Towards a Coherent Towards a Coherent Curriculum: Curriculum: AlvernoAlvernoCollegeCollege’’s Outcomess Outcomes--

Based Learning ProgramBased Learning ProgramPresented by John C. Presented by John C. SavagianSavagian for the for the

Faculty and Administrators of the Faculty and Administrators of the Hong Kong Institute of EducationHong Kong Institute of Education

December 6, 2007December 6, 2007

““NonNon--NegotiableNegotiable”” Assumptions Assumptions about Learningabout Learning

•• All students can learnAll students can learn•• Students need to learn how to learnStudents need to learn how to learn•• Education goes beyond knowing to be able Education goes beyond knowing to be able

to do what one knowsto do what one knows•• Learning can be assessedLearning can be assessed•• Educators are responsible for making Educators are responsible for making

learning more available by articulating learning more available by articulating criteria for successful performancecriteria for successful performance

AbilityAbility--Based Based Education Education at at AlvernoAlverno

CollegeCollege

One of the Questions the President One of the Questions the President asked each Department to Address:asked each Department to Address:What are you teaching that is so important that What are you teaching that is so important that students cannot afford to pass up courses in your students cannot afford to pass up courses in your department?department?

Which led to questions like:How do you want your students to be able to think as a result of studying your discipline?What do you want your students to be able to do as a result of studying your discipline?

In 1973, new curriculum initiated In 1973, new curriculum initiated based on eight institutional based on eight institutional

abilities or outcomesabilities or outcomes

Graduation requirements based on demonstration of outcomes rather than distribution requirements.

PRINCIPLEPRINCIPLE

Education GOES BEYONDknowing to being able toDO WHAT ONE KNOWS

EFFECTIVEEFFECTIVECOMMUNICATIONCOMMUNICATION

WritingWriting

SpeakingSpeaking

EFFECTIVEEFFECTIVECOMMUNICATIONCOMMUNICATION

ReadingReading

ListeningListening

EFFECTIVEEFFECTIVECOMMUNICATIONCOMMUNICATION

Quantitative Quantitative LiteracyLiteracy

Media Media LiteracyLiteracy

EFFECTIVEEFFECTIVECOMMUNICATIONCOMMUNICATION

Computer Computer LiteracyLiteracy

ANALYTICAL CAPABILITYANALYTICAL CAPABILITY

PROBLEM SOLVING ABILITYPROBLEM SOLVING ABILITY

VALUING IN DECISION VALUING IN DECISION MAKING CONTEXTSMAKING CONTEXTS

EFFECTIVE SOCIAL EFFECTIVE SOCIAL INTERACTIONINTERACTION

DEVELOPING A GLOBAL DEVELOPING A GLOBAL PERSPECTIVEPERSPECTIVE

EFFECTIVE CITIZENSHIPEFFECTIVE CITIZENSHIP

AESTHETIC ENGAGEMENTAESTHETIC ENGAGEMENT

Abilities thatAbilities thatInvolve the whole personInvolve the whole personAre teachableAre teachableCan be assessedCan be assessedTransfer across settingsTransfer across settingsAre continually reAre continually re--evaluated and evaluated and

rere--defineddefined

PRINCIPLEPRINCIPLE

Abilities need to be defined in a way that our teaching of them can be DEVELOPMENTAL

AnalysisAnalysis

Level 1Level 1 –– Show observational skillsShow observational skillsLevel 2Level 2 –– Draw reasonable inferencesDraw reasonable inferencesLevel 3Level 3 –– Perceive and make relationshipsPerceive and make relationshipsLevel 4Level 4 –– Analyze structure and organizationAnalyze structure and organizationLevel 5Level 5 –– Employ frameworks from major and Employ frameworks from major and support disciplines in order to analyzesupport disciplines in order to analyzeLevel 6Level 6 –– Independently employ frameworksIndependently employ frameworks

PRINCIPLEPRINCIPLE

Designing for learning involves INTEGRATING abilities with disciplines and across disciplines

Abilities Are Developed in Abilities Are Developed in Multiple Performance TasksMultiple Performance Tasks

For instance, demonstration of level 2 of For instance, demonstration of level 2 of analysis is required in three different analysis is required in three different areas of study areas of study

Tasks include: Written reports, Tasks include: Written reports, speeches, project work, portfolios, speeches, project work, portfolios, small groups, etc...small groups, etc...

PRINCIPLEPRINCIPLE

Abilities must be carefully IDENTIFIED and COMPARED to what CONTEMPORARY LIFErequires

PRINCIPLEPRINCIPLE

ASSESSMENT

is INTEGRALto LEARNING

PRINCIPLEPRINCIPLE

The effectiveness of assessment for everyone involved depends on the existence of a total dynamic system that contributes to the coherence and continuous improvement of the curriculum

Student Student AssessmentAssessment--asas--LearningLearning

Institutional and Institutional and Program AssessmentProgram Assessment

Student AssessmentStudent Assessment--asas--LearningLearning

A process in operation at Alverno College, integral to learning, that involves observation and judgment of each student’s performanceon the basis of explicit criteria, with self assessment and resulting feedback to the student.It serves to confirm student achievement and provide feedback to the student for the improvement of learning and to the instructor for the improvement of teaching.

PRINCIPLEPRINCIPLE

Essential to learning and assessment are:Public, Expected Outcomes/CriteriaPerformanceSelf AssessmentFeedback

EXPECTED EXPECTED OUTCOMESOUTCOMES

TEACHING

ASSESSMENT

STUDENT LEARNING

INSTITUTIONAL/PROGRAM

ASSESSMENT(INSTITUTION: PROGRAM::

COURSE)

MISSIONMISSION

EDUCATIONALEDUCATIONALPRINCIPLESPRINCIPLES

Problems or Obstacles to Problems or Obstacles to Outcomes Based LearningOutcomes Based Learning

1. Not enough time1. Not enough time2. 2. Societal expectations for gradesSocietal expectations for grades3. 3. Lack of expertiseLack of expertise4. 4. Innovation threatens identityInnovation threatens identity

TimeTime

GradesGrades

ExpertiseExpertise

IdentityIdentity

Institutional Support for AssessmentInstitutional Support for Assessment

Ability Departments Discipline Departments

Educational Research & Evaluation

Alverno Institute

Council on Student AssessmentCriteria for Faculty

Evaluation

Friday Afternoon

s

Affirmative Factors in Outcomes Affirmative Factors in Outcomes Based LearningBased Learning

Leads to better student learningLeads to better student learningStudent Centered approach Student Centered approach Many tools and models availableMany tools and models availableGovernment policies favor assessmentGovernment policies favor assessment

The The AlvernoAlverno ImpactImpact

assess ( assess ( sesses’’) ) v.tv.t..[late ME <ML <L[late ME <ML <Lassessassess ((usus) ) ptpptp. of. ofassidereassidere ((adad + + sederesedere)])]

to sit down besideto sit down besideee