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THE PRINCIPLE OF ALIGNMENT
EDA 122
ALIGNMENT
OUTCOMES
PROCESS
ALIGNMENT
PRODUCT
PROCESS
OUTCOMES
WHAT
WHEN
WRONG?
ALIGNMENT
Deep learning
What we teach.
(methods,
assessment,
reporting
results, climate)
Balance system
Surface learning
What we teach.
(methods,
assessment,
reporting
results, (climate)
BIGGS MODEL
DISTINGUISH BETWEEN DEEP AND
SURFACE LEARNING
ACHIEVING ALIGNMENT
• Setting learning outcomes
Make use of active verbs (leads us to design activities to
achieve the outcome)
Levels of achievement
• Selecting learning and teaching activities
Learning styles, active participation
• Assessing and grading the student
Assess the outcome, approach to assessment
STUDY THE EXAMPLE IN TERMS OF
• THE IMPETUS BEHIND THE LESSON OUTCOMETHE ACTION VERB AND
• WHAT IS EXPECTED OF THE LEARNER?
• Mastering the skill will enable learners to concentrate on
the HOW and not merely WHAT to think. When writing a
lesson outcomes an action verb is the impetus to how the
outcome should be demonstrated.
In the following
example the meaning of an action verb is clarified in terms
of what is expected of the learners.
• THE LEARNERS SHOULD BE ABLE TO PRESENT THEIR FINAL
PRODUCT BY MEANS OF MAKING A CREATIVE DRAWING OF
THE DIFFERENT PARTS OF A MACHINE.
• THE LEARNERS SHOULD BE ABLE TO DRAW A LINE
BETWEEN TWO POINTS.
• In the first case it indicates the learner’s ability to synthesis
previous knowledge into one diagram where as in the
second outcome learners should be able to apply their
previous knowledge in connecting the two points. When
using active verbs identify the context in which the
outcome must be demonstrated.
Example
Identify active
verbs
Learning outcome
Assessment standard : Do investigations and collect data:
Investigate the possiblities and the usage of materials and find out
how it works.
Lesson outcome: Learners will be able to gather data on the
increase of temperature over a period of time; and
compare the temperature over the different seasons.
Activity: Measure the temperature over the different seasons and
determine the average of the temperature.
Assessment: Learners will be assessed on how they noted the data
in the tabels as well as the interpretations that they make in terms
of the temperature differences.
How do I address:
• Learners higher
cognitive thoughts?
• All three domains of the
learner?
• The critical Outcomes?
THROUGH ASKING THE RIGHT
QUESTIONS ON THE RIGHT
LEVELS
COGNITIVE DOMAIN/ADAPTED
VERSION
CREATIVE
EVALUATION COMPARE
40%
SYNTHESIS DESIGN
ANALYSE TABULATE
APPLICATION APPLY
COMPREHENSION INTERPRET
KNOWLEDGE RECALL
60%
COGNITIVE
Knowledge
Recognition or recalling of Name list state define
ideas
Comprehension
Requires an
understanding of facts
Compare discuss match
illustrate
Application
Where the learners can
use theory in a new
situation
Solve predict draw
differentiate
Analysis
The breakdown of
content into parts and
discovery the relationship
between parts
Analyzed identify
Synthesis
Recombination of part
into a whole
Organise design
synthesis
Evaluation
Judgment about the
theory
Evaluate assess critise
defend
PSYCHOMOTOR
Imitation
Early stages of development of
complex skill and involves the
repetition of an action
Begin come try
do
Manipulation
Continues to repeat a specific skill
until it becomes a habit
Need gather
execute improve
Exactness
Skill has been acquired and the
execution of the skill is fast and
occurs smoothly
Achieve progress
accelerate
Articulation
Needs a higher level of exactness
Adapt change
reorganize
Spontaneity
The response is automatic individual
starts to experiment. Inisiates new
ideas new motor manipulations
Arrange construct
create design
refine
Criteria for the first team.
AFFECTIVE
Acceptance
receiving
Acceptance refers to eagerness
to accept or give attention
Ask follow
choose describe
recognize
Reaction
responding
Reaction refers to the active
involvement of the learner
Agree answer
follow request
Appreciation
/value
The learner sees the value of
the activity theme module the
motivation to execute
Defend choose
accept take
Organizing
This is about the organization of Compare order
values into the system sees the participate
relation between the situation
and the integration
Characterizing
Refers to the person being
charactererised by his values
develops a consistent value
system
Behave defend
advocate
demonstrate
THEME: POLLUTION
1. List differents types of pollution
2. Distinguish between water- and air pollution
3. Predict what will happen if air pollution is not stopped
4. Analyse the current situation and identfy the most dangerous
type of pollution
5. Design a plan on how to improve the current state of the
atmosphere
6. Critically evaluate your plan against the criteria set for what
the % must be for human to survive in
RELATIONSHIP AND PROGRESSION
PSYCHOMOTOR
Early stages of development Begin come try do
of complex skill and involves Try and make a microscopic slide of an
the repetition of an action
epidermis
Continues to repeat a
specific skill until it becomes
a habit
Need gather execute improve
Try again and make one with no air bubbles
of the epidermis
Skill has been acquired and
the execution of the skill is
fast and occurs smoothly
Achieve progress accelerate
Make one with no air bubbles and with
only a few cells
Needs a higher level of
exactness
Adapt change reorganize
Make one with only one layer of cells
The response is automatic
individual starts to
experiment. Inisiates new
ideas new motor
manipulations
Arrange construct create design refine
Makes one with only one cell to see all the
part very clearly
HOLISTIC ASSESSMENT
•
•
•
•
Domain: cognitive, affective, psychomotor;
Different approaches to assessment;
Different assessment methods;
Learner must be developed in totality, must
develop life skills (see critical outcomes).