An Alignment Logic Model (ALM) for Verifiable Course Preparation and Improved Accountability
Abstract
A brief presentation of current "best practices" will be followed by hands-on activities with the goal of having each participant draft a functional alignment logic model (FALM). This model should clearly show connections between learning outcomes, activities, evaluation methods, and actual student learning. This session will be intensely focused on learning to produce and use a practical logic model for purposes of evaluation, accountability, and scholarship. Please bring a current syllabus to which the model will be applied. Participants should learn how to 1) achieve correct alignment of outcomes, assignments, and methods of assessment, 2) use the alignment logic model to document actual student learning, and 3) do this in a way that will allow external evaluators to more accurately ascertain that students have actually learned what we said they would learn.
Location
Room 2904 A
Recommended Citation
Dixon, Danny, "An Alignment Logic Model (ALM) for Verifiable Course Preparation and Improved Accountability " (2007). SoTL Commons Conference. 60.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/60
An Alignment Logic Model (ALM) for Verifiable Course Preparation and Improved Accountability
Room 2904 A
A brief presentation of current "best practices" will be followed by hands-on activities with the goal of having each participant draft a functional alignment logic model (FALM). This model should clearly show connections between learning outcomes, activities, evaluation methods, and actual student learning. This session will be intensely focused on learning to produce and use a practical logic model for purposes of evaluation, accountability, and scholarship. Please bring a current syllabus to which the model will be applied. Participants should learn how to 1) achieve correct alignment of outcomes, assignments, and methods of assessment, 2) use the alignment logic model to document actual student learning, and 3) do this in a way that will allow external evaluators to more accurately ascertain that students have actually learned what we said they would learn.
