QM Training PP Part 1 to 3

8/9/2019 QM Training PP Part 1 to 3

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Quality Matters Part I:

A very general overview of the Quality Matters rubrics and howto apply it to your course.


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Eight Broad Standards: 40 specific elements

1. Course Overview and Introduction2. Learning Objectives

3. Assessment and Measurement

4. Resources and Materials

5. Learner Engagement

6. Course Technology

7. Learner Support

8. Accessibility


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1. Course Overview and Introduction

1.1 Instructions make clear how to get started and where to find various coursecomponents.

1.2 A statement introduces the student to the purpose of the course and to its

components; in the case of a hybrid course, the statement clarifies the relationship

between the face-to-face and online components.

1.3 Etiquette expectations (sometimes called netiquette for online discussions, email,

and other forms of communication are stated clearly.

1.4 The self-introduction by the instructor is appropriate and available online.

1.5 Students are asked to introduce themselves to the class.

1.6 Minimum student preparation, and, if applicable, prerequisite knowledge in the

discipline are clearly stated.

1.7 Minimum technical skills expected of the student are clearly stated.


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2. Learning Objectives

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 studentsperspective.

2.4 Instructions to students on how to meet the learning objectives are

adequate and

stated clearly.

2.5 The learning objectives are appropriately designed for the level of the

course.


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3. Assessment and Measurement

3.1 The types of assessments selected measure the stated learning objectives

and are consistent with course activities and resources.

3.2 The course grading policy is stated clearly.

3.3 Specific and descriptive criteria are provided for the evaluation of

students work and participation.

3.4 The assessment instruments selected are sequenced, varied, and

appropriate to the content being assessed.

3.5 Self-check or practice assignments are provided, with timely feedback tostudents.


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4. Resources and Materials

4.1 The instructional materials contribute to the achievement ofthe stated course and module/unit learning objectives.

4.2 The relationship between the instructional materials and the

learning activities is clearly explained to the student.

4.3 The instructional materials have sufficient breadth, depth, and

currency for the student to learn the subject.

4.4. All resources and materials used in the course areappropriately cited.


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5. Learner Engagement

5.1 The learning activities promote the achievement of the statedlearning objectives.

5.2 Learning activities foster instructor-student, content-student,

and if appropriate to the course, student-student interaction.

5.3 Clear standards are set for instructor responsiveness and

availability (turn-around time for email, grade posting, etc.)

5.4 The requirements for student interaction are clearlyarticulated.


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6. Course Technology

6.1 The tools and media support the learning objectives, and are appropriately chosen

to deliver the content of the course.

6.2 The tools and media support student engagement and guide the student to become

an active learner.

6.3 Navigation throughout the online components of the course is logical, consistent,and efficient.

6.4 Students have ready access to the technologies required in the course.

6.5 The course components are compatible with current standards for delivery modes.

6.6 Instructions on how to access resources at a distance are sufficient and easy to

understand.

6.7 The course design takes full advantage of available tools and media.


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7. Learner Support

7.1 The course instructions articulate or link to clear description of thetechnical support offered.

7.2 Course instructions articulate or link to an explanation of how the

institutions academic support system can assist the student in effectively using

the resources provided.

7.3 Course instructions articulate or link to an explanation of how the

institutions student support services can help students reach their

educational goals.

7.4 Course instructions answer basic questions related to research, writing,

technology, etc., or link to tutorials or other resources that provide the

information.


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8. Accessibility

8.1 The course incorporates ADA standards and reflectconformance with institutional policy regarding accessibility in

online and hybrid courses.

8.2 Course pages and course materials provide equivalent

alternatives to auditory and visual content.

8.3 Course pages have links that are self-describing and

meaningful.

8.4 The course ensures screen readability.


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How to Get Started

1. Dont try to fix all standards at one time in your class. Pickthe one that you think needs the most work and go from

there.

2. Challenge yourself to become Quality Matters approved!

Currently the following faculty have QM approved courses atWestern.

1. Jim Hissong

2. Patty Pedersen

3. Jennifer Beachler

3. Ask for help. As they have time Nancy and Chris can help

faculty update courses to better meet these standards.


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Questions?


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Quality Matters Part 2:

Learning Objectives


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Learning Objectives

Why do they matter? Give students direction

Focus the faculty member on what to teach

Focus the faculty member on how to assess


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2. Learning Objectives

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 studentsperspective.

2.4 Instructions to students on how to meet the learning objectives are

adequate and stated clearly.

