Objectives: What’s the Point? While waiting for the presentation to begin, please access Kahoot with your electronic device for use later in the session.   Enter Pin—56592  Enter nickname  Select Join game  Wait for further instructions later in the presentation  Stay logged into Kahoot for the remainder of the session Albert Lea, Austin, and Owatonna, Minnesota

Objectives: What’s the Point? Sheryl Barton Kim Hansen Jill Holmes 15 Albert Lea, Austin, and Owatonna, Minnesota

Riverland Community College Albert Lea, Austin, and Owatonna, Minnesota

Practice Kahoot   Enter Pin—56592  Enter nickname  Select Join game  Questions will appear on projection screen only  On your device, select the symbol/color for the correct answer  Stay logged into Kahoot for the remainder of the session Albert Lea, Austin, and Owatonna, Minnesota

The attendee will be able to:  Explain the relationship between objectives, outcomes, and assessments.  Develop outcomes that support course objectives using proper action verbiage.  Describe how objectives promote student learning.  Explain the importance of alignment of objectives, outcomes, and assessments with regard to program accreditation and Quality Matters™. Albert Lea, Austin, and Owatonna, Minnesota

College Mission and Vision College Goals Program Mission and Vision Program Outcomes Course Objectives Student Learning Outcomes Assessment Activities Curriculum mapping process links the items together. Albert Lea, Austin, and Owatonna, Minnesota

First, Some Vocabulary…  Program Outcomes  Identify what the program intends to accomplish  Course Objectives (Student will be able to …)  Describe what will be covered in a course  Student Learning Outcomes (Student will successfully …)  Provide a description of what a student should be able to do at the end of a course  Must be measurable  Start with an action word such as “Describe” or “Compare”  Assessment  Tool to determine if a student has met an outcome and objective Albert Lea, Austin, and Owatonna, Minnesota

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Have your college departments developed program mission/vision statements? 1. Yes 2. No 3. Not Applicable Albert Lea, Austin, and Owatonna, Minnesota

Have your college departments developed program outcomes? 1. Yes 2. No 3. Not Applicable Albert Lea, Austin, and Owatonna, Minnesota

Does your college have Master Course Outlines (MCO) that include course objectives? 1. Yes 2. No Albert Lea, Austin, and Owatonna, Minnesota

Do faculty include information from the MCO (objectives and outcomes) on the syllabus? 1. Yes 2. No Albert Lea, Austin, and Owatonna, Minnesota

Do faculty link student learning outcomes to course objectives? 1. Yes 2. No Albert Lea, Austin, and Owatonna, Minnesota

Objectives: What’s the Point?  Provide an outline to the students of what they will learn throughout the course.  Promote student learning by providing guideposts so students can measure course progress.  Provide direction to students when preparing for assessments.  Limit “Why do we have to do this” questions and “attitude.” Albert Lea, Austin, and Owatonna, Minnesota

Albert Lea, Austin, and Owatonna, Minnesota Ways to Assess Objectives Outcomes

Design and Assessment Model Assessment Activities Course Objectives & Student Learning Outcomes Program Outcomes College Mission, Vision & Goals Assessment Activities Course Objectives & Student Learning Outcomes Program Outcomes College Mission, Vision & Goals Design Backward Assess Forward Albert Lea, Austin, and Owatonna, Minnesota

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Albert Lea, Austin, and Owatonna, Minnesota What would be an assessment tool for: Explain the budgeting process.

Providing Information to Students  What will I learn this week?  What do I need to do to learn it?  How will I know how well I’ve learned it?  Self Assessment  Graded Assessment  How will my graded assessment be scored?  When will my graded assessment be scored? Albert Lea, Austin, and Owatonna, Minnesota

ACCT2012 – PRINCIPLES OF MANAGERIAL ACCOUNTING Week 10 Assignments What will I learn to do this week? 1. Describe the budgeting process and the benefits it provides. 2. Explain the relationship between budgeting and human behavior. 3. Prepare a sales budget and related schedule of cash receipts. What do I need to do to learn it? 1. Watch the live classroom lecture video … 2. Read and work through the topics from your textbook … 3. Complete the Practice Questions … How will I know how well I’ve learned it? Self-Assessment for the “practice” items: 1. Check the solutions to your practice questions. 2. Review the solutions to the practice “A” exercises and “A” problems. Graded Assessment - Problem 7-17A (10 points) 1. Complete this problem in CONNECT by … 2. Return to CONNECT 24 hours after the due date/time to see the solution. Developed by: Kim Hansen and Dan Wirkus, Riverland Community College Albert Lea, Austin, and Owatonna, Minnesota

Course Objectives The student will be able to Student Learning Outcomes The student will successfully Assessment The outcome will be achieved by Recognize a variety of possible goals, assumptions, interpretations or perspectives, which can give alternative meanings or solutions to given situations or problems Explain the characteristics of an organization experiencing structural and managerial changes reading; preparing a personal profile; writing a case study; participating in reflection exercises Understand a supervisor’s role in managing the changing workplace Interview a supervisor who has experienced recent change in the workplace writing and relating a personal interview about change, its impetus, and challenges Define and identify change and change phases Track a change in a workplace and cross-reference to change phase models preparing an assignment relating to the steps and phases of change; relating discussions identifying change; quizzing Assess managing the challenges of change leadership Recognize and identify challenges that occur during change phases and offer solutions reading; writing reflections; preparing discussions; quizzing Albert Lea, Austin, and Owatonna, Minnesota Providing Information to Students

