Competencies There are three units in this course. At the completion of these units, students will be able to:

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1 University of Wisconsin-Platteville Course Syllabus for Academic Credit Curriculum and Course Construction #50 Wisconsin Technical College System (WTCS) Course Title: Curriculum and Course Construction Course Number: Undergraduate credit Teaching 4530, Graduate credit Teaching 6530 Credits: 2 Contact hours: 30 Course Description Prepares educators to employ the performance-based instructional design process. Participants designate performance expectations, design learning plans, develop assessment tasks, and produce a syllabus. Participants may choose to apply the process to classroom, lab, onsite industrial, online, or other distance learning environments. Target Student Group This course lays the groundwork for excellence in teaching and educational leadership in the Wisconsin Technical College System. The target audience is professionals holding positions requiring WTCS certification and includes technical college teachers and those serving in other technical college leadership roles (e.g. counselors, supervisors, librarians, administrators). Recommended Text: Mashburn, D. & Neill, J. (2002). WIDS Learning Design System User s Manual, Version 7. The Wisconsin Technical College Foundation. Johnson, T. (2002) WIDS 7 QuickStart Guide. The Wisconsin Technical College Foundation. Program Outcome Design performance-based learning. Competencies There are three units in this course. At the completion of these units, students will be able to: Unit A: Designing Courses 1) Create a plan for designing a performance-based course. 2) Designate core abilities. 3) Designate program outcomes and/or general education outcomes as applicable. 4) Develop competencies that describe intended learning outcomes. Unit B: Establishing Performance Expectations 1) Develop performance standards (criteria and conditions) for each competency. 2) Create at least one performance assessment task. Unit C: Planning Learning 1) Write learning objectives for at least two of your course competencies. 2) Create learning plans. 3) Prepare a syllabus.

2 Undergraduate/Graduate Learning Activities Unit A: Designing Courses Performance Standards 1. Construct a written plan for developing of a specific performance-based course or other learning experience (e.g. workshop, seminar, competency cluster, etc.), that includes: analysis of the advantages/disadvantages of performance-based learning for the learner and the instructor description of the target learner population summary of the target learning outcomes explanation of how you will apply performance-based learning to the specific learning environment (e.g. classroom, clinic/lab/shop, individualized learning, business/industry training, online, or other distance learning mode) description of the types of learning activities offered and how they will actively engage learners in the learning process summary of how you will incorporate criterion-referenced assessment outline of the steps necessary to design and implement your performance-based course correct use of performance-based terminology 2. Select core abilities for a specific course of study, with each core ability: described as a transferable skill an individual would use beyond the context of the course (critical thinking, communication, employability, global awareness, interpersonal skills) partially, but not fully, achieved in the course beginning with an action verb that describes measurable and observable performance linked to two or more competencies, showing it is addressed and assessed in the course defined by core ability indicators selected to represent the way they are assessed in course limited to a number that can be assessed in this course aligned with those adopted by your organization (if applicable) 3. Select program outcomes and/or general education outcomes for a specific course of study, with each outcome: described as a field or discipline specific skill, attitude, or knowledge learners are expected to master by the completion of a program or major described as broad academic skills needed to successfully achieve course competencies partially or fully achieved in the course beginning with an action verb that describes measurable and observable performance defined by indicators selected to represent the way it is assessed in course (if available) linked to one or more competencies, showing it is addressed and assessed in this course limited to a number that can be assessed in this course aligned with those adopted by your organization (if applicable) 4. Develop or revise competencies for a course or other learning experience (minimum of five), with each competency: requiring learners to apply skills, knowledge, or attitudes to perform tasks, deliver services, develop products, make decisions, or solve problems

3 beginning with one action verb that calls for a single measurable, observable performance written clearly, concisely, and precisely classified by domain and level linked to core abilities and/or other exit learning outcomes (i.e. program outcomes, or general education outcomes) sequenced in the order they should be learned so that skills build on one another able to be accomplished within the timeframe of the course (typically 3 to 6 competencies per credit or 9-18 hours of learning per competency) Unit B: Establishing Performance Expectations Performance Standards 1. Develop performance standards for each of your competencies, which: include conditions under which performance will be measured, name the product or process that will be assessed, and describe one or more of the following: format; resources given; resources denied; environment; information given; deadlines include criterion with specifications for performance, by describing one of the following: a characteristic of a satisfactory performance or product; accuracy/tolerance; speed; percent/number; errors permitted; reference to published standards; degree of excellence include criterion that begin with the name of the product if it assesses a product, or the word learner or you if it assesses process include criterion written in an objective manner that excludes instructor judgment as a reference, although they may refer to a checklist developed by the instructor include detailed criteria, sufficient to form the basis for the checklist and/or rubric used to assess competency performance 2. Create at least one performance assessment task that assesses one or more of your competencies and/or other learning outcomes, with each performance assessment task: criterion-referenced identifying one or more target competencies and/or other learning outcomes (e.g. core abilities, program outcomes, or general education outcomes) matching performance indicated by competencies, requiring that learners fulfill the criteria and conditions described in the performance standards requiring learners to apply knowledge, skills, or attitudes to hypothetical or real life/work tasks requiring learners to perform a task, develop a product, make a decision, or solve a problem supported with a performance checklist or rubric (scoring guide) that includes criteria, ratings, rating scale and minimum requirements Unit C: Planning Learning Performance Standards 1. Develop learning objectives that address at least two of your competencies, and also: include supporting skills, concepts, procedures, processes, and/or principles that learners need to perform the competency begin with one action verb that calls for a single measurable, observable performance number 2 to 10 per competency

