CTLT Course Design Intensive Dec 2014 Backward Design and Assessment

Consider this picture.
Learning Cycle
Course Design Intensive December 2014

Can you see how this applies to what you are doing before our sessions and while we are together?

Please reply with a comment about our session on Backward Design and Assessment.

Copy the questions in the blue section below and paste them into the LEAVE A REPLY box below. Then add your responses. Please do not look at the other responses until after you have done your own.

Highlights / Metacognition

  • What did you think was the most valuable thing that happened for you this morning?
  • What did you learn from that?
  • What will you do with that knowledge?

A few more questions?

If you spot a question from someone else and you can answer it – please do.

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21 thoughts on “CTLT Course Design Intensive Dec 2014 Backward Design and Assessment

  1. J says:

    Highlights / Metacognition
    What did you think was the most valuable thing that happened for you this morning? 1) Hopes & Fears
    2) Learning about idea of forward-looking assessment

    What did you learn from that? 1) Hopes & Fears – normalizes my feelings/experience – I’m not alone
    2) Forward-looking – revitalizes my thinking on assessment

    What will you do with that knowledge? Work both into future classes

    A few more questions? Workshop on designing rubrics would be helpful.

    Now that we’ve had our session on Backward Design and Assessment, what do you want to know?

    What could we have done better? Great to have the option of working on our own course or using prepared examples. Good learning design being modelled 🙂

  2. Angele Beausoleil says:

    1. How to effectively organize your thoughts with a process that is logical, useful and quick to assess your course
    2. Provides context to one existing course syllabus and helps re-apply it to a new course syllabus for this CDI class.
    3. I will be applying this knowledge to the new course syllabus, which is being designed during the CDI workshop.

  3. Doug Konkin says:

    What did you think was the most valuable thing that happened for you this morning?
    Gained confidence and understand the synergy between a good objective and designing the assessment

    What did you learn from that?
    Iterate between goal – objective – assessment to continuously improve all
    What will you do with that knowledge?
    Apply it to my course and tune my syllabus accordingly

    Now that we’ve had our session on Backward Design and Assessment, what do you want to know?
    More about designing learning activities

    What could we have done better?
    Nothing

  4. Rose-Marie says:

    Highlights / Metacognition

    • What did you think was the most valuable thing that happened for you this morning?
    distinction between backward/forward assessment
    • What did you learn from that?
    how to integrate backward/forward assessment with learning goals & objectives
    • What will you do with that knowledge?
    use it to redesign blended undergrad/grad course
    • A few more questions?
    how to decide on the timing, frequency & scope of the assessments
    • Now that we’ve had our session on Backward Design and Assessment, what do you want to know?
    how to track the effectiveness, accuracy, validity of assessment tools
    What could we have done better?
    …well done!

  5. CP says:

    Highlights / Metacognition
    What did you think was the most valuable thing that happened for you this morning?
    Discovering that I instinctively use forward looking assessments.

    What did you learn from that?
    That I’m already using a valuable technique

    What will you do with that knowledge?
    Continue with forward looking assessments, but also challenge myself to better integrate backward assessments/elements.

    A few more questions?

    Now that we’ve had our session on Backward Design and Assessment, what do you want to know?
    While I now have an understanding of backwards versus forward assessments, and the concept of backwards design, I’m still a little unclear on how to actually go about backwards design.

    What could we have done better?
    I think a demonstrated, in class example, of how to design a course objective using backwards design would have been helpful/illustrative. But perhaps this would have been unrealistic given the time constraints of this morning’s session.

  6. Julie says:

    Highlights / Metacognition

    What did you think was the most valuable thing that happened for you this morning?
    Integrated Course Design

    What did you learn from that?
    The dis-integration example was very useful in that it simply illustrated the “pitfalls” that can happen if you do not connect the three components (learning goal, assessment, learning activities).

    What will you do with that knowledge?
    I will lay out my course in the three-column format to ensure that my learning goals/objectives are supported by relevant assessments and activities.

    A few more questions?

    Now that we’ve had our session on Backward Design and Assessment, what do you want to know?
    At what scale should we articulate the learning objective and assessments? For example, do we need to think of an assessment for each lesson (in a 50 minute period)? How do we structure this into a classroom setting?

