories of performance.If learning performance requires interpretation,development of a rubric can be a useful exercise to beclear on what constitutes an overall performance, as well as the range of performance across the categories

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Categories of performanceRubric take time to develop because one has to firstidentify the categories of performance and thendescribe the different level of performance in eachcategory For example, having students write up a case study may require the following categories to assess studentperformance:

1. Background 4. Recommendations2. Problem 5. Writing3. Response 6. Format

determining learning outcomes & exploring assessment option

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