ALOA conceptual model: Aligning Learning Outcomes and Assessment
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- This document discusses aligning learning outcomes and assessment in engineering education. - It introduces the ALOA conceptual model for achieving alignment between learning outcomes and assessment methods. - The document also discusses using Bloom's taxonomy as a framework for analyzing learning outcomes and mapping them to assessment tasks.
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ALOA conceptual model: Aligning Learning Outcomes and Assessment
- 1. Click to edit Master title style • Click to edit Masterthe styles Evaluation of text Application of – Second level E-learning Methodologies to the • Third level Education of Engineering – Fourth level » Fifth level Rita Falcão de Berredo Programa Doutoral em Media Digitais Especialidade Criação de Audiovisual e de Conteúdos Interativos Universidade do Porto :: FEUP Porto, 21st of January of 2013 23-01-13
- 2. Main concepts Master title style Click to edit • Click What should be assessed? to edit Master text styles – Second level • Third LEARNING level LEARNING ALIGNMENT – Fourth level ASSESSMENT ASSESSMENT OUTCOMES OUTCOMES » Fifth level What do we How do we know hope students will learn? that they have learned? 23-01-13
- 3. Before… to edit Master title style Click What will we teach our students? • Click to edit Master text styles – Second level • Third LEARNING level LEARNING – Fourth level OBJECTIVES OBJECTIVES » Fifth level ALIGNMENT ASSESSMENT ASSESSMENT CONTENT CONTENT 23-01-13
- 4. Why change?... Click to edit Master title style • Demand for new skills and competences • Click to edit Master text styles • Mobility and recognition – Second level • Quality approach and accreditation • Third level – Fourth level » Fifth level THE FOCUS IS ON THE STUDENTS! THE FOCUS IS ON THE STUDENTS! 23-01-13
- 5. AndClick to edit Master title style now what? • How can we help teachersknowledgeadequate Studentswe have prior select an and skills may How can edithelp teachersstyles an adequate select • Click to Master text • assessment strategy for thethey need for the Students must learn what learning assessment strategy for the learning – Second level outcomes? and future profession outcomes?level • Third • Provide evidence of acquired competences – Fourth level » Fifth level LEARNING LEARNING ALIGNMENT ASSESSMENT ASSESSMENT OUTCOMES OUTCOMES 23-01-13
- 6. To whom is this relevant? style Click to edit Master title • Students • Click to edit Master text styles • Faculty – Second level • Course and curriculum developers • Third level • Internal quality and accreditation – Fourth level » Fifth level • Mobility and recognition • Employers • General public 23-01-13
- 7. Why thisto edit Master title style Click theme? • Click to edit Master text styles European project VIRQUAL – Second level • Third level – Fourth level » Fifth level 23-01-13
- 8. Learningto edit Master title style Click Outcomes Learning outcomes are statements of what a • Click to edit Master text styles learner is expected to know, understand and/or – Second level be able to demonstrate after completion of • Third level learning. – Fourth level (AHELO - Assessment of Higher Education Learning Outcomes » Fifth level by OECD) A common language, building blocks, A common language, building blocks, genetic code genetic code 23-01-13
- 9. Assessment Master title style Click to edit Assessment: Any procedure used to estimate • Click learning for whatever purpose. student to edit Master text styles – Second level (Brown et al) • Third level – Fourth level » Fifth level e-Assessment is the use of ICT and the Internet in e-Assessment is the use of ICT and the Internet in particular for the assessment of learning, including particular for the assessment of learning, including design, delivery and/or recording of responses. design, delivery and/or recording of responses. (JISC) (JISC) 23-01-13
- 10. Alignment edit Master title style Click to • Click to editlevel Alignment: The Master text styles of correspondence – Second level between objectives, • Third level instruction Fourth level – and assessment. » Fifth level (Anderson et al) 23-01-13
