Learning Goals and Assessment Assignment and Rubric
The purpose of this assignment is for you to make the connections between your learning goals and your assessments and learning activities. In the last assignment (ungraded), you completed a worksheet to think through your learning objectives and then developed a set of at least 4 learning objectives. The next step is to move from the learning goals to the forms of assessment and the teaching activities that will engage students in learning the material. Using the “3 column table” template, please list at least 4 learning goals and then the associated assessment and learning activities. The following is some additional information for each required element:
• Course Overview – Provide a brief description of the course/training and how it fits into the overall degree curriculum or perhaps a series of trainings. Please provide enough information so that the purpose of the course is clear, specify the level of the course (graduate or undergraduate, introductory or advanced, required or elective) and the complexity of the course (introductory or advanced).
*** The next three items can be completed in the 3 column table.
• Learning Goals – Be certain that you have considered Fink’s taxonomy and that you have learning objectives appropriate to the level specified (grad/undergrad, intro/advanced, required/elective). In addition, be sure that the learning objectives start with an active verb (refer to Bloom’s taxonomy for help and examples).
• Assessment Activities – Do your assessment activities match with your learning objectives? Are you attempting to measure the degree to which the students are demonstrating proficiency or mastery of each objective? It is ok for one assessment to measure performance on multiple objectives, but you should have multiple forms of assessment, not just one for all or even most objectives (ex. you should not have a single project to assess all learning objectives). Keep in mind that not all assessment activities have to be formal, graded assignments; self-assessment activities also can be used.
• Learning Activities – What activities will you use to engage the students in the learning experience? Why are these the best activities? Think about when you need to use an individual activity or a group activity. (You can provide a brief description in the 3 column table and then describe further in the narrative section.) Think about how the learning activity will best prepare the students so that they are prepared to demonstrate proficiency or mastery on the assessment.
Narrative of the Table – Provide a brief description for each row describing how you will use your learning activities to accomplish your learning objective and how you will use your assessments to evaluate student learning in real time.
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