Taken from http://blog.carneysandoe.com/6-questions-to-ask-yourself-about-learning-outcome-assessment/
Outcomes
and Assessment
A Sample from Higher Education
By Prof. Jonathan Acuña-Solano
School of English
Faculty
of Social Sciences
Universidad
Latina de Costa Rica
Friday, March 11, 2016
Post 234
When dealing with outcomes and
assessment in higher education, it is quite relevant to consider various
aspects to make student learning meaningful, deep, and applicable to their
future working environment. Bearing in mind the outcomes and assessment stated
for a given course, it is a good idea to take into account the time available
to achieve the learning goals in course outlines. Likewise, the time required
by students to learn must also be considered to ensure the learning process.
Similarly, the instructor had better estimate the time required by a learner to
demonstrate what they have been learning in one’s class based on the course
objectives and exit profile for that course.
Now, let me share how I take into
consideration the variables mentioned above: time available in a course, time
required by learners, and time needed by them to demonstrate they have learned:
Let us take a look at a learning task that was given to drama students at Universidad Latina and how a measurable outcome was developed. To start with, as part of the introductory part to classical Greek theater, learners were provided with a Prezi presentation and an explanation on how ancient Greek drama evolved from the Dionysian rites into a sophisticated staging of tragedies and comedies. Secondly, a learning research task was designed and developed to trigger student understanding on how classical Greek dramatists encoded themes and topics into their plays. Finally, students were told what the learning objective for this writing task was all about, so they could produce a quality essay:
At the end of this
segment of the course on classical Greek theater and after reading Oedipus Rex
by Sophocles, drama students will write a short research essay identifying,
exploring, and analyzing the play’s main themes across the play.
This learning task on Ancient Greek
Theater took place between September 15 and 29 (2014), being the 29 the due
date to provide formative and summative feedback to students. And when asked
what kind of technique was used for assessing the outcome that can be
summarized as follows:
1)
An online research project was created for learners aligned with learning
objectives and the course outcomes.
2) In class they were instructed what to do to
guarantee that pupils will get into deep learning. Each step of the assignment
was explained to avoid misunderstandings.
3) An essay rubric was also given to students
so they could guide themselves while developing their writing and critical
thinking.
4)
They were given back their online assignments with formative and summative
feedback which reflected the critical thinking or deep learning projected by
students into their writings.
After the instructional design behind
this activity was polished, the literary task has been used at least four more
times, with slight variations. Every time learners have been confronted with
this task, they have responded successfully since every step of the process,
along with the rubric, is carefully planned. Students writing reports have
yielded very alluring essays in which learners discuss the play’s suggested
themes. At least for this course, pupils find the task more appealing, and
deep, meaningful learning is fostered and consolidated especially because of
the learner autonomy placed upon students’ shoulders.
Friday, March 11, 2016
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