2. Preview of Today l Review next paper l Cover Chapter Three Get into groups

3. It Begins with a Question l White’s levels Unconscious incompetent Romantic Specialist Generalist l The skeptic and the true believer l The role of the critic l If you can’t say it’s BS, you are in trouble

4. It Begins with a Question, 2 l So what is important for you to know? l What is significant to you? l What is really worth knowing? l Here is one place I start

6. What Research Projects are Not l Are not for achieving self-enlightenment l Are not for comparing two sets of data l Are not just looking at correlation l Are not yes or no problems

7. Find the Problem l Begin with you l Check what others have done l Ask someone who has been there l Delve deep

8. State the Problem l Use a complete sentence l Think through feasibility l Say what you mean l Read and edit your writing

9. Understand the Sub-problems l Are there any? l How do they relate to the main problem? l Can you separate them into identifiable units?

10. Limit your Focus l Hypotheses revisited l Check the domain l Know your terms l Understand your assumptions

11. REVIEW l Go over the test--abstraction, validity/reliability, domain l Think about your question with your group l Due assignment next Thursday

12. Cognitive Learning: Knowledge Acquisition l The cognitive domain is concerned with knowledge and understanding on content. l At the lowest level, this domain focuses on specific facts l At the middle, on principles and generalizations l At the highest on synthesis and evaluation based on learning

13. Assessing Cognitive Learning l Traditional written classroom testing l Oral interview l Content classroom presentation l Standardized testing

14. Behavioral Learning: Skills Acquisition l The behavioral domain of learning is concerned with skills and the ability to perform certain behaviors l Skills can be learned by the learner and demonstrated through performance as observable behaviors l The behaviors are based on cognitive learning.

15. Assessing Behavioral Learning l Performance assessment (public speech, group presentation) l Unobtrusive observation and assessment l Product development (videotape, play, role play )

16. Affective Learning: Attitudinal Development (The forgotten one) l Concerned with learner attitudes and feelings (motivation, valuing, confidence, power)in regard to acquired knowledge and behaviors l In most learning environments, affective learning is incidental to both cognitive and behavioral learning l This view is wrong

17. Assessing Affective Learning l Self–report instruments and surveys l Unobtrusive checks l Feedback from other students l Exit surveys

18. Student learning outcomes l Where do they fit? l What do they look like?

19. Learning Outcomes: Where do they fit? l Department has written curriculum goals and objectives linked to institutional mission. l Goals and objectives have been operationalized; terms and concepts have been defined. l Goals and objectives are teachable and measurable. l Appropriate learning activities have been developed for each goal.

20. Learning Outcomes: Where do they fit? l Assessment methods for goals and objectives are appropriate to the objective l Data is gathered in a manner to ensure reliability and validity. l Data and assessment results are used to improve the educational experience of the student through revisions of curriculum goals objectives, and methods.

21. What do they look like? Writing Student Learning Outcomes l Definition: Outcomes are statements of what a learner should be able to know, do, or value after the successful completion of a program and/or course. l Key Feature: The learning activities that indicate these outcomes must be observable and measurable. How will you know that the student has accomplished the outcome?

22. Characteristics of good student outcomes: 1. Says something about the student: The student will be able to do. 2. Talks about the knowledge base, behavior or performance of students in clear, concise, and readily definable terms. 3. Focuses on ends rather than means. Describes product rather than process. Reflects terminal performance rather than course content. 4. Describes the conditions under which the student will be performing the list of specific learning outcomes.

23. Characteristics of good student outcomes: 5. Begins with a verb which specifies observable and measurable performance. 6. Includes information about the level of performance that will be considered acceptable. 7. Outcomes are clear and well understood by faculty in the department. 8. Should be levels of outcomes and outcomes should be linked to university, college, and departmental missions:

24. Example of learning outcomes l The student will be able to present a speech with a clearly developed purpose with established relationships among the subpoints. Ideas are clearly related to a well identified audience. l The speech is delivered with accurate pronunciation, clear articulation, good control of voice, and emotional control. Nonverbal cues are appropriate to topic, occasion, and audience.

25. Student Forgetting Objectives l New HEC Board Requirement for classes to be deleted l Examples for deleted Biology class: -- Student will forget to name that little thing that hangs down at the back of your throat. -- Student will be unable to successfully predict the species of offspring from the sexual union of two frogs -- Student will place primates in the same phylum as unsegmented worms.

26. Assessment Levels l Presence of communication activities l Presence of communication boundaries (time, topic, channel, language) l Descriptive feedback of message effect l Assessment of before-the-fact planning l Traditional testing

27. Assessment of Outcomes l Method matches objective l Rubric describes the range from poor to excellent l Inter-rater reliability is addressed l Data tracks progress and change l Feedback is provided

28. Issues l Teaching to the test l Is there an outcome for everything? l Just leave me alone and let me teach

29. Summary l What do students now believe about their communication behavior? l Consider knowledge l Consider learning l Consider (but don’t be controlled by) outcomes l Defining education

30. Education is... l... the movement from cocksure ignorance to thoughtful uncertainty l... the progressive acquisition of autonomy