Track
Research Project / Assessment of Student Learning
Abstract
Every course starts with some statement/s of intended learning outcomes to be achieved over the span of the term. To promote those outcomes, an instructor plans for and directs students through any number of course components (readings, lectures, discussions, assignments, quizzes, tests, projects, etc.). Each component can lead to a certain type of learning outcome (recall, analysis, understanding, prediction, evaluating, etc.). When course components are out of alignment with intended learning outcomes, the possibility of students achieving those outcomes is greatly reduced. A protocol was developed to assist instructors to look for and find course components that are out of alignment with intended course outcomes. The poster will describe the initial work to validate this protocol using progressive beta versions to observe a wide variety of courses (by level, content, delivery, etc.). The poster will show the results of this pilot study at GSU to show how this protocol can be developed for future use by instructors in any college teaching setting.
Session Format
Poster Session
Location
Room 113
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Metzler, Mike, "A Pilot Study of Instructional Alignment in College Teaching" (2016). SoTL Commons Conference. 17.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/17
A Pilot Study of Instructional Alignment in College Teaching
Room 113
Every course starts with some statement/s of intended learning outcomes to be achieved over the span of the term. To promote those outcomes, an instructor plans for and directs students through any number of course components (readings, lectures, discussions, assignments, quizzes, tests, projects, etc.). Each component can lead to a certain type of learning outcome (recall, analysis, understanding, prediction, evaluating, etc.). When course components are out of alignment with intended learning outcomes, the possibility of students achieving those outcomes is greatly reduced. A protocol was developed to assist instructors to look for and find course components that are out of alignment with intended course outcomes. The poster will describe the initial work to validate this protocol using progressive beta versions to observe a wide variety of courses (by level, content, delivery, etc.). The poster will show the results of this pilot study at GSU to show how this protocol can be developed for future use by instructors in any college teaching setting.
