Principles of Integrated Design and Alignment in Course Development

 
Integrated Design
 
The Principle of Alignment
 
Learning outcomes
Participants will be expected to be able to:
 
Explain the key relationships that need to be considered in
course and assessment design
Summarise the factors influencing programme design
Define a course learning outcome identifying its purpose and its
connection with other aspects of a course.
Articulate the key questions that need to be asked when
designing learning outcomes.
Communicate clearly the alignment  between learning outcomes
at all levels, teaching and learning activities and assessment.
Explain the connection between outcomes, assessment tasks,
criteria, feedback & marking
 
Connected design: The Big Picture
RSD
 
Course alignment
 
Integrated design
 
Alignment
 
 Factors Informing Programme Outcomes
 
USP Outcomes
RSD
Discipline inquiry and methods
Theoretical foundations
Workplace/professional requirements and tools
Societal engagement
Students ( composition, history, culture, educational experience)
 
Course Learning Outcomes
 
Course learning outcomes identify  the learning that
the student is expected to be able to demonstrate at
the threshold (baseline) level by the end of a course.
 
Course learning outcomes refer to broad content or
skills and the ways in which we would like students to
be able to engage with designated learning material.
 
Course Learning Outcomes
 
Course learning outcomes should be matched by
corresponding teaching and learning approaches and
appropriate modes of assessment.
 
Course learning outcomes provide the basis for
assessment criteria and feedback.
 
Outcomes questions
 
What are the Graduate Outcomes?
What are  Programme Outcomes? (and core discipline
requirements?)
How will it link with RSD?
What is the relationship with other courses at the same level?
What is the relationship between this course and the subject at
other levels?
How can I assess the outcomes?
How do I plan teaching and learning for the outcomes?
 
Outcomes questions
 
What are the likely career paths of learners?
What are the requirements of professional bodies/
accrediting bodies?
What is the likely composition of the student body?
What prior knowledge may my learners have?
How much time do we have?
What resources are there?
What is the workload?
 
Writing learning outcomes
 
The three components:
A VERB to demonstrate as precisely as possible HOW we want
students to engage with particular learning (use Bloom)
An OBJECT: The content/skill/disposition that we want students to
learn
A CONTEXT/CONDITION/LEVEL OF PERFORMANCE statement
(at an introductory level, within the Pacific Region, for example, such
as, with reference to).
 
Bloom’s Taxonomy
 
 
E
x
a
m
p
l
e
 
Students will be expected to be able to:
 
Evaluate the significance of interpretation in  historical
narratives  with reference to an event in South African
History in the period 1948-1992.
(Level 2)
 
 
 
 
Assessment tasks
 
Fit, formative, fair, future-oriented, fulfilling.
 
Fit for purpose: Does it match?
 
Designing and implementing assessment
tasks
Course outcomes
Programme /USP
outcomes
RSD
Work requirements
Student diversity
Level of learning
Prior experience
Cultural values
Fairness
Weighting
Resources
Time
Authenticity
Range of ways
 
What is  good assessment design?
 
Helps students to develop core course and programme learning outcomes
Corresponds  precisely to learning outcomes
Is relevant to future work contexts and relevance is demonstrated  to
learners
Has long term benefits
Encourages rich personal engagement with course learning and is
intrinsically motivating
Recognises process as well as product (includes formative components)
Discourages plagiarism
 
What is good assessment design?
 
Matches classroom teaching and learning approaches
Provides different ways for students to represent their learning
Caters for and accommodates student diversity
Ensures requirements are transparent and supported by ongoing
dialogue
Encourages students to be active partners in the assessment process
Is level appropriate and has an appropriate weighting.
 
Aligned assessment
 
Students will be expected to be able to:
Evaluate the significance of interpretation in  historical
narratives  with reference to an event in South African
History in the period 1948-1992.
 
 
 
 
 
 
 
Task
 
Assessment:
Choose a significant event in South African History during the period 1948-
1992.
Find 4 different accounts of your chosen event. These could be from
newspapers of the time, parliamentary reports, secondary texts, websites.
Identify key differences in the way that the event is reported and explain the
impact of this on your understanding of the event.
Represent the different perspectives in a medium of  your choice (website
entry; textbook description for high schoolers; narrative by someone living at
the time; visual representation)
 
Marking criteria
 
Alignment
 
Graduate outcomes:
Communication; critical thinking; creativity; professionalism
Programme Outcomes:
Historical interpretation; evidence
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Explore the significance of alignment in course and assessment design, program development factors, defining learning outcomes, designing assessments, and the interconnection between outcomes, tasks, feedback, and grading. Understand how integrated design shapes teaching and learning processes supported by program and graduate outcomes. Discover the year-wise alignment of learning objectives and key factors informing program outcomes.


