2. Copyright WIDS Learning Design. Welcome! Performance Based Learning and Assessment Joseph “Mick” La Lopa, Ph.D. Purdue University Robin Soine, WIDS

3. Student Complaints about Teachers and Teaching zPlease write down 3-5 things you think students dislike about teachers and/or teaching

4. 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

5. 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

6. Top Ten Student Complaints The Number 1 Student Complaint Unfair Exams!!!! (trick questions, information not covered in class or book, too long, too hard)

7. 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!

8. As professionals…  there’s even another reason to care

9. 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!

10. A Better Way is Performance-Based Learning and Assessment (PBLA) zAn approach to learning and teaching which requires advance description of knowledge, skills, and attitudes learners must achieve on exit from a course or program

11. 5 Learner Questions All Curricula Must Answer  Where are we now? z Where are we going? z Why are we going z How will we get there? z How will we know when we have arrived?

12. Copyright WIDS Learning Design. Or four critical elements... WHO WHAT WHEN HOW

13. Copyright WIDS Learning Design. WHO WHAT WHEN HOW zWho are my learners? zWhat do they need to be able to achieve? zHow will I know when they’ve achieved it? zHow will they go about achieving it?

14. 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

15. 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

16. Copyright WIDS Learning Design. Simply Stated... PBLA is a system of communication z Good teachers have always communicated expectations to their learners!

17. Copyright WIDS Learning Design. Who? z Who are my learners? z Why are they here? z What experiences do they bring? z What learning deficits do they have? z What are their expectations? WHO The Learner

18. Copyright WIDS Learning Design. What? zWhat knowledge, skills, and attitudes must they achieve? zHow well must they perform those outcomes? zHave I communicated these outcomes to them? WHAT Competencies Performance Standards Learning Objectives

19. Copyright WIDS Learning Design. Example zLet’s build these pieces together zAdapted from a Baking Course, Alaska Vocational Technical Center

20. WHAT z Produce pate au choux pastry for a variety of product types Competency Linked Core Ability: Work Productively

21. WHAT Competency 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: z Produce pate au choux pastry for a variety of product types Linked Core Ability: Work Productively

22. WHAT Competency given a standard pate au choux recipe in the culinary baking lab Performance Standards – Conditions: z Produce pate au choux pastry for a variety of product types Linked Core Ability: Work Productively

23. WHAT Competency 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 z Produce pate au choux pastry for a variety of product types Linked Core Ability: Work Productively

24. Copyright WIDS Learning Design. When? zHow will my learners know when they have “arrived?” zHow will I test/measure their competence? zWhat strategies will I use for assessment? zHow will I report the results of learner assessment? WHEN Performance Assessment Tasks

25. _____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. WHEN Performance Assessment Activity

26. Copyright WIDS Learning Design. How? zHow can I help learners build competence? zWhat activities will I plan for the learning cycle? zHow can I address different learning styles? zCan I use more learner- centered activities? HOW Learning Activities

27. 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.

28. 4 4 Plan strategies for HOW learners will learn 1 1 Identify your learners WHO 2 2 Specify WHAT learners must achieve 3 3 Establish how you know WHEN learners have achieved Steps for Design

29. Copyright WIDS Learning Design. z Now try writing your own! z See “Your Turn” activity Your Turn

30. Copyright WIDS Learning Design. z How is PBLA useful? z How can it address those student complaints? z See “Reflect” activity Reflect