4 2. Create at least two learning plans for a specific course or other learning experience, that: identify one to three target competencies and/or other learning outcomes (e.g. core abilities, program outcomes, or general education outcomes) include a title and overview or introduction present learning objectives and performance standards for each competency include a list of linked core abilities (program and/or general education outcomes may also be included) include one or more assessment activities that tell learners what they must do to document achievement of the target competencies include a series of learning activities that help learners master the competency or group of related competencies begin with an action verb and is written to the learner support the learning cycle (motivate, comprehend, practice, apply) vary in format and require active learner involvement address all of the learning objectives, preparing learners to master the target competency or competencies and linked core abilities 3. Produce a syllabus for a specific course or other learning experience, which includes: course information including title, number, credits, and a description that meets your organization's guidelines instructor contact information a list of required textbooks and supplies a list of course prerequisites if needed a list of the competencies and core abilities a grading rationale and a grading scale if grades will be assigned guidelines for success (e.g. attendance, academic honesty, submitting assessment assignments, receiving feedback, etc.) an ADA statement that meets your organization s guidelines a schedule or timeline (optional) Requirements and Assignments for Undergraduate and Graduate Credit Attend all classes and participate in all discussion, including online Write the course competencies for the course you are developing Write the course objectives for the course you are developing Write the criteria and conditions for the course you are developing Link your competencies to the core abilities you selected Create one learning plan for one competency that includes activities and assessment tasks submit a quick print of your learning design along with an electronic copy of the WIDS course file Additional Assignment for Graduate Credit In addition to the course requirements and assignments described above, Create a learning plan for each competency that includes activities and assessment leading to the completion of the competency.

5 All work must be received on or before April 28, Assessment of Course Requirements and Assignments A = % B = 81-90% C = 71-80% D = 61-70% F = less than 61% Bibliography Angelo, T.A. & Cross, K. P. (1993). Classroom Assessment Techniques, 2nd ed. San Francisco: Jossey-Bass. Bloom B.S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co. Inc. Brown, A.H. & Green, T.D. (2005). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Prentice Hall. Caffarella, R.S. (2004). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers. San Francisco: Jossey-Bass Publishers. Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers. Gardner, H. (1999). Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books. Jensen, Eric. (1996). Brain Based Learning, Turning Point Publishing. Krathwohl, D.R., Bloom, B.S. & Bertram, B.M. (1973). Taxonomy of Ecuational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co. Inc. Meyers, C. & Jones, T.B. (1993). Promoting Active Learning: Strategies for the college classroom. San Francisco: Jossey-Bass. O Banion, T. (1997). A Learning college for the 21st Century, American Council on Education Series, Oryx Press. **Beginning in the Fall 2011 semester, UW-Platteville will be implementing a new grading system as follows: A = 4.00 B+ = 3.30 C+ = 2.30 D+ = 1.30 A- = 3.70 B = 3.00 C = 2.00 D = 1.00 B- = 2.70 C- = 1.70 F = 0.00 NOTE: Students with impaired sensory, manual, or speaking skills are encouraged and have the responsibility to contact the Office of Continuing Education toll free regarding reasonable accommodation needs. Students requiring reasonable accommodation needs must be registered as a student with a disability. Please contact Roxanne Vedvig at the Continuing Education office.

6 Curriculum and Course Construction Learning Design Performance Assessment Task Evaluator Target Competencies Unit A. Instructor Information 1. Create a plan for designing a performance-based course. 2. Designate core abilities. 3. Designate program outcomes and/or general education outcomes as applicable. 4. Develop competencies that describe intended learning outcomes. Unit B. 1. Develop performance standards (criteria and conditions) for each competency. 2. Create performance assessment tasks. Unit C. 1. Write learning objectives for your competencies. 2. Create learning plans. 3. Prepare a syllabus. Directions For this performance assessment you will develop a Learning Design using WIDS 7.5. Follow these directions: Enter the required components for your Learning Design into the WIDS 7.5 software. Submit an electronic copy of your Learning Design ".crs file" to your instructor.

