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4: Backwards Design I (Goals and Outcomes)

  • Page ID
    16246
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    Learning Objectives

    • Participants will be able to:

      • Use the principles of backward design to align learning objectives with assessments

      • Evaluate learning objectives and assessments using Bloom’s Taxonomy

    Goals vs. Objectives:

    Goals are:

    • Broad, vague
    • Not easily measured
    • E.g., Understand, know, appreciate

    Objectives are:

    • Specific, concrete
    • Easily measurable
    • E.g. describe, contrast, predict, defend

    Well written objectives have three parts: Verb, Subject, Context

    Blooms Taxonomy

    "Bloom's Taxonomy"by Vandy CFT is licensed under CC BY 2.0

    Modified version of Bloom's Taxonomy:

    Screen Shot 2019-05-20 at 9.46.48 PM.jpeg

    https://lifelonglearning.wisc.edu/resources/

    Linked References

    Students in traditional lectures are 1.5 times more likely to fail than students in active learning courses. Students in active classes average >half a letter grade higher.

    Active learning increases student performance in science, engineering, and mathematics

    Deliberate practice:

    The Role of Deliberate Practice in the Acquisition of Expert Performance

    Backwards Design

    Understanding by Design

    Session Slides

    Backward Design I - Tarren and Troy.pdf


    This page titled 4: Backwards Design I (Goals and Outcomes) is shared under a not declared license and was authored, remixed, and/or curated by Mark Baillie.

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