THE PRINCIPLE OF ALIGNMENT

EDA 122

ALIGNMENT

OUTCOMES

PROCESS

ALIGNMENT

OUTCOMES

PROCESS

PRODUCT

WHAT WHEN

WRONG?

ALIGNMENT

Balance system

What we teach.(methods,

assessment, reporting results,

climate)

What we teach.(methods,

assessment, reporting results,

(climate)

Deep learning

Surface learning

BIGGS MODEL

DISTINGUISH BETWEEN DEEP AND SURFACE LEARNING

ACHIEVING ALIGNMENT

• Setting learning outcomes Make use of active verbs (leads us to design activities to

achieve the outcome)Levels of achievement

• Selecting learning and teaching activitiesLearning styles, active participation

• Assessing and grading the studentAssess the outcome, approach to assessment

STUDY THE EXAMPLE IN TERMS OF

• THE IMPETUS BEHIND THE LESSON OUTCOME- THE ACTION VERB AND

• WHAT IS EXPECTED OF THE LEARNER?

• Mastering the skill will enable learners to concentrate on the HOW and not merely WHAT to think. When writing a lesson outcomes an action verb is the impetus to how the outcome should be demonstrated. In the following example the meaning of an action verb is clarified in terms of what is expected of the learners.

• THE LEARNERS SHOULD BE ABLE TO PRESENT THEIR FINAL PRODUCT BY MEANS OF MAKING A CREATIVE DRAWING OF THE DIFFERENT PARTS OF A MACHINE.

• THE LEARNERS SHOULD BE ABLE TO DRAW A LINE BETWEEN TWO POINTS.

• In the first case it indicates the learner’s ability to synthesis previous knowledge into one diagram where as in the second outcome learners should be able to apply their previous knowledge in connecting the two points. When using active verbs identify the context in which the outcome must be demonstrated.

ExampleLearning outcome Assessment standard : Do investigations and collect data: Investigate the possiblities and the usage of materials and find out how it works.

Lesson outcome: Learners will be able to gather data on the increase of temperature over a period of time; and compare the temperature over the different seasons.

Activity: Measure the temperature over the different seasons and determine the average of the temperature.

Assessment: Learners will be assessed on how they noted the data in the tabels as well as the interpretations that they make in terms of the temperature differences.

Identify active verbs

How do I address:

• Learners higher cognitive thoughts?

• All three domains of the learner?

• The critical Outcomes?

THROUGH ASKING THE RIGHT QUESTIONS ON THE RIGHT

LEVELS

COGNITIVE DOMAIN/ADAPTED VERSION

EVALUATION COMPARE

SYNTHESIS DESIGN

ANALYSE TABULATE

APPLICATION APPLY

COMPREHENSION INTERPRET

KNOWLEDGE RECALL

40%

60%

CREATIVE

COGNITIVE

Knowledge Recognition or recalling of ideas

Name list state define

Comprehension Requires an understanding of facts

Compare discuss match illustrate

Application Where the learners can use theory in a new situation

Solve predict draw differentiate

Analysis The breakdown of content into parts and discovery the relationship between parts

Analyzed identify

Synthesis Recombination of part into a whole

Organise design synthesis

Evaluation Judgment about the theory

Evaluate assess critise defend

PSYCHOMOTOR

Imitation Early stages of development of complex skill and involves the repetition of an action

Begin come try do

Manipulation Continues to repeat a specific skill until it becomes a habit

Need gather execute improve

Exactness Skill has been acquired and the execution of the skill is fast and occurs smoothly

Achieve progress accelerate

Articulation Needs a higher level of exactness

Adapt change reorganize

Spontaneity The response is automatic individual starts to experiment. Inisiates new ideas new motor manipulations

Arrange construct create design refine

Criteria for the first team.

AFFECTIVE Acceptance

receivingAcceptance refers to eagerness to accept or give attention

Ask follow choose describe recognize

Reaction responding

Reaction refers to the active involvement of the learner

Agree answer follow request

Appreciation /value

The learner sees the value of the activity theme module the motivation to execute

Defend choose accept take

Organizing This is about the organization of values into the system sees the relation between the situation and the integration

Compare order participate

Characterizing Refers to the person being charactererised by his values develops a consistent value system

Behave defend advocate demonstrate

THEME: POLLUTION

1. List differents types of pollution2. Distinguish between water- and air pollution3. Predict what will happen if air pollution is not stopped4. Analyse the current situation and identfy the most dangerous

type of pollution5. Design a plan on how to improve the current state of the

atmosphere6. Critically evaluate your plan against the criteria set for what

the % must be for human to survive in

RELATIONSHIP AND PROGRESSION

PSYCHOMOTOREarly stages of development of complex skill and involves the repetition of an action

Begin come try doTry and make a microscopic slide of an epidermis

Continues to repeat a specific skill until it becomes a habit

Need gather execute improveTry again and make one with no air bubbles of the epidermis

Skill has been acquired and the execution of the skill is fast and occurs smoothly

Achieve progress accelerateMake one with no air bubbles and with only a few cells

Needs a higher level of exactness

Adapt change reorganizeMake one with only one layer of cells

The response is automatic individual starts to experiment. Inisiates new ideas new motor manipulations

Arrange construct create design refineMakes one with only one cell to see all the part very clearly

HOLISTIC ASSESSMENT

• Domain: cognitive, affective, psychomotor;• Different approaches to assessment;• Different assessment methods; • Learner must be developed in totality, must

develop life skills (see critical outcomes).