2.5 The learning objectives are appropriately designed for the level of thecourse.


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First Steps to Writing Your Course and

Lesson Objectives

1. What do you want students to know when they walk away

from your course.

2. How will they learn each item and how will you assess

each item?

3. Is this the first course in a sequence? What do students

need to know to move on from this course? How does

this course tie into the program objectives? For example,

how would Homeland Security: The Patriot Act tie into the

Criminal Justice degree or program the student is

pursuing?


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Main Questions to ask yourself:

1. Does the objective focus on student performance?2. Is the task measurable or observable?

3. What criteria will I use to establish that the

objective has been reached?


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Does the objective focus on student

performance?

The student will


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Is the Task Measurable or Observable

Measurable Action Words (examples) Explain

Demonstrate

Analyze

Formulate

Discuss

Compare

Differentiate

Describe

Name

Assess

Evaluate

Identify

Design

Define

List


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Course vs Learning Objectives1. Analyze the US Patriot Act based on

1. The sections of the Patriot Act.

2. The circumstances surrounding the

creation of the Patriot Act.

3. The people who created the Patriot

Act.

2. Examine the various definitions of

terrorism.

3. Analyze the perception of terrorism

based on the audience, i.e. country,

leader, religion, or ethnic group.

4. Demonstrate an understanding of all

issues surrounding the Patriot Act.

5. Demonstrate an ability to critically

analyze a political policy or law and how

it affects multiple parties.

Learning Objectives: After completing

this (section, week, unit), students willbe able to:

1. Describe Title III of the USA Patriot

Act, through writing activities.

2. Demonstrate an understanding ofhow the sections of Title III affect

banking and other affected US

industries, through group role playing

activities.

3.

Examine the various opposing viewsregarding Title III through group role

playing activities.


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Online Course Planning Grid

Resources and Materials Learner Interaction Assessment and Measurements

Objective(s) and/orCompetencies

Readings (Textbook& Supplemental)

AdditionalResources &

Materials

Learner Interactionw/ Peers &

Instructor

Learner Interactionw/ Content

(Activities & Short

Term Projects)

Long Term Projects(Broken into

Components)

Other Measures ofAssessment

(Quizzes, Tests, &

Exams)


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How will I measure this objective?

1.

Using the washingtonpost.com Web site, the student willcorrectly identify and printout two examples each of a

news article and an editorial regarding a topical new

item.

2. Given twenty examples of incorrect verb tense usage,the student will identify and correct a minimum of

sixteen instances.


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Next Step

Assessment!

Thursday, April 15th

12:00 to 1:00 PM and 6:0

Assessment and Measurement - Do your assessments

measure your learning objectives? Are all your learning

objectives measured within the course? What are some

other options you might have for assessment within your

course?


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Park University has a great resource:http://www.park.edu/cetl2/quicktips/writinglearningobj.html


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Quality Matters Part 3:

Assessment and Measurement


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Measurement The process by which the attributes or dimensions of some physical object

are determined. When we measure, we generally use some standard instrument to

determine how big, tall, heavy, voluminous, hot, cold, fast, or straightsomething actually is. Standard instruments refer to instruments such asrulers, scales, thermometers, pressure gauges, etc.

We measure to obtain information about what is. We are not assessing anything; we are simply collecting information relative

to some established rule or standard.

When used in a learning objective, the definition provided on theADPRIMA for the behavioral verb measure is: To apply a standard scale ormeasuring device to an object, series of objects, events, or conditions,according to practices accepted by those who are skilled in the use of thedevice or scale.

Information taken from http://www.adprima.com/measurement.htm


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Assessment A process by which information is obtained relative to some known

objective or goal. Assessment is a broad term that includes testing.

Assessment is most usefully connected to some goal or objectivefor which the assessment is designed. A test or assessment yieldsinformation relative to an objective or goal. In that sense, we test or

assess to determine whether or not an objective or goal has beenobtained.

Assessment of skill attainment is rather straightforward. Eitherthe skill exists at some acceptable level or it doesnt. Skills arereadily demonstrable.

Assessment of understanding is much more difficult and complex.

To stipulate the conditions by which the behavior specified in anobjective may be ascertained. Such stipulations are usually in theform of written descriptions.

Information taken from http://www.adprima.com/measurement.htm


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Evaluation Inherent in the idea of evaluation is "value." When we evaluate, what we are

doing is engaging in some process that is designed to provide informationthat will help us make a judgment about a given situation.

When we evaluate, we are saying that the process will yield informationregarding the worthiness, appropriateness, goodness, validity, legality, etc., ofsomething for which a reliable measurement or assessment has been made.

