aplan University’s Outcomes-Based Approach to Curriculum … · aplan University’s Outcomes-Based Approach to Curriculum Development This presentation contains audio. Make sure

©2012 Kaplan University – Center for Teaching and Learning

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aplan University’s Outcomes-Based Approach

to Curriculum DevelopmentThis presentation contains audio. Make sure your speakers are turned up on your computer.

Click the forward arrow below to proceed to the next slide.

Welcome to this presentation on Kaplan University’s Outcomes-Based Approach to Curriculum Development. This presentation contains audio, so be sure your speakers are turned up on your computer. Click the forward arrow below to proceed to the next slide.


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Begin with end goals, outcomes

in mind

Define program and course-level

learning outcomes

Create rubrics and

assessments

Develop course

content

The KU Curricular Approach: Outcomes-Focused Design

At KU, we approach curriculum development by beginning with the outcomes in mind. This is also known as “backwards design.” Because we want to ensure that we set clear expectations for our students' learning goals, we define program- and course-level learning outcomes first. We then dig a little deeper into the course-level learning outcomes by creating rubrics and assessments that measure student mastery of those outcomes. Lastly, we develop the course content – the readings, activities, discussion questions, seminar topics, assignments, etc. – to support the learning outcomes. In this presentation, we will focus on the specifics of the first two parts to this approach: beginning with the end outcomes in mind and how those outcomes, program- and course-level, are defined.


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Bloom’s Taxonomy

Evaluation assessing the value of ideas, things and so on

Synthesis assembling a whole from parts

Analysisdisassembling a whole into parts

Applicationusing what has been previously learned

Comprehensionknowing what a message means

Knowledgeremembering/recalling terms, facts and so on

highestlevel

lowestlevel

Method of classifying the various levels of cognition as they relate to student learning

Our program-level and course-level learning outcomes are structured around Bloom’s Taxonomy. First published based upon Benjamin Bloom’s research in 1956, Bloom’s Taxonomy is a method of classifying the various levels of cognition as they relate to student learning. The levels of cognition are: Bloom’s Level 1: Knowledge; Level 2: Comprehension; Level 3: Application; Level 4: Analysis; Level 5: Synthesis; Level 5: Evaluation You can see how cognition builds according to Bloom’s Taxonomy, from knowledge through to evaluation. Note: Kaplan University is currently continuing to use the “old Bloom’s”, as presented. A newer version of Bloom’s Taxonomy was published in 2001 Because the levels within Bloom’s Taxonomy begin with simple cognition and proceed to the more complex, we have followed suit during development of our program and course outcomes. As a general guideline rather than a standard rule, courses earlier on in a program will likely have outcomes drafted with lower Bloom’s levels, while courses later on in a program and graduate courses will likely have outcomes drafted with higher Bloom’s levels.


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Bloom’s Taxonomy Example

College Composition I CM107-3: Illustrate the steps in the writing process

Evaluation assessing the value of ideas, things and so on

Synthesis assembling a whole from parts

Analysisdisassembling a whole into parts

Applicationusing what has been previously learned

Comprehensionknowing what a message means

Knowledgeremembering/recalling terms, facts and so on

College Composition II CM220-1: Construct logical arguments

Bloom’s Taxonomy Example A course outcome in a College Composition I course, illustrate the steps in the writing process, falls under Application. An outcome in College Composition II, construct logical arguments, falls under Synthesis. The goal, as illustrated, is for a students’ learning to progress from earlier stages in a program to later courses.


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Program Outcomes

Map student

academic progress

Align programs to

standards and market

need

Assess efficacy of a program

Map to individual

CLA’s

Learning Outcomes Mapping & Alignment

Learning Outcomes Mapping and Alignment In a previous presentation, we discussed Kaplan's overall assessment plan, followed by a discussion of our General Education program. In the same way, we are now going to tackle a third element and discuss how each of the University's degree programs assesses discipline-specific outcomes, or what we call program outcomes. These program outcomes, which reflect the most important skills, knowledge, and abilities that students should learn in order to succeed in the professional field associated with the program, are typically five to nine in number per degree and serve as a framework to:

• Map the academic progress of students; • Align programs of study to professional standards and marketplace needs; • Assess the efficacy of the program; and • Map to individual CLAs.


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Course Outcomes

Describe one primary

area of knowledge

Reflect specific

behavior for student mastery

Written to appropriate

learning taxonomy

Map to program

outcomes

Once the overall framework of the program outcomes has been identified, we can then layer in the course outcomes for each course. Each course has two to six course outcomes that map into and support one or more program-level outcomes. Each course outcome goes through an institutional review performed by the Office of Institutional Effectiveness to ensure that:

• Each outcome describes only one primary area of knowledge or skill; • Every outcome reflects specific behavior(s) underlying the area of knowledge or skills

for which students should be able to demonstrate mastery by the end of the course; • Outcomes are written in the Bloom’s style that reflects the appropriate level of

complexity of the underlying cognitive tasks required for given levels of mastery. • Course outcomes are then mapped to program outcomes. This a vital step, as we

need to ensure the proper alignment of program to course outcomes and to build in a solid scaffolding of the curriculum. For example, we cannot have an evaluate course outcome map to an application program outcome; they must fit together.