Program Outcomes Course Objectives— Students will be able to Student Learning Outcomes— Student will successfully Unit/Chapter Activity Apply critical thinking processes to ethically analyze and evaluate business situations Ethical and Civic Responsibility—examine, articulate, and apply their own ethical views. Evaluate social responsibility approaches used by business organizations. Analyze and evaluate business situations/scenarios and apply an ethical view. Describe the benefits of ethical behavior and socially responsible behavior. Chapter 4 Ethics and Social Responsibility Chapter 4 Quiz Responding to Tragedy Assignment Apply critical thinking processes to ethically analyze and evaluate business situations. Demonstrate knowledge in critical business areas including management, marketing, and the legal and regulatory environment. Ethical and Civic Responsibility—examine, articulate, and apply their own ethical views. Explain the organizing function within a business organization. Explain the evolution of organizational structure as a company changes due to internal and external forces. Analyze and evaluate business situations/scenarios and apply an ethical view. Explain the organizing function within a business organization. Apply appropriate organizing processes to management situations/scenarios. Explain the evolution of organizational structure as a company changes. Part 3— Organizing Chapter 9 Designing Adaptive Organizations Chapter 9 Quiz Eli Lilly Headquarter s Assignment Albert Lea, Austin, and Owatonna, Minnesota

Assessment Types  Class activities  Clickers  Discussions  Exams or Quizzes  Experiments  Polls or Surveys  Papers, projects, presentations, or reflections  Portfolios  Self-assessment  Textbook Software  Worksheets  Learning Styles  How do you facilitate active learning in a traditional classroom?  How do you facilitate active learning in an online classroom? Albert Lea, Austin, and Owatonna, Minnesota

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Self-Assessment

Which learning management software does your college use? Albert Lea, Austin, and Owatonna, Minnesota 1. Blackboard 2. Desire2Learn (D2L) 3. WebCT 4. Angel 5. Moodle 6. Free hosted software 7. Other

Self-Assessment Albert Lea, Austin, and Owatonna, Minnesota

Providing Objectives and Outcomes to Students Using D2L Albert Lea, Austin, and Owatonna, Minnesota

Student Learning Outcomes Albert Lea, Austin, and Owatonna, Minnesota Course Objective Program Outcome

Albert Lea, Austin, and Owatonna, Minnesota Program Outcome Course Objective Student Learning Outcome Assessments

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Quality Matters Alignment  Standards 2.1, 2.2, 2.3, 3.1, 4.1, 5.1, and 6.1 need to align.  Alignment conveys the idea that critical course components work together to ensure that students achieve the desired learning outcomes.  Measurable course and module/unit learning objectives form the basis of alignment in a course. (QM™ Rubric ) Albert Lea, Austin, and Owatonna, Minnesota

Quality Matters Alignment (Cont.)  Standard 2 Learning Objectives (Competencies)  2.1—The course learning objectives describe outcomes that are measurable  2.2—The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives  2.3—All learning objectives are stated clearly and written from the students’ perspective  Standard 3 Assessment and Measurement  3.1—The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources Albert Lea, Austin, and Owatonna, Minnesota

Quality Matters Alignment (Cont.)  Standard 4 Resources and Materials  4.1—The instructional materials contribute to the achievement of the stated course and module/unit learning objectives  Standard 5 Learner Interaction and Engagement  5.1—The learning activities promote the achievement of the stated learning objectives  Standard 6 Course Technology  6.1—The tools and media support the course learning objectives (QM™ Rubric ) Albert Lea, Austin, and Owatonna, Minnesota

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Albert Lea, Austin, and Owatonna, Minnesota Ways to Assess Objectives Outcomes

 Arizona State University, TeachOnline, Resources for Teaching Online (  California State University, Chico, Tool Box (  Illinois Online Network, Developing Course Objectives ( es.asp)  Kahoot! ( Albert Lea, Austin, and Owatonna, Minnesota Resources for Educators

Resources for Educators (cont.)  University of North Carolina – Charlotte, The Center for Teaching and Learning, Writing Objectives Using Bloom’s Taxonomy ( practice/goals-objectives/writing-objectives)  NC State University, Office of Institutional Research and Planning, Internet Resources for Higher Education Outcomes Assessment ( en)  The University of Texas at Austin, Center for Teaching + Learning, Methods of assessment (  Vanderbilt University, Center for Teaching, Bloom’s Taxonomy ( taxonomy/#2001) Albert Lea, Austin, and Owatonna, Minnesota

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Contact Us Sheryl Barton Business and Office Technology Instructor Kim Hansen Accounting Instructor Jill Holmes Business Instructor Albert Lea, Austin, and Owatonna, Minnesota