Outcomes and Assessment: A Sample from Higher Education

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.

Click to enlarge picture!

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.