- 11. Initial Research Click to edit Master title style LEARNING LEARNING • Click to edit Master text stylesASSESSMENT ALIGNMENT ALIGNMENT ASSESSMENT OUTCOMES OUTCOMES – Second level • Third level Where – Fourthfind LOs in Engineering Education? can I level » Fifth level Courses Courses Qualification Qualification Programs Programs Frameworks Frameworks 23-01-13
- 12. Learningto edit Master title style Click Outcomes in Engineering • Four qualification frameworks • Click to edit Master text styles – ABET: Accreditation Board for engineering and –Technology Second level • Third level – EUR-ACE: European quality label for engineering – Fourth level degree programmes » Fifth level – CDIO: Conceiving, Designing, Implementing, Operating – EQF: European Qualification Framework 23-01-13
- 13. Initial Research Click to edit Master title style ASSESSMENT Mastertypesstyles • Click to edit Which text of assessment ASSESSMENT should be considered? – Second level • Third level – Fourth level formative » Fifth level exam essay email MCQ chat peer project group 23-01-13
- 14. Assessment Master title style Click to edit • Multiple choice questions • Click to edit Master text styles • Short Answer Questions – Second level • Problems level • Third • Essays – Fourth level » Fifth level • Practical work • Reflective practice 23-01-13
- 15. Alignment edit Master title style Click to •ALIGNMENTedit Master text styles Click to – Second level General Specific • Third level – Fourth level Course and Course and LOs QFs LOs QFs » Fifth level Programme Programme LOs LOs General General Assessment Assessment assessment assessment tasks tasks methods methods 23-01-13
- 16. Alignment edit Master title style Click to scenarios At course level… • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level 23-01-13
- 17. Simple problem…? Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level 23-01-13
- 18. The ALOA conceptual model Click to edit Master title style Aligning Learning Outcomes and Assessment • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level ALIGNMENT ALIGNMENT 23-01-13
- 19. The rBloom Matrix title style Click to edit Master • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level Adapted from Anderson et al 23-01-13
- 20. The ALOA conceptual model Click to edit Master title style Aligning Learning Outcomes and assessment • Click to edit Master text styles – Second level rBLOOM • Third level MATRIX – Fourth level » Fifth level ALIGNMENT ALIGNMENT 23-01-13
- 21. Teacher to edit Master title style Click with NEW course • Write LOs statements • Click to edit Master text styles – Second level • Define content • Third level • Define learning activities – Fourth level • Define assessment » Fifth level HELP!! ALOA • Ensure alignment ALOA 23-01-13
- 22. Analysis to edit Master title style Click of LOs The student should be able to describe the main The student should be able to describe the main • Clickcomponents of a personal computer. to edit Master text styles components of a personal computer. – Second level • Third level NOUN //KNOWLEDGE NOUN KNOWLEDGE – Fourth level VERB //COGNITIVE PROCESS VERB COGNITIVE PROCESS » Fifth level rBloom Matrix 23-01-13
- 23. Compare matrixes Click to edit Master title style • Click to edit Master text styles ASSESSEMENT 11 ASSESSEMENT – Second level LOs • Third level ASSESSEMENT 22 ASSESSEMENT LOs ALOA ALOA MATRIXES – LOs MATRIXES Fourth level DB DB MATRIXES » Fifth level ASSESSEMENT 33 ASSESSEMENT MATRIXES OF ALOA SYSTEM ALIGNED LOs of course ASSESSMENT STRATEGY 23-01-13
- 24. Teacher to edit Master title style Click with EXISTING course • LOs statements written • Click to edit Master text styles – Second level • Content defined HELP!! Third level • • Existing learning activities – Fourth level • Assessment strategy defined » Fifth level • Verify alignment ALOA ALOA 23-01-13
- 25. Compare matrixes Click to edit Master title style MATRIXES OF ALOA SYSTEM ASSESSMENT METHODS • Click to edit Master text styles LOs of course (EXISTING) – Second level ASSESSEMENT 11 ASSESSEMENT • Third level LOs – Fourth level ALOA ALOA ASSESSEMENT 22 ASSESSEMENT LOs MATRIXES LOs MATRIXES » Fifth level DB DB MATRIXES ASSESSEMENT 33 ASSESSEMENT ALIGNMENT ALIGNMENT REPORT REPORT e.g.: Accreditation purposes 23-01-13
- 26. Work overviewMaster title style Click to edit • Four case studies • Click to edit Master text styles • LOs and assessment methods – Second level • Application of the ALOA • Third level • Improvement of ALOA – Fourth level » Fifth level 23-01-13
