Edtech 503 Discussion 4 Outcomes Assessments Strategies

What does it mean to align outcomes, assessments, and strategies according to Larson and Lockee (2014)? As an example, describe how this alignment would be presented in your ID project offering details of each one of these three sections. Please, introduce shortly your project at the beginning to understand better your instructional decisions.

My project is to have students create a one minute video which will demonstrate and explain a particular rule in English grammar. Students will select the grammar among the topics they have studied over the last six months and use the animation program PowToon to create the video.
Aligning outcomes, assessments, and strategies are important in the developmental of stage of an instructional design project. The three have a symbiotic relationship which helps to ensure that the project stays on track and achieves the instructional goals. Larson and Lockee state that establishing the learner outcomes/objectives are vitally important. “Learners need a clear picture of the targeted outcomes before they can be expected to work toward achieving them.” For my project the terminal objective will be stated at the beginning of the first lesson and accompanied by an example video to demonstrate students the purpose of the lesson and the project they will complete at the end. For each of the following lessons, enabling goals will also be clearly stated at the beginning.

The lesson will done in stages to help students build the knowledge and skills they will need to complete the project. Larson and Lockee stated that during the process of developing the learning outcomes, the instructional designer should also develop the assessment. It helps to identify the essential information, concepts or skills students need to be successful, which then can be used to test their understanding. This project will have a number of enabling goals with corresponding assessments to measure students’ understanding. The first will be to use a rubric consisting of three parts. Students will select a grammar rule, explain it, and then provide examples of how to use it. During the process the instructor can check the student’s understanding through observation and remediate where necessary.

Next is to utilize strategies/activities to get learners to acquire the specified knowledge and skills. The path to the instructional goal can vary depending on the factors considered. To develop the strategy I thought about the learner needs, context, outcomes pedagogical approaches, and interactions. Students in this project will focus on grammar which will help them prepare for their English exams. The context will be done virtually, live in a one-to-one setting making it well suited for the Instructivist approach. Based on the interaction the instructor will use a discussion, demonstration, and scaffolding strategies to help students to attain the skills needed to achieve the learning outcome. All three, learning outcomes, assessments, and strategies are directly connected. Changing one would mean a reexamination of the others. Having them well aligned will ensure a successful instruction.

In your opinion, should anything have been removed from or added to Jackie’s evaluation plan on case study 8? Support your ideas with quotes and/or concepts from the Larson and Lockee chapters.

I liked the expression used by Larson and Lockee, which stated the “beginning with the end in mind.”  It meant aligning outcomes, assessments, and strategies in an instructional design project.  Although the context is a little different, Jackie could apply the same principles in her project.  In her situation she feels uncomfortable about the evaluation process and I think that’s due to the fact that she doesn’t have a clear understanding of how the evaluation will be done as indicated by her notes.  She may find that her evaluation plan is different from what the evaluators were looking for, which in turn would jeopardize funding for future projects.  In order to clear up the potential misunderstanding she should speak with Hank Lundstrom and the other members to get a better idea of how the evaluation will be carried out.   If she could pinpoint specific objectives and assessments, she could then reexamine her project to see if it aligns well with their expectations.  She should also look into evaluation reports from the past to see if they provide insights on the criteria used for grading.  The more information she can get on the evaluation process the more confident and comfortable she would feel about the results. 
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