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Disadvantages of outcome-based education
Approaches to outcome-based practice
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It is important to ensure that the Learning Objectives have been achieved and that learning by the students have mastered the course. To decipher the level of learning, assessments are developed to make such determinations. This paper will provide examples of assessments of the learning objectives created in the previous Module. It will also discuss the use of Outcome-Based Assessments (OBA), and provide an outcome based assessment for an adult keyboard course. It will define and discuss the purpose of an Outcome-Based Assessment, the challenges such an assessment, and describe solutions that can be utilized when implementing this assessment into a program.
Assessment of Learning Objective
Keyboarding Assessment
3 pts awarded for a total of 21 points
Terminology: Student was able to identify: All or most of the terms Some Little None
3 2 1 0
Operation: Student was able to turn on and operate Operate completely Some Little None
classroom equipment 3 2 1 0
Open and navigate course software Operate completely Some Little None
3 2 1 0
Able to create a document using Language art skills Lang. skills mastered Some Little None
3 2 1 0
Completed personal project: used course software, used Completed assignment Some Little None
proper language skills and proper documentation 3 2 1 0
Typing speed: Student is able to type: > 40 wpm > 30 wpm > 20 wpm < 20 wpm
3 2 1 0
Total points: (Students points) /21
21-18 points: Student has mastered course objectives
17-13 points: Student has gain an understanding of
course objectives
12- 0 points: Students have NOT gain an understanding
of course objectives; requires ...
... middle of paper ...
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Carter, M. (2003, January). A Process for Establishing Outcome -Based Assessment Plans for Writing and Speaking in the Disciplines. Retrieved February 10, 2012, from http://wac.colostate.edu: http://wac.colostate.edu/llad/v6n1/carter.pdf
Lombardi, M. ( 2008, January). Making the Grade: The Role of Assessment in Authentic Learning. Retrieved February 10, 2012, from net.educause.edu: http://net.educause.edu/ir/library/pdf/ELI3019.pdf
NcNeir, G. (1993). Outcome Based Education. Retrieved February 10, 2012, from ERIC Digest: http://scholarsbank.uoregon.edu/jspui/bitstream/1794/3306/1/digest085.pdf
Pallapu, S. (2004). Automating Outcome Based Assessment. Retrieved February 10, 2012, from psu.edu: citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.199...
Since the first person heard the wind whistle through the trees or the sea in a seashell humans have been drawn to sound. Being the oppressive and ingenious species that we are we felt the need to capture these sounds and any others that we could to keep for our own. Eventually people like Pythagoras and gods such as Apollo found that by stretching materials and picking/plucking them that they would produce sounds and that the tighter you stretched these strings the higher the sound would go. These were the early beginnings of the pianoforte.
In Neil Postman’s book Amusing Ourselves to Death, Neil Postman explores many specific qualities in Chapter 4 “Typographic Mind”. He uses the first of the seven debates between Abraham Lincoln and Stephen A. Douglas to successfully back up his claims about the four qualities, attention span, and listening ability, knowledge of the issues, and literary language, as well as many other forms of logical evidence.
Schiffma, S.S. (1991). Instructional systems design: Five view of the field. In G.J. Anglin (Ed.),
works in a way that results in continuous improvement of student learning. Within this system instructional software, assessment tools… may be used to provide or determine instruction/interventions and supports for studentsEfficaciously teach all students
The body systems that are involved in typing this assignment are the skeletal system, the respiratory system, the cardiovascular system, the nervous system, the integumentary system, and the muscular system.
Information and Software Technology Years 7–10: Advice on Programming and Assessment. (2003). Retrieved April 10, 2014, from http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/info_soft_tech_710_support.pdf
In the article, “Attention, Students: Put Your Laptops Away,” the writer tells the reader differences between taking notes with a laptop or taking them in a notebook. When taking notes with a laptop people have the tendency to write down everything word for word while others cannot help but click a new tab and get on social media. Taking notes word for word has been proven that you do not comprehend what you are writing down. "When people type their notes, they have this tendency to try to take verbatim notes and write down as much of the lecture as they can," Mueller tells NPR's Rachel Martin. After reading the article my opinion is writing notes in a notebook is more beneficial than taking them on a laptop. If I want to excel in school and
I also learned that is important to do a test run through different browser is using a LMS platform. To be ready and prepared to correct any technical issues within the instructional training and that designing a course will not be perfect the first time is has been design developed or implemented. I also learned that how important it is to know your learner and the skills they possess in order to align the instructions to their skills and knowledge. I learned so much from the case study and from our course discussion that I think all of them I will be able to use in the future when designing instructional modules. I will be systematic in my planning. I will take the time to follow the ADDIE model to ensure I follow each step and I will make sure to consider the needs, strengths and weaknesses of my learners as much as the planning of the course content. I’ll consider whether the problems I am required to solve are truly instructional problems, or will another kind of change or approach would solve the problem at
Reed, Yvonne. (2006). From Feedback to Fast Forward, a talk given at the Assessment for Learning Conference in May 2006.
Is technology making us smarter or dumber? With the increase in the use of smartphones and autocorrect technology for the past ten years, the eras of the dictionary are over. These days, corrections are made with a mindless click of a button, which does not allow the users think themselves. Individuals have a tendency to use spell check more often than actually knowing how to spell a word, or how to use grammar correctly.
Summative assessment. The goal of summative assessment is to appraise student learning at the end of
Stiggins, R., Arter, J., Chappuis, J., Chappuis, S., (2007). Classroom assessment for student learning: Doing it right -- using it well. Upper Saddle River, N.J: Pearson.
Human Computer Interaction is an emerging field that encompasses computer science along with cognitive science, psychology, artificial intelligence, industrial design and human factors engineering. A few decades back the field was confined to personal productivity applications. However, now it has diversified and includes aspects as varied as information systems, visualization, system development process and collaborative systems. The researchers in this field find novel ways and technologies that can facilitate better interface between humans and computers and hence lead to positive outcomes. On an individual level, I tend to figure out how people react to various things in any field, it’s like a hobby that has intrigued me for a long time
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.