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Mapping Outcomes

Maps with GEL competencies

Maps with course specific concepts, skills and abilities

Ultimate goals assessed upon

completion of a student program

Program Outcomes

Course Outcomes

GEL Outcome

GEL Outcome

Course Outcomes

GEL Outcome

The program outcomes provide the overall framework for a program and are the ultimate student learning “goals” that are assessed at the end of a program through the capstone course. The individual course outcomes that map to the program outcomes help to flesh out the concepts, skills, and abilities that are the program outcomes’ aims. In some courses, unit-level outcomes are developed, and should each map to one of the course outcomes. As discussed in the previous presentation, the University’s General Education program helps ensure that our undergraduate students understand and can apply the basic concepts of ethics, critical thinking, research, technology, arts and humanities, communication, mathematics, science, and social science. Just as the program and course-level learning outcomes must fit together, so too do the GELs. As programs continue to evolve through the addition of new courses and/or revision of existing courses, need to ensure we maintain an even distribution of the GELs across a program


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Learning outcomes are the knowledge, skills, and abilities a student will acquire as a result of the student’s involvement in an educational activity.

Learning Outcomes: The Bigger Picture

"What will I know or be able to do as a result of this learning experience?"

Learning Outcomes: The Bigger Picture Now that we have discussed how KU uses outcomes in curriculum design and assessment, let’s step back a bit and take a more global look at learning outcomes; what they are comprised of and what makes them effective. Learning outcomes are the knowledge, skills, and abilities a student will acquire as a result of the student’s involvement in an educational activity. A learning outcome answers the question: "What will the student know or be able to do as a result of the learning experience?" Learning outcomes describe what occurs as a result of instruction, not the activity that occurs during the instruction. Outcomes are about the product, not the process. Our program outcomes, course outcomes, and GELs are all forms of learning outcomes. Learning outcomes are beneficial to students in that they communicate what kind of work is expected of them and what is important to know and be able to do. They are beneficial to instructors in that they provide the foundation for instruction, learning activities, and assessments.


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Effective Learning Outcomes

• Aligned with the program’s mission and outcomes

• Critical to the field of study• Learner-focused• Specific• Action-oriented• Observable and measurable• Cognitively appropriate for

the intended level

Effective learning outcomes should be:

• Aligned with the program’s mission and outcomes • Critical to the field of study • Learner-focused • Specific • Action-oriented • Observable and measurable • Cognitively appropriate for the intended level


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Learning Outcome ComponentsComponent Definition Example Antecedent The environment,

conditions, information, facilities, materials, equipment or other items needed to demonstrate the learning outcome. Most of the time the antecedent is implied or assumed.

Given the three branches of state government, explain the concept of checks and balances.

Behavior The action students will perform when demonstrating the learning outcome.

Given the three branches of state government, explain the concept of checks and balances.

Criterion Standard or degree that must be met when student performs the learning outcome. In some cases the antecedent is implied.

Identify developmentally appropriate curriculum practices for young children with special needs using real-world scenarios.

The three components of a learning outcome are the antecedent, the behavior, and the criterion. The screen image shows an example of an antecedent, behavior and criterion model. “Given the three branches of state government” is the antecedent; and “explain the concept of checks and balances” is the behavior. The criterion starts with “identify developmentally appropriate…”


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Curriculum Manager submits to FCC (Faculty Curriculum Committee)

Reviewed by CLAIR (CLA Institutional Review); aligns outcome with rubric

Ensuring Learning Outcome Quality

Ensuring Learning Outcome Quality Ensuring the quality of KU's learning outcomes plays an important part in the CLA process. Every new or revised course-level learning outcome is submitted to the Faculty Curriculum Committee, or FCC, for review and approval as part of a curriculum proposal. The first step in the FCC process is the Office of Institutional Effectiveness's CLAIR, or C L A Institutional Review. A representative member of the CLAIR committee reviews each set of course outcomes against a rubric (more on rubrics in the next presentation of this unit) and will assign a score of 3 – acceptable, 2 – room for improvement, 1 – not acceptable, and 0 could not rate. The goal is to maintain a high standard of quality throughout the schools in the university. As a faculty member, you do not have a direct role in this process, unless you also serve as a Course Leader. Your Curriculum Manager and ADoC will handle this outcome submission process, but just be aware that these quality assurance steps go on in the background of each course development project.


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In Summary

Begin with end goals, outcomes

in mind

Define program and course-level

learning outcomes

Create rubrics and

assessments

Develop course content

In this presentation, we have covered the first two parts of understanding KU’s outcomes-based approach to curricular design - the notion of starting CLA by first defining learning outcomes and how they align with Bloom’s Taxonomy. We have also discussed the characteristics of sound learning outcomes and the quality assurance process to properly map program-level learning outcomes to course-level learning outcomes. In the next presentation, we explore the creation of rubrics and assessments in the CLA process, and how the foundation of rubrics and assessments help define course content.

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aplan University’s Outcomes-Based Approach to Curriculum … · aplan University’s Outcomes-Based Approach to Curriculum Development This presentation contains audio. Make sure