copyright wids learning design. welcome! performance based learning and assessment joseph “mick”...
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Copyright WIDS Learning Design.
Welcome!
Performance Based Learning and Assessment
• Joseph “Mick” La Lopa, Ph.D. Purdue University• Robin Soine, WIDS
Student Complaints about Teachers and Teaching
Please write down 3-5 things you think students dislike about teachers and/or teaching
10. Excessive Homework
9. Teachers who are not prepared to teach the course
8. Homework assignments
that are busy work
7. Attendance policies
6. Unfair grading practices
Top Ten Student Complaints
Top Ten Student Complaints
5. Taking courses not part of major
4. Teachers that teach using one-way
communication (PowerPoint)
3. Teachers who do not appear to be
interested in teaching
2. Group projects
Top Ten Student Complaints
The Number 1 Student Complaint
Unfair Exams!!!!(trick questions, information not
covered in class or book, too long, too hard)
As educators.. there is a better way to design learning and assessment--a way that “turns students on” and addresses many of the top ten complaints students have about teaching and/or teachers!
As professionals… there’s even another reason to care
• Curriculum Planning & Development (e.g. behavioral objectives, syllabi, lesson plans, etc.) & Evaluation & Testing
• What do we want the students to learn?
• How do we know if the student understands and retains the information? (Evaluation)
Your colleagues are concerned with these same issues!
A Better Way is
Performance-Based Learning and Assessment(PBLA)An approach to learning and
teaching which requires advance description of knowledge, skills, and attitudes learners must achieve on exit from a course or program
5 Learner Questions All Curricula Must Answer
Where are we now? Where are we going? Why are we going How will we get there? How will we know when we have arrived?
Copyright WIDS Learning Design.
Or four critical elements . . .
WHO
WHAT
WHEN
HOW
Copyright WIDS Learning Design.
WHO
WHAT
WHEN
HOW
Who are my learners?
What do they need to be able to achieve?
How will I know when they’ve achieved it?
How will they go about achieving it?
• We want to achieve clarity about learning outcomes
Roth, Gromko, McGury, Wissmann. “Making Student Learning Central: Principles and Practices for Implementation” in A Collection of Papers on Self-Study and Institutional Improvement. The Higher Learning Commission, NCA. 2001 edition.
Basic Assumptions
• We coordinate teaching and assessment to promote student learning
Roth, Gromko, McGury, Wissmann. “Making Student Learning Central: Principles and Practices for Implementation” in A Collection of Papers on Self-Study and Institutional Improvement. The Higher Learning Commission, NCA. 2001 edition.
Basic Assumptions
Copyright WIDS Learning Design.
Simply Stated . . .
PBLA is a system of communication
Good teachers have always communicated expectations to their learners!
Copyright WIDS Learning Design.
Who?Who are my learners?Why are they here?What experiences do
they bring?What learning deficits
do they have?What are their
expectations?
WHO
The Learner
Copyright WIDS Learning Design.
What?What knowledge, skills,
and attitudes must they achieve?
How well must they perform those outcomes?
Have I communicated these outcomes to them?
WHAT
CompetenciesPerformance StandardsLearning Objectives
Copyright WIDS Learning Design.
ExampleLet’s build these pieces togetherAdapted from a Baking Course,
Alaska Vocational Technical Center
WHAT
Produce pate au choux pastry for a variety of product types
CompetencyLinked Core Ability:
Work Productively
WHATCompetency
You assemble utensils and ingredients prior to production
You accurately measure dry ingredients (learned in previous Learning Plan)
You accurately measure liquids
Product is prepared according to the recipe
Product appearance: uniform browning of top and sides, with rough surface… etc.
Performance Standards – Criteria:
Produce pate au choux pastry for a variety of product types
Linked Core Ability:
Work Productively
WHATCompetency
given a standard pate au choux recipe
in the culinary baking lab
Performance Standards – Conditions:
Produce pate au choux pastry for a variety of product types
Linked Core Ability:
Work Productively
WHATCompetency
Explain the importance of consistency in a final product
Adjust baking temperature for consistent product results
Explain the importance of eggs in this formula
Set-up and measure ingredients
Learning Objectives
Produce pate au choux pastry for a variety of product types
Linked Core Ability:
Work Productively
Copyright WIDS Learning Design.
When?
How will my learners know when they have “arrived?”
How will I test/measure their competence?
What strategies will I use for assessment?
How will I report the results of learner assessment?
WHEN
Performance Assessment Tasks
_____1. SUBMIT your finished pate au choux pastry to your instructor.
_____2. Critique the pate au choux product provided by your instructor using the scoring guide.
WHENPerformance Assessment Activity
Copyright WIDS Learning Design.
How?
How can I help learners build competence?
What activities will I plan for the learning cycle?
How can I address different learning styles?
Can I use more learner-centered activities?
HOW
Learning Activities
Learning Activities
HOW
_____1. VIEW pate au choux examples and/or pictures from around the world. Talk about their appeal._____2. PARTICIPATE in a presentation and demonstration of pate au choux production. _____3. SCALE OUT the ingredients…_____4. COMPLETE “Job Sheet.” MEET with another student to review your work. … Etc.
44 Plan strategies for HOW learners will learn
11 Identify your learners WHO 22 Specify WHAT
learners must achieve
33 Establish how you know WHEN learners have achieved
Steps for DesignSteps for Design
Copyright WIDS Learning Design.
Now try writing your own! See “Your Turn” activity
Your Turn
Copyright WIDS Learning Design.
How is PBLA useful? How can it address those student complaints? See “Reflect” activity
Reflect
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