Education Requirement #50
Course Construction
Unit I - DESIGNING COURSES
Unit II - CREATING LEARNING AND ASSESSMENT
STRATEGIES
Course Description
Focuses on the development of course outcomes which identify
performance expectations for learners; development of performance assessment
strategies; creation of a learning plan; and production of a course syllabus.
Participants will design a performance-based course of instruction.
Course Goal
Develop performance-based curriculum for a course of instruction
Core Abilities
- Increase your productivity and effectiveness
- Think critically and creatively
- Communicate clearly using technical writing techniques
- Learn effectively, modeling lifelong learning
Competencies and Performance Standards
Unit I - DESIGNING COURSES
1. Illustrate the role of performance-based instruction in
teaching and learning process
Criteria - Performance will be satisfactory when:
- illustration identifies the advantages and disadvantages
of performance-based instruction for the learner and the instructor
- illustration uses performance-based instructional terminology
- illustration explains the differences between norm-referenced
and criterion referenced assessment
- illustration outlines the steps necessary to implement a
performance-based course
- illustration recognizes the applicability of performance-based
instruction to at least one specific teaching environment (e.g., individualized
instruction, business/industry training, distance learning, traditional
classroom lab or shop instruction)
2. Write competencies that describe intended instructional
outcomes
Criteria - Performance will be satisfactory when:
- competencies tell learners what major skills, knowledge,
and attitudes they will learn
- competencies represent skills that a competent individual
would use outside the context of a course (i.e., in the workplace or in
another life role)
- competencies begin with an action verb describing what the
learner will be able to do upon successful completion of this course
- competencies are measurable and observable
- competencies require learning at the application level or
above
- competencies present clear, concise, and precise statements
describing the desired skill
- competencies specify a single performance/outcome, not a
combination
- competencies describe an intended outcome, not the learning
process
- competencies number approximately 4 to 10 per credit (or
meet district guidelines)
3. Analyze properties of course competencies
Criteria - Performance will be satisfactory when:
- analysis determines learning domain
- analysis states level of performance
- analysis assesses difficulty in learning specific competencies
as high, medium, or low
- analysis notes importance of competencies
4. Define learning objectives for each competency.
Criteria - Performance will be satisfactory when:
- learning objectives tell learners what supporting skills,
knowledge, and attitudes they will learn as they achieve the competency
- learning objectives begin with an action verb
- learning objectives are measurable and observable
- learning objectives number 2-10 per competency
5. Develop performance standards that include criteria and
conditions for performance of a competency
Criteria - Performance will be satisfactory when:
- performance standards are developed for each competency
- performance standards include measurable and/or observable
criteria specific to a given performance
- performance criteria describe one or more of the following:
characteristics of a satisfactory performance; accuracy/tolerance; speed;
percent/number; errors permitted; reference to published standards; degree
of excellence
- performance standards describe conditions under which performance
will be measured
- performance conditions describe one or more of the following:
format; resources given; resources denied; environment; information given;
deadlines
6. Designate core abilities
Criteria - Performance will be satisfactory when:
- core abilities begin with action verbs
- core abilities describe for learners the broadest outcomes,
skills, or purposes that they will learn
- core abilities describe outcomes that are addressed throughout
the course of instruction
- core abilities identify integrated, transferable skills such
as critical thinking, communication, or occupational success skills that
go beyond the context of a single course
- core abilities encourage learners to perform at higher levels
7. Sequence competencies
Criteria - Performance will be satisfactory when:
- sequence shows a learning hierarchy that identifies any course
competencies that must be achieved before another course competency can
be achieved
- learner gives a rationale for sequencing decisions
8. Develop a course description and course goal
Criteria - Performance will be satisfactory when:
- course description describes outcomes in general terms
- course description uses active voice
- course description uses lay language; avoids jargon
- course description follows written district guidelines
- course goal is written as a performance statement
- course goal gives a concise picture of the over-all purpose
of the course
9. Compile a Course Outcome Summary
Criteria - Performance will be satisfactory when:
- Course Outcome Summary includes administrative data
- Course Outcome Summary includes instructional hours and outside
effort hours
- Course Outcome Summary includes course description and course
goal(s)
- Course Outcome Summary includes course prerequisites
- Course Outcome Summary includes list of texts, resources,
and student supplies and equipment
- Course Outcome Summary includes core abilities
- Course Outcome Summary includes competencies
- Course Outcome Summary includes performance standards
- Course Outcome Summary includes date and name of developer
- Course Outcome Summary components meet all related performance
criteria
Unit II - CREATING LEARNING AND ASSESSMENT
STRATEGIES
1. Specify performance assessment tasks for a specific competency
or a group of related competencies and related core abilities
Criteria - Performance will be satisfactory when:
- performance assessment tasks measure learner performance
of a competency or a group of related competencies and/or core abilities
- performance assessment tasks match performance indicated
by competencies and/or core abilities
- performance assessment tasks are criterion-referenced
- performance assessment tasks are supported with a performance
checklist or rubric where appropriate
- performance assessment tasks for a course or learning experience
are varied in format
- performance assessment tasks favor performance (or authentic)
assessment whenever competencies/core abilities indicate
- performance assessment tasks include both assessment for
continuing improvement and assessment for accountability
- performance assessment tasks fulfill the conditions of the
performance standards
- performance assessment tasks are described by performance
assessment statements that begin with a verb telling learners what they
must do to demonstrate target competencies and/or core abilities
2. Design a series of learning activities that will help
learners master a specific competency or a group of related competencies
Criteria - Performance will be satisfactory when:
- learning activities tell learners how they may learn the
skills, knowledge, and attitudes described in the course outcomes
- learning activities relate directly to core abilities, competencies,
and learning objectives
- learning activities require active learner application and
practice
- learning activities incorporate critical/creative thinking
- learning activities include a variety of learning/teaching
strategies
- learning activities begin with an action verb
- learning activities are supported by information sheets,
work sheets, assignment sheets, checklists, self-checks, directions, and/or
references to accessible instructional materials
3. Select or develop appropriate instructional materials
that support specific learning activities
Criteria - Performance will be satisfactory when:
- instructional materials address specific course outcomes
- instructional materials are free from gender, racial, and
cultural bias
- instructional materials show application of skills and knowledge
to the real world
- instructional materials include varied formats (i.e., print,
audio, video, computer, experiential)
- instructional materials are appropriate to abilities and
needs of learners
- instructional materials support and are relevant to the learning
activities
- instructional materials are accessible to learners at a reasonable
cost
- instructional materials maximize learner efficiency in terms
of learning time
4. Lay out a learning plan that addresses one to three related
competencies
Criteria - Performance will be satisfactory when:
- learning plan addresses and lists one, two, or three related
competencies
- learning plan shows learning objectives and performance standards
for each competency
- learning plan lists related core abilities
- learning plan includes: introduction or purpose statement,
learning activities, and performance assessment strategies
- learning plan includes information sheets, work sheets, assignment
sheets, checklists, self-checks, and/or directions
5. Create a class syllabus
Criteria - Performance will be satisfactory when:
- syllabus is designed to serve as a written contract between
learner and teacher
- syllabus includes course data, core abilities, competencies,
and performance standards or includes an attached course outcome summary
- syllabus describes expectations for attendance and other
relevant behaviors such as participation, cooperation, timeliness of assignments,
etc.
- syllabus names required text and/or supplies as appropriate
- syllabus includes instructor information
- syllabus may lay out a schedule or plan for achieving competencies,
i.e., calendar of assignments (optional)
Last reviewed: January 29, 2002
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Certification
