![]() However, not all of them are appropriate for every type of course, and knowledge. essays, term papers, quizzes, lab projects etc.) that can give you feedback on students’ progress, knowledge, and skill level. There are, of course, numerous evaluative methods (i.e. In other words, this phase is intended to help you determine what criteria you will use to evaluate how well students are “getting it,” and what evidence you will accept with respect to evaluating their individual progress in mastering the course content. This phase is essentially a way of helping you structure evaluative strategies into the course design so that you are able to gauge students’ progress towards the desired learning outcomes. Determine appropriate criteria for evaluating students’ progress Identifying where various aspects of your course content fit within these three categories will help you clarify the specific, concrete learning outcomes that you have for your students, and will also help you decide how to structure the course to assist your students in achieving these goals. What “enduring understandings” do you want the students to take away with them, and retain and remember long after the course has ended? These are the essential “big ideas” or core concepts that students must understand in order to benefit from the course.What content is “important to know” or “important to do” for students? What facts, principles, or concepts is it important (rather than simply worthwhile) for students to be familiar with? Are there processes, strategies, or methods that it is important for them to learn or be able to use?.What content is it “worth being familiar with” for students? In other words, what is it worthwhile for students to read, discuss, hear about, or otherwise be exposed to?.To help you define the curricular priorities for the course, Wiggins and McTighe suggest the following three questions to help you progressively narrow in on and define the most important content areas. The reason for this is because within the limits of the course, such as time, it is likely that you will need to prioritize certain goals over others to ensure that the most important learning outcomes are achieved. In addition to these guidelines, it is also helpful to categorize the goals you have for the course in order of importance. Create: ability to innovate and produce new knowledge.Evaluate: ability to judge, reason, and critique.Analyze: ability to organize, differentiate and attribute.Apply: the ability to perform an unfamiliar task by applying previous knowledge to a new situation or problem.Understand: the ability to understand, interpret, classify, summarize and compare, and to construct meaning.Remember: the ability to recover and access knowledge from long-term memory.This taxonomy describes cognitive learning processes with respect to increasing levels of abstraction and complexity, from basic to advanced, around which goals can be organized. In defining specific course goals, many teachers make use of A Taxonomy for Learning, Teaching and Assessing (Anderson, Krathwohl, 2001) as a guide. In addition, it is helpful to ask yourself what the impact of the course will be on students, and how you hope they will be different by the end of it. In order to define the goals or learning outcomes for the course, you will need to formulate a clear idea of what students should know, understand, and/or be capable of doing. For each of these phases, there are a number of benchmarks to help guide the course design process. The Backward Design approach consists of three phases: identify the desired outcomes determine the acceptable criteria for evaluating students’ progress and plan the instructional methodologies. See also: Instructional Design Models and Theories Only when one knows exactly what one wants students to learn should the focus turn toward consideration of the best methods for teaching the content, and meeting those learning goals. This framework is “backward” only to the extent that it reverses the typical approach, so that the primary focus of course design becomes the desired learning outcomes. In their excellent book, Understanding by Design, Wiggins and McTighe propose the “ Backward Design” framework for course design. Having a clear goal helps us educators to focus our planning and guide purposeful action toward the intended results.” Forward Design Process vs Backward Design Process.Plan the instructional methodology and learning experience Determine appropriate criteria for evaluating students' progress
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