    What could we have done better?
    Just double check that everyone knows the terminology and principles being used (for example, rubric).

  7. sky says:

    •What did you think was the most valuable thing that happened for you this morning?

    Learning about forward-looking assessment and backward-looking assessment, and how these affect student learning and motivation.

    •What did you learn from that?

    How the different types of assessment affect student learning and motivation, and how to create integrated course design using both types of assessment.

    •What will you do with that knowledge?

    Apply it to a course that I’ll be designing.

    •Now that we’ve had our session on Backward Design and Assessment, what do you want to know?

    Different kinds of learning activities that would address/ match the two types of assessment.

    •What could we have done better?

    Perhaps provide an example of how learning objectives and forward-looking assessment link together.

  8. Mary says:

    What did you think was the most valuable thing that happened for you this morning?
    – learning the concepts of forward and backward assessments.
    What did you learn from that?
    – Previously I hadn’t really noticed the different methods but it is valuable to be able to characterize learning and assessment in this manner – both are important though being able to apply the learning in the “real world” is key.
    What will you do with that knowledge?
    – I will insure that both these components are included in my course assessment activities. Thank you.

  9. Patti says:

    1) What did you think was the most valuable thing that happened for you this morning?
    Trying to think of/ about forward assessment in terms of examples- it’s a different way of thinking and a little challenging to conceive but I can see it’s a very valuable concept

    2) What did you learn from that?
    That forward thinking assessment may be extremely beneficial to students learning. I can see where it can help me to plan activities that better reflect the course goals.

    3) What will you do with that knowledge?
    I’m going to work to ensure I’m incorporating some forward thinking assessment within my course. I will work to review all of my teaching goals as I move forward to make sure they fits with my assessment etc.

  10. Jody says:

    What did you think was the most valuable thing that happened for you this morning?
    – I attended the lecture on Forwards and Backwards Assessments

    What did you learn from that?
    – valuable examples of types of assessments and how to integrate these into different classes which depend on size and experience level

    What will you do with that knowledge?
    – apply this knowledge to the development of my own course, and try to develop more relevant assessments which directly reflect the learning goals and objectives

    Now that we’ve had our session on Backward Design and Assessment, what do you want to know?
    – how to design an effective rubric
    – I would like sample rubrics

    What could we have done better?
    – It would be nice to have a few more complete example of some assessments and then give us the opportunity to determine if these were forward / backward, and whether they met the course goals to help solidify concepts of disconnect because I think this is more common.

  11. ZHAO WENTAO says:

    What did you think was the most valuable thing that happened for you this morning?
    I think the most valuable thing for me is the Three Column Course Planning for Integrated Course Design.

    What did you learn from that?
    At first, we should assure what is the students should be able to do. According to the goal, We should adapt proper assessment such as forward-looking and backward-looking assessment to judge whether the goal is achieved.

    What will you do with that knowledge?
    re-design the teaching plan of my course . According to the learning objectives, add and adjust several assessment methods of the course, especially add forward-looking assessment.

  12. james says:

    1. The most valuable thing is that I understand the difference of the forward looking adn backward lokking assessment .
    2. I know how to do the backward designing.
    3. I will try to do the backward designing about my course.

  13. Lois says:

    Most valuable thing?
    Thinking about and practicing forward-looking assessment. I was happy to realize some of the activities I’ve been doing fit this approach; also understand why some of the assessments weren’t working.

    What did you learn?
    How this could help students incorporate course learning.

    What will you do with that knowledge?
    Design two forward-looking assessment around academic writing for the first two classes; build on existing forward-looking assessments in place.

    What do you want to know?
    Interested in reading further e.g. Fink’s book.

    What could we have done better?
    Bit more discussion? Class is quieter today, however…

  14. Wenying LIU says:

    What did you think was the most valuable thing that happened for you this morning?
    The existence of all this knowledge in teaching
    What did you learn from that?
    I understand the alignment between the learning goal and the assessment and that there are backward and forward-looking way of assessing students
    What will you do with that knowledge?
    Try to apply this knowledge to my own course and at least be aware of the existence of all these approaches.

