Tips, strategies, and ideas for writing student learning goals, outcomes, and objectives for courses.
To obtain a meaningful measure from an outcomes-based assessment, the test items on an assessment Read more about Using Taxonomies to Create Learning Outcomes and Assessments
Effective assignment design means students spend less time trying to understand the assignment and more time doing the actual assignment. In this article, we list suggestions for information to include on an assignment document for a course. Read more about Tips for Designing Assignments
Learning outcomes (or objectives) communicate to students what they should expect to be able to do at various times throughout the course. There are several approaches to crafting outcomes for learning. In this article, we focus on creating learning outcomes for online courses with a modular structure. Read more about Creating Learning Outcomes for Your Online Course
A quality online course begins with the design, and that design involves time and planning. There are multiple design approaches and techniques to choose from, as well as a variety of different organization schemes to consider. In this article, we identify beginning considerations and recommendations for designing an online course, whether this is your first time or twentieth time designing an online course. Read more about Beginning Online Course Design
Assessments communicate to both the instructor and the learner whether the learning outcomes (or outcomes) for the course have been mastered. Because of their importance in measuring student progress and success, it is essential that assessments directly measure the stated learning outcomes for the course and modules. Read more about Assessment in Online Learning
Experiential learning can range from a small component to a very comprehensive component of your course. Read more about Designing Experiential Learning for Your Course
The primary purpose of assessment is to improve student learning. Assessment of student learning is dependent on student learning outcome statements. Poorly written outcomes make it difficult to produce high-quality test items that measure the outcomes. Low-quality test items lower the validity of decisions about student achievement and course effectiveness. This article considers the role of assessment in a four-step outcomes-based course design model. Read more about The Role of Assessment in Course Design
The primary purpose of assessment is to evaluate and improve student learning. Clear communication is a key ingredient for making a connection between what students are expected to know and be able to do (outcomes), assessing how well they are learning and have learned (formative and summative assessment), and reporting assessment results that are meaningful and useful to all stakeholders. This article suggests a three-level model to accomplish these connections. Read more about Linking Outcomes Statements with Test Items
An analytic rubric is an assessment instrument for scoring a constructed response. The response can be a written response, a performance, or a product. This article provides instructions for developing analytic rubrics that produce scores that have a high degree of validity in terms of using and interpreting the score as measures of outcome attainment. Read more about Anatomy of an Analytic Scoring Rubric
