In early 2016, the Academic Affairs office at Wichita State instituted a new syllabus that requires classes have measurable student learning outcomes that are aligned with course assessments.
The new syllabus recently adopted by Wichita State requires professors to write “measurable outcomes” structured around active verbs. The Quality Matters rubric, adopted by the Office of Online Learning a little over a year ago uses a similar term when it asks for course-level “objectives.” So, what’s the difference? On the face of it, the
As children we develop language skills by “learning” our alphabet. But how did we actually learn it? It’s an interesting concept when we really think about it. Many may say that they started by learning the letter a, then b, then c, and so on. But how did you learn your letters?
If you’ve ever taken a course with Quality Matters (QM)—the leading quality assurance program for online courses—you’ll know how much “alignment” is stressed when designing and delivering an online course. For QM, alignment establishes the foundation upon which the rest of an online or hybrid course is based.
One of the perennial challenges that faculty face whether teaching online or face-to-face is providing timely and meaningful feedback to students on their assignments and exams.
How much do you hate assessment? Does the Bloom’s Taxonomy Wheel fill you with despair? What are your outcomes? Are they measurable?