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  1. Integrated Design The Principle of Alignment

  2. Learning outcomes Participants will be expected to be able to: Explain the key relationships that need to be considered in course and assessment design Summarise the factors influencing programme design Define a course learning outcome identifying its purpose and its connection with other aspects of a course. Articulate the key questions that need to be asked when designing learning outcomes. Communicate clearly the alignment between learning outcomes at all levels, teaching and learning activities and assessment. Explain the connection between outcomes, assessment tasks, criteria, feedback & marking

  3. Connected design: The Big Picture USP Graduate Outcomes Programme Outcomes RSD Course Learning Outcomes

  4. Course alignment Learning Outcomes Assessment Teaching and learning for and of Learning

  5. Integrated design Shaped by Programme and Graduate outcomes and RSD Shapes T & L and assessment Learning outcomes Aligned with outcomes and supported by T & L LO sets baseline for criteria Assessment tasks and rubrics Feedback and marking Feedback in relation to criteria Grading based on criteria

  6. Alignment Year 3 Year 3 Year 3 Year 2 Year 2 Year 2 Year 1 Year 1 Year 1

  7. Factors Informing Programme Outcomes USP Outcomes RSD Discipline inquiry and methods Theoretical foundations Workplace/professional requirements and tools Societal engagement Students ( composition, history, culture, educational experience)

  8. Course Learning Outcomes Course learning outcomes identify the learning that the student is expected to be able to demonstrate at the threshold (baseline) level by the end of a course. Course learning outcomes refer to broad content or skills and the ways in which we would like students to be able to engage with designated learning material.

  9. Course Learning Outcomes Course learning outcomes should be matched by corresponding teaching and learning approaches and appropriate modes of assessment. Course learning outcomes provide the basis for assessment criteria and feedback.

  10. Outcomes questions What are the Graduate Outcomes? What are Programme Outcomes? (and core discipline requirements?) How will it link with RSD? What is the relationship with other courses at the same level? What is the relationship between this course and the subject at other levels? How can I assess the outcomes? How do I plan teaching and learning for the outcomes?

  11. Outcomes questions What are the likely career paths of learners? What are the requirements of professional bodies/ accrediting bodies? What is the likely composition of the student body? What prior knowledge may my learners have? How much time do we have? What resources are there? What is the workload?

  12. Writing learning outcomes The three components: A VERB to demonstrate as precisely as possible HOW we want students to engage with particular learning (use Bloom) An OBJECT: The content/skill/disposition that we want students to learn A CONTEXT/CONDITION/LEVEL OF PERFORMANCE statement (at an introductory level, within the Pacific Region, for example, such as, with reference to).

  13. Blooms Taxonomy

  14. Example Example Students will be expected to be able to: Evaluate the significance of interpretation in historical narratives with reference to an event in South African History in the period 1948-1992. (Level 2)

  15. Assessment tasks Fit, formative, fair, future-oriented, fulfilling.

  16. Fit for purpose: Does it match?

  17. Designing and implementing assessment tasks Course outcomes Programme /USP outcomes RSD Work requirements Student diversity Level of learning Prior experience Cultural values Fairness Weighting Resources Time Authenticity Range of ways Identify Skills/content Summative Type of engagement Assessment Formative assessment Select task

  18. What is good assessment design? Helps students to develop core course and programme learning outcomes Corresponds precisely to learning outcomes Is relevant to future work contexts and relevance is demonstrated to learners Has long term benefits Encourages rich personal engagement with course learning and is intrinsically motivating Recognises process as well as product (includes formative components) Discourages plagiarism

  19. What is good assessment design? Matches classroom teaching and learning approaches Provides different ways for students to represent their learning Caters for and accommodates student diversity Ensures requirements are transparent and supported by ongoing dialogue Encourages students to be active partners in the assessment process Is level appropriate and has an appropriate weighting.

  20. Aligned assessment Students will be expected to be able to: Evaluate the significance of interpretation in historical narratives with reference to an event in South African History in the period 1948-1992.

  21. Task Assessment: Choose a significant event in South African History during the period 1948- 1992. Find 4 different accounts of your chosen event. These could be from newspapers of the time, parliamentary reports, secondary texts, websites. Identify key differences in the way that the event is reported and explain the impact of this on your understanding of the event. Represent the different perspectives in a medium of your choice (website entry; textbook description for high schoolers; narrative by someone living at the time; visual representation)

  22. Marking criteria 8 -10 6-7 5-6 Identifies key differences in the interpretation of an event. Highlights features of the report that result in different perspectives Represents different perspectives of an event effectively.

  23. Alignment Graduate outcomes: Communication; critical thinking; creativity; professionalism Programme Outcomes: Historical interpretation; evidence

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