Glossary
A tool used to measure learning. Assessments often refer to three types. These are:
- Diagnostic Assessment – these are used to assess the current level of discipline competency in your learners.
- Formative Assessment – formative assessments are intended to assess the current level of discipline competency in your learners for your learners. These are often referred to as assessments “FOR” learning.
- Summative Assessment – summative assessments are intended to assess the final level of discipline competency in your learners. Summative assessments are graded. These are often referred to as assessments “OF” learning.
A theory of learning first posited by David Bloom that suggests learning happens in stages. The learner must master information at a lower stage before moving to a higher stage. For more information about Bloom’s Taxonomy please see our resource located here.
A portion of the curriculum necessary for a specific task or purpose. This is selected to make the task or purpose less onerous than it would be if using the full curriculum.
A theory created by John Biggs that states Learning Outcomes, assessments and Learning Activities must be in alignment with each other for a curriculum to be effective.
For disciplines with prescribed programs and progression, Curriculum Milestones are points on a curriculum map identifying when key points or learning are intended to be delivered.
A document to be used in conjunction with and that provides context around the Curriculum Map.
Curriculum is made up of an extremely broad selections of factors. For this curriculum to be effective, these factors must be aligned in level, complexity and intention.
Seeking to understand the scope and content of a curriculum most often through the application of a questioning framework.
Curriculum mapping is the process of identifying, defining, and documenting all that makes up a curriculum.
A document detailing the alignment of written aspects of a curriculum. Also called a Curriculum Matrix Document.
A framework with which to conduct Curricular Inquiry.
Learning is broadly believed to occur within three domains. These domains are:
- Cognitive – learning of the mind, often associated with demonstrated recall of information.
- Psychomotor – learning of the hands, often associated with the demonstration of a physical skill or activity.
- Affective – learning of the heart, often associated with a demonstrated change in beliefs or values.
A document that records the general environment, conversations and decisions that led to the development of the Curriculum Map Matrix Document.
The activity the instructor undertakes to support or facilitate the learner in performing well on a specific assessment.
Practical descriptions of program specific information that supports the development or understanding of Learning Outcomes.
The learning intended that results from a particular educational activity.
The demonstrated learning that results from a particular educational activity written in a particular structure. That structure includes:
- A Sentence Stem – the sentence stem provides context around the educational activity.
- A Measurable Verb – the verb indicates how the learning will be demonstrated and often follows the verbs identified in blooms taxonomy.
- A Knowledge, Skill or Attitude (KSA) to be Demonstrated – The specific learning resulting from the educational activity will be identified as a KSA that will be assessed or demonstrated. Knowledge, skill and attitudes have been selected to represent the learning that results within one of the three domains of learning.
- An Indication of How the KSA will be Demonstrated or Assessed – a statement of where or how the learning will be demonstrated or assessed.
For more information about learning outcomes please see our extensive resource located here.
A set of instructions for completing a single task or activity within a process.
A series of tasks and activities that produce an outcome.
Includes Milestones and Key Terms when used to assess a program’s central material with Course Learning Outcomes.