- 27. Major contributions of this work to Click to edit Master title style the field of study • The ALOA conceptual model •• A structured approachtext styles Click to edit Master to assessment – Second level • Linking Bloom and assessment • • BloomThird level as a translation for LOs – Fourth level • ClarificationFifth the alignment concept » of level Reflection Reflection Quality Quality Mobility Mobility 23-01-13
- 28. Future work Master title style Click to edit • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level 23-01-13
- 29. Click to edit Master title style • Click to edit Master text styles – Second level Thank– you. • Third level Fourth level » Fifth level 23-01-13
- 30. Roles of to edit Master title style Click the rBloom Matrix • Describing • – Analyzing and describing the LOs Click to edit Master text styles ––Analyzing and describing assessment methods Second level • Third • Aligning level – Fourth level – Aligning » Fifth level assessment and LOs • Mapping – LOs of different levels (programme/course/QF) – LOs of different sources (recognition) – Assessment 23-01-13
- 31. Step 1: Analysis of LOs style Click to edit Master title Students should be able to design and implement a Students should be able to design and implement a •simpledistributed application. styles Click to edit Master text simple distributed application. – Second level • In terms oflevel • Third knowledge it is considered that the KNOWLEDGE includes mainlyPROCESS and design process COGNITIVE procedural – Fourth level conceptual. Procedural » Fifth level Understand: interpreting •Conceptual The cognitive tasks will include planning and Apply: implementing producing an application according to criteria. Evaluate: checking, critiquing Some interpretation of criteria willproducing Create: planning, be necessary as well as iterative evaluation of the application against the given requisites. 23-01-13
- 32. STEP 2: to editrBloom title style Click Build Master matrix KNOWLEDGE KNOWLEDGE • Click to edit Master text styles Procedural Procedural Conceptual Conceptual – Second level • Third level – Fourth level COGNITIVE PROCESS COGNITIVE PROCESS » Fifth level Understand: interpreting Understand: interpreting Apply: implementing Apply: implementing Evaluate: checking, critiquing Evaluate: checking, critiquing Create: planning, producing Create: planning, producing 23-01-13
- 33. Scenarios of application style Click to edit Master title Application and stakeholders • Click to edit Master text styles Proposal of internal – Second level Single course alignmentThird level • Teachers, curriculum developers Verification – Fourth level of internal Single course alignment » Fifth level Teachers, curriculum developers, accreditation Vertical alignment Course/programme/QF curriculum developers, accreditation Horizontal alignment Several courses, prior learning Teachers, recognition and mobility 23-01-13
- 34. Research questions title style Click to edit Master • RQ1) Which type of Learning Outcomes in the • field of Engineering are relevant and should Click to edit Master text styles – Second level be considered? • Third level – Defining and describing LOs in engineering – Fourth level • RQ2) Which are the e-assessment methods » Fifth level that should be considered? – Defining and describing assessment methods and e-assessment tasks 23-01-13
- 35. Research questions title style Click to edit Master • RQ3) What type of intended Learning • Outcomes can be measured by assessment Click to edit Master text styles methods? level – Second – Defining level • Third a model of achieving alignment between learning outcomes and assessment – Fourth level » Fifth level • RQ4) Is it possible to propose specific assessment strategies for each type of LO in EE? – Applying the model to link specific learning outcomes with specific assessment tasks 23-01-13
- 36. Alignment edit Master title style Click to criteria Criteria • Click to edit Master text stylesTLA = assessment Match LO statement = – Emphasis Second level LOs have different levels of importance • Third level Coverage The content of the course should be – Fourth level covered Precision » Fifth level A complex LO may include different competences with different values. 23-01-13
