las training and instruction librarian’s group - learning outcomes how can we measure them
DESCRIPTION
Presentation by Tan Swee Liang (Director, Centre for Teaching Excellence; practice associate professor, Singapore Management University) at Information Literacy Seminar in Li Ka Shing Library, SMU on July 20, 2012TRANSCRIPT
1
Learning Outcomes: How Can We Measure Them?
Library Association of Singapore20 July 2012Li Ka Shing Library, Singapore Management University
Tan Swee LiangDirector, Centre for Teaching ExcellencePractice Associate Professor, School of EconomicsSingapore Management University
2
Agenda
1) Approach to Teaching Model
2) Course Design for Learning
3) Case Study
4) Q n A
3
1) Approach to Teaching Model
Multi-dimensional framework
Assurance of Learning is the
focus,
anchored by pedagogically-sound
Course Design Methodology,
systematic
Teaching Evaluation Process
and enhanced by the
Affordance of Technology
4
What do you see in this picture?
5
What do you see?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Possible task: ________________ ________________ ________________
6
What is going through their minds?
1. ____________2. ____________3. _____________ 1. ____________
2. ____________3. _____________
7
Close the Gap
Our students are here
We want them to be here
8
How do we know our students have learnt
what we have set out for them to learn?
How do we measure how much students have
learnt?
9
Teach our students
• Teacher-centred• student-centred
Set learning objectives for the course
• ABC method• Bloom’s taxonomy
Assess our students
• Formative• Summative• Diagnostic
Ultimately …. To align these actions to ensure learning
2) Course Design MethodologyHow to …..?
10
11
ABC Method
Bloom’s Taxonomy
a) Set Learning Objectives
12
b) Assess Student
At the end of lesson, the Primary 2 students will be able to write and explain clearly the steps to do mathematical subtraction involving two-digit numbers
Criteria : ‘Write me’ and ‘Tell me’ the steps to do this
Evidence : Hand in a report and do a brief presentation in class
Standard : Pass / Fail ….. Excellent job/ Good attempt / Try Again
A B C MethodAudience Behavior Content
13
b) Assess Student Using Rubrics
Criteria Excellent job Good attempt Try Again
Write the steps
Steps are written clearly with no errors
Steps are written with minor errors
Steps written are confusing, leading to wrong answer
Tell the steps
Explanation shows good understanding, and student do not require assistance
Explanation shows student have some difficulty but with guidance, able to reach the answer
Explanation shows student yet to comprehend the methods
Learning Outcomes: How Can We Measure Them?
14
c) Teaching Methods
15
3) Case StudyCourse: International Economics ECON103A
Assessment: Project Presentation and Report 30%
: Final Exam 40%
: Mid Term 20%
: Class Participation 10%
At the end of the course, the non-Econs major, second year SMU students will be able to
develop an analytical framework for studying international economic issues related to trade, finance, factor mobility and exchange rates
apply the economic theories to analyze major issues in the global economy today
evaluate economic policies in developed and developing markets
Rubric for Project Presentation
Criteria Scores(max 20)
Organization of presentation 0-4
Depth of engagement with audience 0-4
Effective selection, evaluation and integration of information sources (including acknowledgment of sources used)
0-6
Depth of content knowledge 0-6
Oral communication skills
Information literacy skills
Centre for English CommunicationLKS Library
17
Are the rubrics sufficient to measure learning?
Course level Get feedback from students
(increase competency?) Feedback from peers about my
course, assessments and delivery
Programme level (higher level learning) Hear from employers Hear from faculty teaching other
Economics / Business courses – “Have my students apply what they have learnt in your class?”
Hear from librarians “have students’ information literacy skills improved?”
Sources of information? Student feedback
on teaching (FACETS)
Peer Coaching
Employer Survey Learning portfolio Rubrics
18
Remarks
Learning Outcomes: How do we measure them?
Solution is complex, requires a multi-dimensional framework
Assurance of Learning is the focus,
anchored by pedagogically-sound
Course Design Methodology
systematic
Teaching Evaluation Process
and enhanced by the
Affordance of Technology
19
CTE On-Line Resources
Click here to assess CTE’s Lesson Planning Workshop
https://sites.google.com/site/ctecoursedesignworkshop/
Q & A
Thank you