Connect learning objectives to assessments
Select image below or file link to download and view the concept map file.
The above concept map has been created to further enhance the development of my future E-Learning course, Common Assessments for Student Learning, and has been a natural addition within the development process. This course has been initiated from previous course work assignments. The additional supporting artifacts are available for review within my website under Instructional Design.
Concept mapping is a useful tool to represent the relationships between concepts and/or ideas. As a tool for students and educators alike, understanding relationships is pivotal for (synthesis, application and adaptation) high order thinking skills
There is a marked difference between a mind map and concept map. Mind maps are centered on a single cluster/concept yet concept maps include multiple clusters. The concept thinking map above represents modules with extending objectives, activities and assessments; multi-clusters are identified. Please note within the diagram above the visual connection between the assessment and objective. The graphic also identifies the learner's experiences that lead to the intended outcomes, which are explicitly stated in the objectives and measured through the assessment activity.
The linking text has been included to further clarify thoughts, supporting elements, etc. Within the Nine Principles of Good Practice for Assessing Student Learning (2004), Langan highlights the importance for the not only the need for attention to outcomes but also the need of equitable attention towards the students' experiences during the learning process. This process includes formative assessments but also includes intentional planning by the instructor. Intentionality of activities and how they are placed within the learning continuum can effective the intended outcomes. The diagram above clearly depicts my intentionality of activities and their relationship to the stated objectives and intended outcomes. This process naturally includes William Horton's, a well-known E-Learning consultant, absorb, do, and connect structure to encourage intentionality of aligning activities with outcomes of the process. It is a visual representation of a course alignment chart, yet provides complexity through associations and linking text; a component a column chart cannot offer.
Module 1 (Professional Learning Communities) Objectives
Module 6 (Data Driven Decision Making) Objectives
Within the Bridgeport Public Schools 2009 Blackham School case study, posted by the Thinking Foundation, the use of thinking maps were an integral component to school improvement for strengthening leadership and communication to lead to improved student learning outcomes. They utilized thinking maps within their professional learning community (PLC). I found their use of the tool parallel to the intentional creation of my concept map for my future course. The case study noted the increased use and familiarity of thinking/concept maps by staff had a positive impact on using the maps in more complex and independent ways. It is my goal that with increased uses of this tool, I too, will expand my skill set and thought complexity (Blackham Schools-Bridgeport Public Schools, 2009).
The existence of this case study supports my initiative to use thinking maps to identify the connections and processes for supporting common assessment for student learning through PLCs.