We evaluate every day. Teachers, in particular, are constantly evaluating

students, and such evaluations are usually done in the context ofcomparisons between what was intended (learning, progress, behavior) andwhat was obtained.

When used in a learning objective, the definition provided on theADPRIMA site for the behavioral verb evaluate is: To classify objects,situations, people, conditions, etc., according to defined criteria of quality.

Indication of quality must be given in the defined criteria of each classcategory. Evaluation differs from general classification only in this respectInformation taken from http://www.adprima.com/measurement.htm


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Breakdown

Assessment refers to the collection of data to describe or

better understand an issue, measurement is the process

of quantifying assessment data and evaluation refers to

the comparison of data to a standard for the purpose of

judging worth or quality.

Collecting data (assessment), quantifying that data

(measurement), making judgments (evaluation)

From: Huitt, B; Hummel, J; $ Kaeck, D. (2001) Assessment, Measurement, Evaluation, &

Research. Educational Psychology Interactive.

http://www.edpsycinteractive.org/topics/intro/sciknow.html
http://en.wikipedia.org/wiki/Assessmenthttp://www.edpsycinteractive.org/topics/measeval/measure.htmlhttp://www.edpsycinteractive.org/topics/measeval/evalu.htmlhttp://www.edpsycinteractive.org/topics/measeval/evalu.htmlhttp://www.edpsycinteractive.org/topics/measeval/measure.htmlhttp://en.wikipedia.org/wiki/Assessment


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So.

You, as the instructor, are choosing assessments

that measure the learning objectives. You are

then using those assessments to evaluate thelevel at which the student has met the learning

objective!


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Key things to remember:

1. Its important to align the teaching method with the

assessment method.

2. Research encourages multiple measures of student

performance. This could include some

1. Transmission methods of learning, quizzes, tests,2. But should also include some authentic assessments

3. It is suggested grading rubrics be designed for all

assessment: discussions, assignments, projects, and

collaboration.4. Encourage students to develop skills in feedback and

collaboration through


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Types of Assessment Learner Centered Assessments

Self-reflection Journaling

Discussions

Performance Assessments Wikis, socially constructed web pages,

Authentic Assessments Simulation activities Case studies

Group work/Collaboration

Portfolio Assessments Presentations

Demonstrations Essays

The key is all should include feedback! Wrong versus right answers anddirections. They are all learning tools also for the students, not justassessment tools for you!


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When deciding on what kind of assessment activities to use, it is

helpful to keep in mind the following questions:

1. What will the students work on the activity (multiple choice

answers, essays, project, presentation, etc) tell me about their level

of competence on the targeted learning objectives?2. How will my assessment of their work help guide students

practice and improve the quality of their work?

3. How will the assessment outcomes for the class guide my teaching

practice?

From: Carnegie Mellon:

http://www.cmu.edu/teaching/designteach/design/assessments.html


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The Whole Picture

The Goals for StudentSuccess:Solve Problems

Communicate Competently

Develop Life Skills

See Issues From Multiple Perspectives

Retrieve Information

Program Goals:

Course Goals:

CourseAssessments:

College-WideAssessments:CAAP, SSCCE,SSFSSE, MAPP and

computer testing

Graduate Surveys

Sample: presentations,

Research papers, reflective

Writing.


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Resources

Adprima Website: http://www.adprima.com/measurement.htm .

American Psychological Association. (2007). Understanding Assessment.

Authentic Assessment Toolbox.

http://jonathan.mueller.faculty.noctrl.edu/toolbox/ - helps with the creation

and delivery of authentic assessments.Carnegie Mellon. Enhancing Education.

http://www.cmu.edu/teaching/designteach/design/assessments.html.

Huitt, B; Hummel, J; $ Kaeck, D. (2001) Assessment, Measurement, Evaluation, &

Research. Educational Psychology Interactive.

http://www.edpsycinteractive.org/topics/intro/sciknow.html .

Palloff, R and Pratt, K. (2009). Assessing the Online Learner: resources and

strategies for faculty. Jossey-Bass.
http://www.adprima.com/measurement.htmhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/http://www.cmu.edu/teaching/designteach/design/assessments.htmlhttp://www.edpsycinteractive.org/topics/intro/sciknow.htmlhttp://www.edpsycinteractive.org/topics/intro/sciknow.htmlhttp://www.cmu.edu/teaching/designteach/design/assessments.htmlhttp://jonathan.mueller.faculty.noctrl.edu/toolbox/http://www.adprima.com/measurement.htm

Documents

QM Training PP Part 1 to 3