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Performance-Based Task

The document provides a framework for developing an online course that aligns learning outcomes, assessments, and teaching/learning activities. It includes a table to map these elements and ensure they constructively support one another. Students are asked to choose a course/topic, fill in the table mapping learning outcomes to assessments and activities, and design the online content following strategies for developing outcomes and assessments. The criteria assess how well students constructively align these elements and create specific, measurable learning outcomes supported by valid assessments and relevant activities.

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Marivic Osman
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66 views4 pages

Performance-Based Task

The document provides a framework for developing an online course that aligns learning outcomes, assessments, and teaching/learning activities. It includes a table to map these elements and ensure they constructively support one another. Students are asked to choose a course/topic, fill in the table mapping learning outcomes to assessments and activities, and design the online content following strategies for developing outcomes and assessments. The criteria assess how well students constructively align these elements and create specific, measurable learning outcomes supported by valid assessments and relevant activities.

Uploaded by

Marivic Osman
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

The Art of Innovating E-learning Content

Performance - based Task


Course Learning Outcomes Alignment Table

The following table presents a framework to communicate the constructive alignment of course-level learning outcomes with assessments,
teaching and learning activities, as well as how the course level learning outcomes fit within the context of the program or major. This
framework can be used to support course design as well as to communicate this alignment to colleagues and students.

For this Performance Task, do the following:

1. Choose a course, a unit, or a topic for your content development.


2. Note that the course you are developing will be implemented and delivered online.
3. Use the table below and fill-up the information needed.
4. Follow the strategies learned in developing learning outcomes, choosing the appropriate teaching and learning activities, and methods
to assess online learning,
Course-specific Learning Assessment Methods Teaching and Learning Activities (TLA) Alignment with Program or
Outcomes Major Level Learning Outcomes
What assessment methods will What TLAs will students actively engage in
What will students know, provide evidence that students have as they progress towards this learning What program-level or major-level
value and be able to do by the achieved the LO? outcome? What TLAs will help to support learning outcomes does this course-
end of the course? How will feedback be given to students in their ability to achieve the LO? level learning outcome align with?
Note: Courses typically have students regarding their Note: these activities can occur both inside
5-8 learning outcomes. achievement of the LO? and outside of the classroom.
What assessment methods will
By the end of the course, help to inform and improve student
successful students will be progress toward this LO?
able to:
1)
2)

…
Adapted from Boise State University Course Design Table: https://sites.google.com/a/boisestate.edu/assessment/2012_plan/example-course
Criteria for Grading:

PERFORMANCE INDICATORS
CRITERIA
3 2 1

Constructive Alignment All learning outcomes, assessments, Some learning outcomes, There is no clear and constructive
and teaching and learning activities assessments, and teaching and alignment between the three.
show a comprehensive and learning activities show a
constructive alignment between comprehensive and constructive
them. alignment between them.

Learning Outcomes All learning outcomes are specific, Some learning outcomes are Only a few of the learning outcomes
measurable, achievable, realistic, specific, measurable, achievable, are specific, measurable,
and time-bound. realistic, and time-bound. achievable, realistic, and time-
bound.

Assessments All assessments are valid and Some assessments are valid and Only a few of the assessments are
reliable and measure the intended reliable and measure the intended valid and reliable and measure the
learning outcome. learning outcome. intended learning outcome.

Teaching and Learning Activities All teaching and learning activities Some teaching and learning Only a few of the teaching and
support the learning outcomes and activities support the learning learning activities support the
assessments. outcomes and assessments. learning outcomes and
assessments.

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