"Ideally, learning objectives should be accompanied by measurable outcomes, which describe ways in which students will be asked to demonstrate that they have achieved the learning objectives."
We began syllabus construction this week, during which we are told that learning objectives are key. Here we run up against the concept of "measuring outcomes."
I am a little concerned that emphasizing measurability hampers de-emphasizes that which seems somewhat immeasurable to me--critical thinking and vision or perspective.
We can't easily measure who or how well students are becoming kingdom-citizens, just as Plato wouldn't ask us to measure what a just citizen is (the telos of philosophy). Although, yes, you are to some degree measured, assessed, by your language/rhetoric -- the verbs analyze, evaluate, etc., come up here.
I think we are in trouble if "measure" is Cartesian (geometric) or pragmatic, where it can become focused on doing or on the world of appearances.
Although I get the difference between "understand" and "analyze," for example. Putting the objective--what you will become AND accomplish from a course--as a verb that demonstrates internalized and actionable knowledge seems all right. Make the objective about the whole person--the mind, heart, and body. I think that's what an online humanities class has to do.
Josh, I would agree with you, but is it possible to measure these things? I know on the Core committee we sometimes talk about how it is only after students have left Dordt, and possible been away for quite some time, that they really began to appreciate what we were trying to do here. Can you really measure the whole person--the mind, heart, and body and the end of a class?
ReplyDeleteMark
I agree, Josh -- proving "return on investment" in the humanities has always been difficult. Just looking at the programs that are first cut in high schools and why shows a general perception throughout society that there always has to be measurable results. How does one measure a student finally getting the concept of "showing and not telling" in writing? How does one measure someone being so struck by a T.S. Eliot poem that he uses it as a benchmark in his life? How does one measure a student whose experience in music in college now means she evaluates all music more critically and effectively? I believe the humanities are the heart of education, and so often we can't really explain what the heart is all about. As Pascal said, "The heart has its reasons that Reason knows nothing about."
ReplyDeleteThe education happens all the time in class and after the class is over, I agree. I find students share their ideas and visions on the things that we are not measuring but still significant enough for their lives.
ReplyDeleteHmmm...maybe "measure" is the wrong word. That sounds like such a modernist approach, doesn't it? As if everything should be quantifiable and atomized?
ReplyDeleteI guess what I'm really trying to get at is the idea that we need to be intentional and specific in our goals for what students will learn from a course. I remember a conversation I had years ago with Dan Beerens (who adjuncts in our M.Ed. program here at Dordt) when he was working for Christian Schools International. He is concerned (and I share this concern) that so much of the focus in K-12 Christian schools is on the cognitive aspects of learning, elevating this aspect of our humanity over others. As if we could somehow separate our integral nature! And while schools are certainly academic institutions--we *should* focus on cognitive development--that should not happen at the expense of (or, I think Dan would say at the exclusion of) emotional, social, physical, moral, and spiritual development as well.
Thanks for raising this point, Josh. I need to think a bit more about how I can better frame this idea for the next go-round of BOLT.