  15. Paul says:

    Highlights / Metacognition

    What did you think was the most valuable thing that happened for you this morning?
    Forward-looking assessment for students beyond the course.

    What did you learn from that?
    Forward-looking assessment may be more efficient for the ability training than the backward one.

    What will you do with that knowledge?
    Redesign my course with more consideration on forward-looking assessments.

    A few more questions?
    The evaluation of forward-looking assessment can be a little difficult.

    Now that we’ve had our session on Backward Design and Assessment, what do you want to know?
    How to integrate situation factors, goals and assessments, and to what extent is enough?

    What could we have done better?
    If the revision illustration of students’ excercises can be done in the class, mis-integration can be understood more clearly.
    Psychology may be not quite familiar for us.

  16. David says:

    Q: What did you think was the most valuable thing that happened for you this morning?
    A: Affirmation that many of my intended assessment approaches are forward-looking and positive to the students’ learning experience.
    Also, students can be part of the planning and modifying of assessment approaches to maximize relevance for the student.

    Q: What did you learn from that?
    A: A few more interesting ways/approaches to formative/forward-looking assessment.

    Q: What will you do with that knowledge?
    A: Continue to apply and redesign/modify those ideas. Try to incorporate more formative, informal assessment for students to give feedback on what direction they would like the course to take.

    A few more questions?

    Now that we’ve had our session on Backward Design and Assessment, what do you want to know? How to maximize efficiency in grading/processing all these assessments.

    What could we have done better? Not much!

  17. Jun Long says:

    Highlights / Metacognition
    What did you think was the most valuable thing that happened for you this morning?
    Answer: The goal, task, and assessment are integrated to help learning. Forward-looking assessment can evaluate higher level goals than traditional assessment.

    What did you learn from that?
    Answer: How to design forward-looking assessment. But still need practice.

    What will you do with that knowledge?
    Answer: To design good backward and forward looking assessment combine suitable with my course.

    A few more questions?
    Now that we’ve had our session on Backward Design and Assessment, what do you want to know?
    Answer: How to apply it in my own situation. I will try myself.

    What could we have done better?
    Answer: Nothing. You do great.

  18. conor douglas says:

    WHAT WAS THE MOST VALUABLE THING:
    Thinking about linking course goals to specific kinds of assessments to learning activities.

    WHAT DID YOU LEARN FROM THAT:
    That such linking is important for significant learning and fair assessment.

    WHAT WILL YOU DO WITH IT:
    I will work to link goals, assessment, and learning activities in my course.

    WHAT ELSE DO I WANT TO KNOW AND WHAT COULD HAVE BEEN DONE BETTER:
    I think the content was fine, i just need to work on application, see how it looks, and continually revise based on whats working and what isnt.

  19. Malik says:

    Highlights / Metacognition
    What did you think was the most valuable thing that happened for you this morning?

    To learn how to use the forward and backward evaluation method and incorporate them in the design of the course. In addition connecting them to the learning outcomes and objectives of the course. How to design an effective Rubrics for evaluation.

    What did you learn from that?

    Forward evaluation will be used in parallel with the backward evaluation
    and the forward evaluation will evaluate the performance of the students and connect them to the real world. Backward evaluation will measure the skills in the conceptual material of the course. each learning outcome should have a group of performance indicators and each performance indicator should be covered in the evaluation process with the aim of achieving all course goals

    What will you do with that knowledge?

    will be implemented the designing of my future course

    A few more questions?

    no thank you

    Now that we’ve had our session on Backward Design and Assessment,

    what do you want to know?

    some software tools to manage the assessment methods and develop a question bank

    What could we have done better?

  20. ZHAO WENTAO says:

    A few more questions?
    Now that we’ve had our session on Backward Design and Assessment, what do you want to know?
    Could you please provide some information and advices about quantitative assessment of the course included muti-step assessment segment?

    What could we have done better?
    What you have done is good enough and exceed my anticipation , Thank! I suggest that it would be better if the speed of speech could be slower.

  21. Shirin says:

    It was a helpful context and I could identify the forward looking assessment, which I have already used in my course. It seems that in compare to the backward assessment, it is more effective. For example with defining a project, a practical one, the students could try their first experience in professional world. I try to provide more details for this kind of assessment for a fulfilled learning in my course.

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