Curriculum Mapping
Published on Nov 22, 2015
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PRESENTATION OUTLINE
Curriculum Mapping
Aligning Program Outcomes and Accreditation Standards to Courses, Assignmen
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Aligning Program Outcomes and Accreditation Standards to Courses, Assignments, and Test Items
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Learning Outcome
"Specific statements of what students should know and be able to do as a result of learning"
(Morss & Murray, 2005).
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Types of learning outcomes
- Program
- Course
- Lesson
Because of accreditation, program Outcomes are set for pharmacy.
ACPE has established 4 new standards for learning outcomes. Each standard has "key elements."
ACPE has also established Core Domains, which can align across outcomes and help to tie the outcomes together.
Accreditation both complicates and simplifies the curriculum mapping process. It simplifies it because you know what bases to cover in your curriculum in order to graduate a well-rounded, prepared student. It complicates it because though they give you all the pieces to the puzzle, they don't help you figure out how to work through the complexity of it.
ACPE has established 4 new standards for learning outcomes. Each standard has "key elements."
ACPE has also established Core Domains, which can align across outcomes and help to tie the outcomes together.
Accreditation both complicates and simplifies the curriculum mapping process. It simplifies it because you know what bases to cover in your curriculum in order to graduate a well-rounded, prepared student. It complicates it because though they give you all the pieces to the puzzle, they don't help you figure out how to work through the complexity of it.
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Untitled Slide
How to we move from the outcomes/goals/standards established by the accrediting body to something more specific, like a test, portfolio, or project?
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"Importance of Assessment – Having valid and reliable assessment mechanisms in place will provide additional insights to programs regarding their strengths and deficiencies. . . Programs are expected to utilize assessment data to determine if the available resources are adequate, sufficient, etc." (ACPE, 2014)
Design backward, deliver forward.
When a student graduates they should have all the skills and abilities described in your accreditation standards. As a program, you may go even further and have your own expectations in place that are in addition to the expectations of ACPE.
The graduate is, in a sense, the finished building. And each course, each lesson, each activity serves as a building block to create that finished product.
Like architects, we draw the finished product first, then we work backwards to think about what is it that we need to do in order to make this work?
We know we want students to know certain things about pharmacy. What specific things (subcategories of knowledge) do students need to know? How can they prove that they know it?
The graduate is, in a sense, the finished building. And each course, each lesson, each activity serves as a building block to create that finished product.
Like architects, we draw the finished product first, then we work backwards to think about what is it that we need to do in order to make this work?
We know we want students to know certain things about pharmacy. What specific things (subcategories of knowledge) do students need to know? How can they prove that they know it?
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THE DIFFICULTY COMES IN CREATING ASSESSMENTS IN THE COURSE
It's easy to create an assignment, but to create an assignment that is valid and reliable, as well as "adequate, sufficient, and appropriate" as the ACPE standards book requires, then it gets difficult.
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Biggs, 2003
Faculty usually think of the assessment last. It is often an afterthought to the teaching and learning activities. Students, on the other hand, think of the assessment first. That's why the question, "Is this on the test?" is so prevalent. Biggs said, "In preparing for the assessment, students will be learning the curriculum.”
The truth is, the assessment is not more important than the teaching and learning, but it definitely guides the teaching and learning. If faculty think first about the assessment, they then have a better chance of choosing the most appropriate learning activities for the course.
So not only are you making it easy on yourself to align the assessment to the outcome, you are also making it easier on yourself to choose the most appropriate pedagogy in for the outcome.
The truth is, the assessment is not more important than the teaching and learning, but it definitely guides the teaching and learning. If faculty think first about the assessment, they then have a better chance of choosing the most appropriate learning activities for the course.
So not only are you making it easy on yourself to align the assessment to the outcome, you are also making it easier on yourself to choose the most appropriate pedagogy in for the outcome.
Build your assessment first
By building your assessment first, you do a few things:
1) ensure that you have met all the goals of the course
2) you have an ending point in mind, so your lessons lead up the final product
If you create your lessons first, you are at a greater risk of emphasizing one thing in the lesson, and asking something different in the assessment.
1) ensure that you have met all the goals of the course
2) you have an ending point in mind, so your lessons lead up the final product
If you create your lessons first, you are at a greater risk of emphasizing one thing in the lesson, and asking something different in the assessment.
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Complex assignments often align to multiple outcomes.
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Rubrics make it easy to align assessments to outcomes
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Tests rarely align to single outcomes, but test questions do.
When you build an assessment, always refer to the course outcomes and lesson outcomes. What do students need to know or be able to do? Write your questions according to that, not what you taught in the lesson. Remember, the assessment should ideally be built before the lesson.
So if the outcome is that students must know the possible side effects of drug interactions, then write a series of questions about that outcome.
So if the outcome is that students must know the possible side effects of drug interactions, then write a series of questions about that outcome.
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Multiple Choice/True&False questions
The more you ask, the more valid your assumptions about learning.
When you ask a single question about a competency, outcome, or standard then it's hard to know if the student got it right/wrong on a whim or if they really knew the answer.
Some ways to counter that and increase your assessment validity are to ask more questions that align to the same outcome. If students answer 7/8 correctly you can make a better assumption about their knowledge than if they answer 1/1 correctly.
Another way to discourage guessing is to penalize a guess. "Give 1 point for right answers, 0 points for unanswered questions, and -1 point for wrong answers" (Horton, 2012, p. 224).
Some ways to counter that and increase your assessment validity are to ask more questions that align to the same outcome. If students answer 7/8 correctly you can make a better assumption about their knowledge than if they answer 1/1 correctly.
Another way to discourage guessing is to penalize a guess. "Give 1 point for right answers, 0 points for unanswered questions, and -1 point for wrong answers" (Horton, 2012, p. 224).
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What if my curriculum is already set?
Ideally you begin with the assessments, not the lessons, but what if you're working with a set syllabus? It's not inconceivable for a faculty to want to realign their assessments to outcomes long after they have set up their syllabus and lessons. I suggest always asking, "Why?"
Why am I asking students to complete this assignment? Paper? Test? Why am I asking this question? The why will often lead you to the proper alignment.
I'm asking this question because I need to know if they student can do the math necessary to fill a specific prescription. Why do I need to assess that? Because XYZ is one of the program's goals.
Tada, there is your alignment.
Why am I asking students to complete this assignment? Paper? Test? Why am I asking this question? The why will often lead you to the proper alignment.
I'm asking this question because I need to know if they student can do the math necessary to fill a specific prescription. Why do I need to assess that? Because XYZ is one of the program's goals.
Tada, there is your alignment.
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Untitled Slide
Questions or comments?
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