7 Learning Design Scoring Standard You must achieve a rating of at least "2" on each criterion to demonstrate competence. Rating Scale 0 Work is missing, incorrect, or incomplete 1 Work does not meet criterion 2 Work meets criterion at a basic level of competence 3 Work meets and exceeds criterion Scoring Guide Unit A.1. Your Learning Design includes the required components (core abilities, competencies, learning objectives, performance standards, learning plans, teaching plan, performance assessment tasks, and syllabus) Your Learning Design presents a brief description of the target learner population Your Learning Design summarizes the target learning outcomes Unit A.2. Each designated core ability describes a transferable skill that an individual would use beyond the context of the course (e.g. critical thinking, communication, employability, global awareness, interpersonal skills) Each designated core ability will be partially, but not fully, achieved in the course Each designated core ability begins with an action verb that describes measurable and observable performance Each designated core ability is linked to two or more competencies, showing that it is addressed and assessed throughout the course Each designated core ability is defined by core ability indicators that are selected to represent the way they are assessed in this course Your designated core abilities are limited to a number that can be assessed in this course Your designated core abilities align with those adopted by your organization (if applicable) Ratings

8 Unit A.3. Your designated program/general education outcomes are limited to a number that can be assessed in this course Unit A.4. Each competency requires learners to apply skills, knowledge, or attitudes to perform tasks, deliver services, develop products, make decisions, or solve problems Each competency begins with one action verb that calls for a single measurable, observable performance Each competency is written clearly, concisely, and precisely Ratings Each competency is classified by domain and level Each competency is linked to core abilities and/or other exit learning outcomes (i.e. program outcomes, or general education outcomes) Your competencies are sequenced in the order they should be learned so that skills build on one another Your competencies can be accomplished within the timeframe of the course (typically 3 to 6 competencies per credit or 9-18 hours of learning per competency) Unit B.1. Your performance standards include conditions under which performance will be measured Your conditions name the product or process that will be assessed Your conditions include a description of one or more of the following: format; resources given; resources denied; environment; information given; deadlines Each criterion includes a specification for performance by describing one of the following: a characteristic of a satisfactory performance or product; accuracy/tolerance; speed; percent/number; errors permitted; reference to published standards; degree of excellence Each criterion begins with the name of the product if it assesses a product or the word "learner" or "you" if it assesses process Each criterion is written in an objective manner that excludes instructor judgment as a reference, although they may refer to a checklist developed by the instructor

9 Your criteria are detailed enough to form the basis for the checklist and/or rubric used to assess competency performance Unit B.2. Your performance assessment task is criterionreferenced Your performance assessment task identifies one or more target competencies and/or other learning outcomes (e.g. core abilities, program outcomes, or general education outcomes) Your performance assessment task matches performance indicated by competencies, requiring that learners fulfill the criteria and conditions described in the performance standards Your performance assessment task requires learners to apply knowledge, skills, or attitudes to hypothetical or real life/work tasks Your performance assessment task requires learners to perform a task, develop a product, make a decision, or solve a problem Your performance assessment task is supported with a performance checklist or rubric (scoring guide) Your performance checklist or rubric includes criteria, ratings, rating scale and minimum requirements Unit C.1. Your learning objectives include supporting skills, concepts, procedures, processes, and/or principles that learners need to perform the competency Your learning objectives each begin with one action verb that calls for a single measurable, observable performance Your learning objectives number 2 to 10 per competency Unit C.2. Each learning plan identifies one to three target competencies and/or other learning outcomes (e.g. core abilities, program outcomes, or general education outcomes) Each learning plan includes a title and overview or introduction Each learning plan presents learning objectives and performance standards for each competency Ratings

10 Each learning plan includes a list of linked core abilities (program and/or general education outcomes may also be included) Each learning plan includes one or more assessment activities that tell learners what they must do to document achievement of the target competencies Each learning plan includes a series of learning activities that help learners master the competency or group of related competencies Each learning activity begins with an action verb and is written to the learner Learning activities support the learning cycle (motivate, comprehend, practice, apply) Learning activities are varied in format and require active learner involvement Learning activities address all of the learning objectives, preparing learners to master the target competency or competencies and linked core abilities Unit C.3. Your syllabus includes course information including title, number, credits, and a description that meets your organization's guidelines Ratings Your syllabus includes instructor contact information Your syllabus lists required textbooks and supplies Your syllabus lists course prerequisites if needed Your syllabus includes a list of the competencies and core abilities Your syllabus presents a grading rationale and a grading scale if grades will be assigned Your syllabus includes guidelines for success (e.g. attendance, academic honesty, submitting assessment assignments, receiving feedback, etc.) Your syllabus includes an ADA statement that meets your organization's guidelines Total Points Grade Name Date Evaluator's Signature Date Comments: