课程的映射
The third step of the assessment cycle is an assessment tool referred to as a curriculum or experience map. Program curriculum mapping is the process of finding the relationships between the curriculum or student experiences and the existing learning outcomes, as well as identifying where and how students demonstrating that learning. This process can be accomplished by both curricular and co-curricular programs and is essential because it provides an approach to identify any gaps between the curriculum/experiences and the learning outcomes. Mapping the learning outcomes to the curriculum or experiences also help faculty and staff reach consensus regarding the curriculum/activities, increase the chances that students will achieve the learning outcomes, provides faculty and staff an opportunity to reflect, achieve program coherence, and can serve as an advising tool that helps students understand the role of each course and the order in which they take those courses.
课程地图的特点与布局
Curriculum mapping utilizes a chart containing one column for each learning outcome
and one row for each course or required event/experience (the opposite is possible
when each row contains the learning outcome and the columns include each course).
There are different approaches that can be taken with filling out a curriculum map
including the simple matrix design, the embedded assessment design, and the skill
level format. 下面为每个设计提供了更多信息。 It may be helpful
to also include a column to the right of the courses and experiences that details
each of the course or experience learning outcomes. For cocurricular programs, the
main difference is that learning experiences or activities would be listed instead
of courses. For 考试ple, an activity may be a workshop on resume writing or a session
on bystander intervention.
| 项目学习成果 | ||||
| 课程及经历 | SLO 1 | SLO 2 | SLO 3 | SLO 4 |
| 101 | X | X | X | |
| 202 | X | X | X | |
| 303 | X | X | X | |
| 鸟叔404 -顶点 | X | X | X | |
| 实习 | X | |||
>嵌入式评估设计 is used to enter detailed information about which embedded assessments in each course is tied to the specific learning outcome. This is useful for programs that want to know which courses in the curriculum produce direct measures of student performance that could be used specifically for assessment of the learning outcomes.
| 项目学习成果 | ||||
| 课程及经历 | SLO 1 | SLO 2 | SLO 3 | SLO 4 |
| 101 | 考试 | 考试 | 考试 | |
| 202 | 演讲 | 类项目 | 考试 | |
| 303 | 反光纸 | 海报会议 | 研究项目 | |
| 鸟叔404 -顶点 | 顶石组合 | 顶石组合 | 顶石组合 | |
| 实习 | 面试 | |||
| 项目学习成果 | ||||
| 课程及经历 | SLO 1 | SLO 2 | SLO 3 | SLO 4 |
| 101 | I | I | I | |
| 202 | R | R | I | |
| 303 | R | 米, | R | |
| 404 | 米, | 米, | R | |
| 实习 | A | |||
关键:“我”=介绍; “R”=加强和练习的机会； “M”=掌握; “A”=assessment evidence collected
创建课程地图的步骤
Programmatic curriculum mapping can be achieved by one individual, but then program faculty and/or staff would miss out on the opportunity to discuss where learning occurs in the program and reflect on how it should all be aligned. By having these discussions, everyone can get on the same page and determine how to improve the alignment, based upon the identified gaps. Before beginning this process, it is important to determine the purpose for participating in curriculum mapping and what will be done with the gathered information, identify which type of curriculum map to use, who will be involved in the discussion, what is being left out of these important discussions, and how and with whom the maps will be shared (published online, shared during advising meetings, etc.). The below curriculum mapping process is based upon the use of the skill-level design (the third one displayed above):
第一步：教师和/或工作人员开始：- 该计划的目标是学生的学习成果。
- 推荐和必修课程或经历/活动。
- Course outcomes (if available) – this can help better map between courses and programmatic learning outcomes.
- 在项目课程中使用直接评估。
- 任何间接评估，比如焦点小组，调查。
步骤2: Create the “map” in the form of a table (see two options provided in the document below); This can be done by drawing the map on an oversized sheet, posterboard, or post-it; then use small, different colored post it notes to identify how the courses/experiences are aligned with the learning outcomes.
步骤3: Enter the student learning outcomes and courses and events/experiences into the map that currently address those outcomes.
步骤4: Determine where each learning outcome is introduced, reinforced, mastered and assessed based upon the courses/experiences listed. Keep in mind that no course is expected to contribute to every student learning outcome, but every course should contribute to at least one program-level student learning outcome. It may be helpful to have each faculty/staff involved select how they believe that each learning outcome aligns with each course/experience. 这可以帮助确定是否有不同的意见。 下一步是作为一个群体进行反思并达成共识。
步骤5: Faculty and/or staff members reflect upon the curriculum map and should answer the following questions (Jankowski & Marshall, 2017):
- Are all the learning outcomes addressed in an order that makes sense throughout the courses/experiences? （它们是否准确地建立在彼此的基础上？）
- 是否有评估每项学习成果的计划？
- Is there a plan for each course/experience to cover at least one of the program learning outcomes? (Remember they don’t need to be covered in each course/experience, but they need to be addressed at least once throughout the program.).
- 学习成果是否在同一层次上处理？ (Is one being addressed more often and if so, is that on purpose? 它比其他结果更重要吗？)
- 所有的结果都是先引入后强化的吗？
- Are the students provided with the opportunity to have their learning reinforced and mastered for each of the learning outcomes?
- Are all learning outcomes addressed (introduced, reinforced, mastered) before students are assessed?
- 每门课程的学习水平是否合适？ (You probably wouldn’t have the higher-level learning addressed in 100 level courses, such as analysis or synthesis).
- Are there consistent themes that are addressed across the electives and align with the learning outcomes? (Is there common learning that takes place regardless of a student’s electives?).
步骤6: 课程地图应公布并传达给学生和教师。