Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

generalize create, solve unseen problems, extrapolate to unknown domains 22831.indb 124 6/15/11 2:11 PM Designing intended learning outcomes 125 • the verb at the appropriate level of understanding or of performance intended; • the topic content the verb is meant to address, the object of the verb in other words; • the context of the content discipline in which the verb is to be deployed. The ILOs for the course The Nature of Teaching and Learning illustrate these points: 1 Explain why a particular course topic is important to teaching. 2 Apply a course topic to your own teaching. 3 Refl ect on your teaching in terms of a working theory you have gained from the course. 4 Evaluate a situation that has gone wrong and apply a solution. The fi rst refers to declarative knowledge: the students have to reach a level of understanding that requires them to explain something, not just describe or list it: the latter only display multistructural levels of understanding, but explaining requires students to be able to relate the topic to the context of teaching and is at a relational level of understanding. The second is a functioning knowledge example also at the relational level as it requires a level of understanding that enables the student to apply the topic to teaching. The other two are also about functioning knowledge and should be at the relational to extended abstract level of understanding, depending on the originality of the student’s response. The content in (3) is the student’s own working theory and the context the student’s own teaching, and in (4), the content is the theory used in evaluating and the context the problematic situation in teaching. As a note on the number of ILOs per course, we stated earlier that there should be no more fi ve or six ILOs for any course, even though there may be up to ten topics that need addressing. The answer is to write integrating ILOs that address several topics, or, as in ILOs (1) and (2) above, the ILO allows the student to select just one topic for demonstrating ability to achieve the ILO. Another thing to watch out for are redundant ILOs, such as ‘Describe and explain . . .’. ‘Describe’ is redundant because if the student can explain the topic, he or she can certainly describe it. The other matter one should keep in mind at this stage is that desirable but unintended outcomes, or outcomes unforeseen by the teacher, may emerge. This is the nature of extended abstract responses by the student, and they will be accounted for in the normal assessment, but others may simply be things that the student sees as important and relevant learning. This matter becomes a practical issue during assessment, and we address it in Chapter 10. You should now be in a position to design and write your own ILOs for a course you are teaching (Task 7.1). 22831.indb 125 6/15/11 2:11 PM 126 Designing constructively aligned outcomes-based teaching and learning Task 7.1 Writing course ILOs Take a course that you are teaching. Consider the course aim and write the course ILOs by identifying: a the kind of knowledge to be learned (declarative or functioning). b the content or topic to be learned. c the level of understanding or performance to be achieved. d any particular context in which the outcome verb is to be enacted. The following grid may be a useful framework to help you think. Kind of knowledge Level of Content topic Context Declar/function understanding (outcome verb) ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Now go across the rows and write out the course ILOs by stating the intended level of understanding or performance (outcome verb), topic and the context in which the verb is to be enacted. There is no need to include the kind of knowledge in the ILO as that is defi ned by the verb(s) you use. To recap an example of a course ILO from our course The Nature of Teaching and Learning : Students should be able to: Refl ect (level of understanding and performance) on your teaching (context) in terms of a working theory you have gained from the course (content). Now write your course ILOs. Students should be able to: ILO1: _______________________________________________________ ILO2: _______________________________________________________ ILO3: _______________________________________________________ 22831.indb 126 6/15/11 2:11 PM Designing intended learning outcomes 127 Aligning ILOs at three levels: curriculum mapping Now that we have written the course ILOs, we have the task of checking to see that the three levels of intended outcomes, graduate, programme and course, are aligned. We can achieve this by curriculum mapping (Huet et al. 2009), which is a systematic means of ensuring alignment between programme ILOs and graduate outcomes, and course ILOs and programme ILOs. Graduate outcomes and programme ILOs Table 7.4 shows a simply way of checking the alignment between graduate outcomes and programme ILOs. The table is a device to ensure that the match between programme ILOs and graduate outcomes has at least been considered. Programme ILOs should not be forced to match graduate outcomes that don’t belong in the programme. Because of the different natures of different disciplines or professions, different programmes may have different emphases in addressing the graduate outcomes. It is not necessary that every programme should address all graduate outcomes to the same extent because some may not be relevant to the programme. Programme ILOs are simply the reasons that the programme is being taught, which is a matter of professional and academic judgment. However, university policy will prevail on this. Task 7.2 parallels Table 7.4: it asks you to align programme ILOs with the graduate outcomes of your university, if it has any. If the programme ILOs ILO4: _______________________________________________________ ILO5:_______________________________________________________ ILO6:_______________________________________________________ Review the ILOs to see whether: a the kind of knowledge, content and level of understanding or performance are relevant to achieve the course aim. b they cover all the main reasons for teaching the course. c they are clearly written, especially in identifying the level of understanding or performance to be achieved by the students, and the context (if appropriate). d the number is manageable for designing aligned teaching/learning activities and assessment tasks. How does this new set of course ILOs compare to your existing course ‘objectives’? Does the existing set need to be rewritten? 22831.indb 127 6/15/11 2:11 PM 128 Designing constructively aligned outcomes-based teaching and learning haven’t yet been articulated, discuss them with the programme coordinator and derive a set, then match them with the graduate outcomes. This should give you a clearer idea of how graduate outcomes can suitably be addressed in your teaching. How does your attempt gel with your university’s policy on this? Gelade and Fursenko (2007) also describe a tool for systematically mapping courses and programmes for graduate outcomes. Task 7.2 Aligning programme ILOs with graduate outcomes 1 Take a programme in which you are teaching and either list the programme ILOs if they are already articulated or, if they are not, sit down with the programme coordinator or programme committee chairperson and fi rst write the aims of the programme and a list of programme ILOs that meet those aims. 2 What are the graduate outcomes of your university? List them in the left-hand column in the grid below. 3 In the right-hand column list the programme ILOs that would address the graduate outcomes. Are all graduate outcomes addressed somewhere? Which are not? Does it matter?’ Graduate outcomes Programme ILO 1 2 etc. Table 7.4 An example of aligning programme ILOs with graduate outcomes Graduate outcomes Programme ILO Competent in professional Analyse and apply principles to real-life practice accounting situations Communicate effectively Communicate as a professional with clients and colleagues in real-life accounting situations Teamwork Operate effectively and ethically as a team member in real-life accounting situations Ethical professional As above 22831.indb 128 6/15/11 2:11 PM Designing intended learning outcomes 129 Programme ILOs and course ILOs The next level of alignment is between the programme and the course ILOs. As each programme is served by its constituent courses, it is important that, when aligning course ILOs to the programme ILOs, the course ILOs in total address all aspects of the programme ILOs. Often a programme ILO will be addressed by several courses, from different and increasingly more complex angles. You may attempt this in Task 7.3. Task 7.3 Aligning course ILOs with programme ILOs For individual teachers 1 List the programme ILOs of the programme. 2 List the course ILOs of the courses that you are teaching in a given programme. 3 Consider what programme ILO(s) each of the course ILOs addresses in the following table. Programme ILOs Course 1 ILOs Course 2 ILOs Course 3 ILOs

