Programme development and approval information session
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Curriculum Development at NMMU information session, based on institutional processes and constructive alignment.
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Programme development and approval information session
- 1. Programme Development & Approval Information Session: Teaching, Learning & Assessment Contributed by Anne Olsen
- 2. Exit level outcomes Module outcomes Purpose of the module Outcomes T&L Methods Assessment methods & tasks Criteria Marking Feedback Alignment in outcomes based curriculum development Exit level outcomes Rationale Purpose What support is in place to enable student success? Deliberate planning
- 3. • Purpose: • Why should the students want to do the module? • Outcomes: • Is it clear what the students should be able to do at the end of the module? • Content: • How will the content assist the students to meet the outcomes? • Assessment: • Will the assessment tasks enable the students to achieve the outcomes? Module purpose, outcomes & content
- 4. Underlying the outcomes approach is a theory of learning known as constructive alignment (Biggs 1999) Constructivist principles of learning Aligning all the elements of teaching, learning and assessment Constructive alignment Content Learning outcomes Teaching & Learning activities Assessment activities
- 5. • Associated with the purpose of the module • E.g. The students will meet the purpose of the module when they are able to demonstrate the outcomes. • Focus on what students need to be able to do (not just what they need to know, i.e. content) • Enables transparency in terms of outcomes & assessment criteria • Outcomes are written in terms of the representation of learning Outcomes
- 7. Outcomes We cannot measure knowledge or understanding, only how it is demonstrated Blooms taxonomy Understand know Subjective and open to interpretation. How will students demonstrate their understanding and knowledge?
- 8. Outcomes
- 9. Purpose, outcomes & content The purpose of this module is to enable students to make a strong cup of filter coffee. Outcomes: • Identify the different ingredients and tools required to make a cup of coffee. • Select the correct ingredients to make a strong cup of filter coffee • Demonstrate how to make a strong cup of coffee using a peculator. Content: • Coffee and its ingredients • Principles of making coffee • Choosing the correct coffee bean for its properties regarding coffee strength • Insight into the tools required to make filter coffee
- 10. Teaching & Learning Strategies Identify the different ingredients and tools required to make a cup of coffee. Aligning the teaching strategy to the learning outcome • A 35min lecture on the theory associated with the ingredients of coffee and the tools required to make a cup of coffee. Or • Watch a video of someone making a cup of coffee whilst taking notes on a hand out of what ingredients and tools the person in the video used. Compare and discuss your answers with a peer and adapt your worksheet accordingly.
- 11. Identify the different ingredients and tools required to make a cup of coffee. Watch a video of someone making a cup of coffee whilst taking notes on a hand out of what ingredients and tools the person in the video used. Compare and discuss your answers with a peer and adapt your worksheet accordingly. Assessment: Identify and label the different ingredients and tools required for making coffee in the picture supplied Or Write a 500 essay discussing the characteristics of the tools required to make a cup of coffee? Assessment & Moderation Strategies Integrated feedback and support
- 12. What does CTLM offer? 1. Collaboration on the following aspects of the curriculum development process: • Exit level outcomes • Module purpose, outcomes and content • Teaching and learning strategies • Assessment and moderation strategies • Integrated student support • Integrating academic literacies into the curriculum 2. Feedback on relevant sections of institutional curriculum documentation 3. Departmental Workshops on: • Formulating outcomes • The constructive alignment of outcomes, teaching and leaning strategies and assessment with content. • Instructional design and constructive alignment for academic literacies outcomes 4. The Scholarship of Teaching and Learning Certificate (SoTLC) 5. Assessors SLP
Hinweis der Redaktion
- How are we able to teach to make a deliberate impact on our students’ experience of the academic project?
- As demonstrated by the slide every aspect on the curriculum development process is aligned – from the rationale to the assessment tasks provided to students. This alignment also includes what support structures are included in the curriculum in order to enable student success. The module outcomes can be considered building blocks to achieving the more holistic exit level outcomes at programme level, which is why the alignment is crucial. The module purpose, outcomes, content and teaching, learning and assessment methods need to be aligned in order to holistically develop students that will meet the exit level outcomes. CTLM is able to assist with the writing of the purpose and outcomes and then to align the teaching, learning and assessment methods the outcomes. Furthermore we are able to suggest potential support initiatives, such as academic literacies that can be embedded into the curriculum in order to assist with enabling student success. As demonstrated by the slide, the alignment of the module purpose, outcomes and teaching, learning and assessment methods should assist with identifying the necessary assessment criteria, marking tools, such as rubrics and how to provide students with feedback.
- The process of aligning all the content, teaching, learning and assessment activities to learning outcomes is known as Bigg’s constructive alignment.
- Outcomes enable assessment to be transparent and enables us to prioritise what content we would like to include in the module. If formulated appropriately outcomes may guide our assessment practices, methods and strategies, which will impact student learning. For that purpose formulating appropriate outcomes is crucial to the curriculum development process. I have been assisting with developing and reformulating outcomes as part of the curriculum development process at NMMU.
- When we are tempted to use vague verbs like, understand, know, comprehend or appreciate Blooms taxonomy offers various alternatives we are can refer to.
- How does it all fit together? Based on the last page for Form 2 Note how the purpose, outcomes and content is aligned. Assists with prioritising the selection and sequencing of the content For example, in the content I don’t have a section on the history of coffee or slavery or even how to grow a coffee bean. That is interesting information, potentially something we would like to teach or our students to know, however, there is no outcomes that is aligned to the content. Ideally we should choose our outcomes first and then align the content to the outcome. However, if you strongly believe that there is content that should be there that is not covered by the outcomes, an outcome should be added to accommodate the content, otherwise it is unclear to the students and the lecturer how that content will be assessed. Also, it should be clear how the content is then aligned to the purpose of the module. I have also assisted with aligning outcomes and content with the purpose of the module.
- Once we have an outcome we need to identify the best strategies to teach the outcome. This is also a section of the document we have been commenting on. An example would include looking at how the proposed teaching strategy will or will not meet the outcomes associated with the module. If the teaching and learning strategy does not meet the outcome we could discuss alterative teaching and learning strategies to enable constructive alignment.
- NMMU Moderation policy The same is true for assessment, as the outcome and teaching strategy indicate how the module (or content) will be assessed. Biggs argues that if these (outcome, teaching strategy and assessment is aligned) students will be more motivated to engage with teaching and learning and potentially realise the benefit of attending class. Once again this is an aspect of the process where we are able to assist.
- What can CTLM do for you? A holistic approach to curriculum development is crucial, in other words. Assisting with the development of curriculum documentation is merely the start. We need to also examine how we are able to assist with the implementation of the teaching, learning and assessment strategies once the curriculum is implemented.