CFI: Creating aligned assignments

  • Intentionality
    • NOT saying students to will get it later, or that grading is assessment
    • IS reviewing the syllabus and discussing it together
      • mini-evaluation 1/3 way through the course, include reviewing the outcomes multiple times throughout the course
      • how many of you are X majors? would you be willing to share with the class your view of what someone with a bachelor’s degree in X should know and be able to do? — this parallels the conversations/presentations about different roles
      • bookend classes with an overview of what to do at the beginning and what to do at the end
  • NILOA (National Institute for Learning Outcomes Assessment) and curriculum mapping
    • NILOA Mission: discover and disseminate effective use of assessment data to strengthen undergraduate education and support institutions in their assessment efforts
    • Provosts consider classroom based assessment, national student surveys, and rubrics (ex: AACU rubrics –
    • growth in different types of measures (employer surveys, rubrics, external performance assessment, portfolios)
    • how do we ensure alignment between assignments and a given learning outcome for a course?
    • curriculum mapping
      • generally, two-dimensional matrix representing courses on one axis and outcomes on the other
      • would multiple people map the outcomes the same way?
      • national level examples:
      • what else can be mapped?
        • spatial elements: GIS Communication
        • content
        • structure
        • course-taking patterns
        • assignment timing
    • creating value is better done through helping them discover value rather than telling them the value
    • many of the components of the DQP match other conversations in CHBS to include a more global perspective on health, integrating ethical reasoning into education, etc
    • what are you asking students to do or demonstrate in an assignment?
    • what is the role of feedback in assignment design? what is the timing of feedback?
    • have students involved in developing evaluation/grading rubrics?
    • how do we integrate and allow students to apply learning?
      • ex: after defining different roles in healthcare, ask who do they think has most interaction with EHRs, policy, etc.

Misc ideas

  • have students read about how to work as a team/collaborate – perhaps provide case scenarios and ask who should be involved and why; this would follow after the presentation regarding different professional roles in health care
  • for group work, have students document the roles they play in the group over time — this could give me a chance to track common leaders or followers and encourage others to try new roles — if students meet in groups, not in class, then have them provide summary of meeting

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