Key Takeaways
The exploration of assessment and instructional design in Module 6 has been profoundly enlightening. The connection between clear, measurable learning objectives and robust assessment strategies, as highlighted by Davies and Short (2019), has reshaped my understanding of the foundational aspects of educational assessment. Sewagegn (2020) emphasized the critical role of aligning assessments with learning objectives to ensure meaningful learning, reinforcing that assessments are not merely tools for grading but essential for gauging educational effectiveness.
The resources provided on formulating learning objectives, particularly from Radboud Universiteit (2023) and Stanford Teaching Commons, offered practical approaches to crafting precise and achievable goals. The concept of “constructive alignment” introduced by Monash University (2024) and the framework of “Understanding by Design” from Bowen (2017) were particularly transformative, teaching me to start with the end in mind and align all course content and activities towards achieving the desired learning outcomes.
Evaluation of Lesson Design Process
Reflecting on my process in designing lessons, my strength lies in integrating technology and interactive methods to enhance engagement and understanding. However, my main weakness is the tendency to overly focus on content delivery without adequately integrating formative assessments that could inform and improve the learning process continuously.
Impact on Practice and Course Preparation
The insights from this module have encouraged a more reflective practice in course preparation, emphasizing backward design and alignment between objectives and assessments. I have started to revamp my courses to focus more on what the students will be able to do after the course and how every lesson contributes to these broader goals.
Experience with Instructional Design Models
Previously, I have utilized traditional models focusing on direct instruction; however, the exposure to “Understanding by Design” (UbD) has been particularly impactful. UbD’s framework for starting with the end-goal and designing backwards has proven effective in ensuring that the learning activities and assessments are purposefully directed towards achieving the learning outcomes.
Alignment with Teaching Philosophy
The “Constructive Alignment” model resonates most with my teaching philosophy, which values structured and coherent course design that integrates learning objectives, teaching methods, and assessment harmoniously. This model emphasizes alignment as a method to ensure that all aspects of teaching are focused on facilitating student learning, which aligns with my commitment to educational efficacy.
Reflection on a Specific Science Lesson
Reflecting on a recent lesson on cellular biology, I realize that applying the principles of constructive alignment could have greatly improved the learning experience. By clearly defining learning outcomes that target both knowledge and application, and designing assessments that directly measure these outcomes, I could enhance not just student understanding but their ability to apply the concepts in novel contexts.
Module 6 has been a pivotal learning experience, profoundly influencing my approach to instructional design. The concepts of alignment and backward design will be integral to my future courses, ensuring that every educational activity is purposeful and impactful. Moving forward, I am committed to continually refining my instructional strategies to better serve my students and foster deeper, more meaningful learning.
References:
Bowen, R. S. (2017). Understanding by design. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/understanding-by-design/
Davies, R. S., & Short C. R. (2019). Assessment basics: Test creation fundamentals. https://edtechbooks.org/Assessment_Basics/assessment_and_ID
Monash University. (2024). Constructive alignment. https://www.monash.edu/learning-teaching/teachhq/Teaching-practices/learning-outcomes/how-to/constructive-alignment
Sewagegn, A. A. (2020). Learning objective and assessment linkage: Its contribution to meaningful student learning. Universal Journal of Educational Research, 8(11), 5044-5052. https://www.hrpub.org/download/20201030/UJER4-19516670.pdf
MITCHEL AFRICA 