More transparent assessment of student learning: designing learning outcomes and delivering feedback
Izabela Koter
Nicolaus Copernicus University in Torun, Poland
Challenge and goal
Academic staff without adequate teaching training may have difficulty in correctly defining the learning outcomes for their course and verifying them. In that case, learning outcomes are often unclear or unrealistic. Failure to link learning outcomes with appropriate methods for their verification results in unclear assessment criteria and a lack of constructive feedback to students.
As a result, teachers do not receive up-to-date information on whether the intended learning outcomes are being achieved by students. Also, students' and teachers' expectations regarding the course may diverge.
For students, the lack of constructive feedback on progress creates frustration and lowers their motivation. It can lead students to persistent beliefs about one's own deficits, such as "I'm not suitable" or "it's not for me". Unclear requirements and grading criteria give a sense of unfairness and discourage effort.
The goal is
- to improve teachers' competences in defining learning outcomes
- to develop knowledge of methods and tools for the verification of learning outcomes
- to raise teachers‘ awareness of the importance of constructive feedback for students’ learning
Topic of the user case
Designing learning outcomes, assessment and constructive feedback
Local context (specific)
All academic teachers at the Nicolaus Copernicus University who introduce a new subject prepare syllabuses in which they define, among other things, the learning outcomes, as well as how they will be verified. Teachers designing courses for chemistry students usually do not have teaching preparation and have problems with proper selection of learning outcomes. As a result, sometimes the defined learning outcomes are not properly verified or are not in line with teachers' requirements. Teachers rarely present learning outcomes at the beginning of lectures or exercises, which makes difficult for students to find key points and track their own progress. Some teachers have developed their own practices for grading and giving feedback to students, but some of them only grade students, without detailed feedback on their progress. The lack of clear criteria as to grading and feedback, even within a single subject when taught by several teachers, creates a sense of relativity in grading and does not give real information about student learning.
Local educational scope (science, technology, engineering, math, other)
The Faculty of Chemistry offers Bachelor's degrees (Chemistry, Medicinal chemistry, Cosmetic chemistry), Master's degrees (Chemistry, Medicinal chemistry, Cosmetic chemistry, Forensic chemistry), Chemistry in English (both BSc and MSc) and Food chemistry and technology (engineering studies). Faculty members also teach chemistry for other majors (e.g. biotechnology).
Pre-knowledge / Background of the participating local teaching staff
There is no pedagogical education course required for the university teachers at the NCU in Torun. Recently, teachers have been able to take part in training (funded by EU projects) related to improving their teaching competences, but only a small group of STEM teachers have participated. Training courses tend to be time-consuming and are considered too general and therefore of little use to specific disciplines.
Local CPD goals
- to improve teachers' competences in defining learning outcomes
- to support teachers with knowledge of methods and tools for the verification of learning outcomes (and how to align them with ILO)
- to raise teachers‘ awareness of the importance of constructive feedback for students’ learning
- to create a local collaborative group of coworkers to share experience and good practice
Needs defined in STEM-CPD Roadmap
Competences
Attitudes
Activities
CPD activities at the local university
- Meeting of a group of faculty teachers interested in improving learning, sharing experiences, collecting good practices - creating a mini-network within the faculty
- Teaching seminar on verifying ILO (the use of assessment tools, including those not used or occasionally used, e.g. rubrics, self-evaluation and reflective methods, continuous feedback, classroom assessment techniques), and feedback to students
- Workshop on how to construct valid learning outcomes according to SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) and how to verify them
- Pre-workshop (online): microMOOCs: Understanding of What We Learn, Assessment for learning - providing feedback; reading articles
- Face-to-face workshop (2 hrs) on aligning learning outcomes with assessment
- After workshop (online): teachers' reflections/survey
Teaching and learning materials
- Handouts with examples of effective learning outcomes and their verification strategies
- Online course materials (e.g. links to the MOOCs)
- Literature
Sustainable implementation
The implementation will be monitored by teachers' feedback and, if necessary, the resources available to teachers will be updated. The workshop may be continued (with updates according to the suggestions of coworkers) as a course on the Moodle platform. Good practices and solutions developed by the collaborative group will be collected and posted online as a set of guidelines for teachers.
Expected impact of the CPD User Case
Enhancing teaching effectiveness. Improving the transparency of the assessment system in the courses taught and increasing student satisfaction. Sharing teaching ideas and experience.
Plans for eventual continuation of the CPD within the same topic
Developing confidence in sound course design, and interactive teaching (type P1-1, P1-2)
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and develop attitudes in supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and knowledge sharing.
The approximate duration of a User case that follows this scenario is several months.
In this CPD scenario the participants are using a very short open online course, a micro mooc (μmooc) and professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
Learning environment
Time
Several months
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