Using Technology to Align Instruction and Assessment With Degree Goals

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Using Technology to Align Instruction and
Assessment With Degree Goals

• Eugenia Fernandez David M. Williamson
• Purdue School of Engineering and Technology
• Indiana University Purdue University Indianapolis

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Learning Outcomes Pyramid
"Yokomoto, C.F., and Bostwick, W.D., "Modeling
the Process of Writing Measurable Outcomes for EC
2000," CD-ROM Proc. 1999 Frontiers in Education
Conference, San Juan, Puerto Rico, Nov. 1999,
Session 11b1.
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Learning Outcomes Scope
A. Mission of the University the College
Univ/College
B. Broad Goals of the Department
Dept
C. Program Educational Objectives
D. Program Outcomes
Program
E. Measurable Learning Outcomes
F. Course Outcomes
Course
G. Course Instructional Objectives
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Technology Support
A. Mission of the University the College
B. Broad Goals of the Department
C. Program Educational Objectives
D. Program Outcomes
E. Measurable Learning Outcomes
F. Course Outcomes
G. Course Instructional Objectives
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Our Assessment Interpretation
PULs
ABET/TAC
DEPT OUTCOMES
Measurable Learning Outcomes
Dept. Level
Course Objectives
Course Level
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PUL Example

• Critical Thinking
• The ability of students to analyze information
  and ideas carefully and logically from multiple
  perspectives. This skill is demonstrated by the
  ability of students to
• analyze complex issues and make informed
  decisions
• synthesize information in order to arrive at
  reasoned conclusions
• evaluate the logic, validity, and relevance of
  data
• solve challenging problems, and
• use knowledge and understanding in order to
  generate and explore new questions.

Principles of Undergraduate Learning
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MLO Example CPT Dept.
e. Function effectively on teams e1.
Effectively work within a team environment to
accomplish project tasks. e2. Demonstrate a
working knowledge of essential teamwork
skills. e3. Realistically self-evaluate their
ability to work in teams at a satisfactory
level. e4. Demonstrate conflict resolution
skills.
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Assessor Profile