- 37. Backwash effect (Biggs) style Click to edit Master title Perspective of the teacher • Click to edit Master text styles – Second level • Third level – Fourth level Perspective of the student » Fifth level 23-01-13
- 38. Case studied Master title style Click to edit • Difficulties of applying the model • Click to edit Master text styles • Testing the templates – Second level • Validity oflevel • Third selected list of assessment • Validity– of classification and description of Fourth level » Fifth level the assessment methods • Validity of selected QFs • Validity of tool 23-01-13
- 39. Assessment cycle Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level 23-01-13
- 40. Click to edit Master title style • Click to edit Master text styles – Second level • Third level – Fourth level » Fifth level 23-01-13
- 41. Validity and reliability title style Click to edit Master • Click to edit Master text styles – Second level Precision Accuracy • Third level – Fourth level » Fifth level 23-01-13
- 42. MCQ Click to edit Master title style • Remember • Click to edit Master text styles • Understand – Second level • ApplyThird level • • Analyse Fourth level – » Fifth level • Evaluate • Create 23-01-13
- 43. Essays to edit Master title style Click • speculative •• quote to discuss Click to edit Master text styles – Second • assertion, level • Third • write on level – Fourth level • describe/explain » Fifth level • discuss • compare • evaluate • problem 23-01-13
- 44. Problems edit Master title style Click to • Simple closed ended •• Complex edit Master text styles Click to closed ended – Second level • Open ended • Third level – Fourth level • Routines » Fifth level • Diagnosis • Strategy • Interpretation • Generation 23-01-13
- 45. SAQs Click to edit Master title style • Select crucial evidence • Click to edit Master text styles • Explain methods, procedures and relationships – Second level • Present arguments • Third level • Describe Fourth level of data – limitations • Formulate » Fifth level valid conclusions • Identify assumptions • Formulate hypothesis • Formulate action plans 23-01-13
- 46. Reflective practice Click to edit Master title style • Concrete experience • Click to edit Master text styles • Reflective observation – Second level • Abstract Conceptualisation • Third level • Active Experimentation – Fourth level » Fifth level • 23-01-13
- 47. Click to edit Master title style • Click toComputer based test / text testing, Optical reading, CAT: MCQ edit Master online styles Computerized Adaptive Testing Essays – Second level Essay Question in online exam, Discussion Forum File Upload, Published media, Wiki, Concept maps, Videoconferencing, Chat • Third level Problem solving Computer based test / online testing, File upload, Chat, Concept – maps and Diagrams, Simulation, Scenario-based activity Fourth level Practicals File» Fifth level upload, Computer based tests/Online testing, Video file, animations and sequence of images, Videoconferencing, Diagrams Publish media or wiki, Chat and discussion forum, Virtual Labs and Remote Labs, Simulation, Scenario-based activity, Game based learning SAQs Computer based test / online testing, Chat or Forum, Concept maps and Diagrams Reflective Portfolios Practice 23-01-13
Editor's Notes
- apresentar o título
- LEARNER CENTRED What is this work about First is about learning which leads us to the first concept that is LOs. This is something we all have seen Second is about knowing if they have learned! That's assessment! Finnaly, what should be assessed? EASY, the LOs And that is alignment
- INSTEAD OF ASKING WHAT WE WANT THEM TO KNOW VERY SIMILAR BUT DON’T BE FOOLED CONTENT ASSESSMENT was centred on the content
- The main drivers were
- HEI have to understand that All of these are connected with LOs, assessment and alignment
- STAKEHOLDERS
- GAP in assessment and relating assessment to LOs
- highlight DEMONSTRATE transparency
- ----- Meeting Notes (1/21/13 00:53) ----- one LO severl perspectives
- PROFESSIONAL E ACADEMICO too many, need a set that is representative of all courses
- courses and Translation device
- DEFINITION OF
- SPECIFIC METHODS
- EXPLICAR COMO FUNCIONA ----- Meeting Notes (1/21/13 14:08) ----- Measurable verbs
- CASOS DE ESTUDO e quais assessment matrixes
- Increase reflection on assessment Improve quality Facilitate accreditation processes
- Improve DB Improve metrics