Teaching For Quality Learning At University

(2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice: Vol. 41, Revising Bloom's Taxonomy, pp. 212-218.

/pdf/a-revision-of-bloom-s-taxonomy-an-overview-1p6os89utk.pdf

A Revision of Bloom's Taxonomy: An Overview

1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

Research on dropping out of school has focused on characteristics of the individual or institution that correlate with the dropout decision. Many of these characteristics are nonmanipulable, and all are measured at one point in time, late in the youngster’s school career. This paper describes two models for understanding dropping out as a developmental process that may begin in the earliest grades. The frustration-self-esteem model has been used for years in the study of juvenile delinquency; it identifies school failure as the starting point in a cycle that may culminate in the student’s rejecting, or being rejected by, the school. The participation-identification model focuses on students’ “involvement in schooling,” with both behavioral and emotional components. According to this formulation, the likelihood that a youngster will successfully complete 12 years of schooling is maximized if he or she maintains multiple, expanding forms of participation in school-relevant activities. The failure of a young...

Withdrawing From School

List of Tables and Figures. Preface. Foreword. SECTION I: THE TAXONOMY, EDUCATIONAL OBJECTIVES AND STUDENT LEARNING. 1. Introduction. 2. The Structure, Specificity, and Problems of Objectives. SECTION II: THE REVISED TAXONOMY STRUCTURE. 3. The Taxonomy Table. 4. The Knowledge Dimension. 5. The Cognitive Process Dimension. SECTION III: THE TAXONOMY IN USE. 6. Using the Taxonomy Table. 7. Introduction to the Vignettes. 8. Nutrition Vignette. 9. Macbeth Vignette. 10. Addition Facts Vignette. 11. Parliamentary Acts Vignette. 12. Volcanoes? Here? Vignette. 13. Report Writing Vignette. 14. Addressing Long-standing Problems in Classroom Instruction. APPENDICES. Appendix A: Summary of the Changes from the Original Framework. Appendix B: Condensed Version of the Original Taxonomy of Educational Objectives: Cognitive Domain. References. Credits. Index.

Lorin W. Anderson

Papers

A taxonomy for learning, teaching, and assessing : a revision of Bloom's

A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives

A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives : complete edition/

School transitions: beginning of the end or a new beginning?

Kerangka landasan untuk pembelajaran, pengajaran, dan asesmen