In my last post about the inverted/flipped calculus class, I stressed the importance of Guided Practice as a way of structuring students’ pre-class activities and as a means of teaching self-regulated ...

Quality Matters Standard 3.1 is one of the alignment standards and is an essential (required) standard. It states, “The assessments measure the achievement of the stated learning objectives or ...

Learning objectives are statements that specify what students will know or be able to do as a result of earning their degrees. Effective objectives are usually expressed as knowledge, skills, or ...

It is easy to view the task of drafting learning objectives as a mere administrative hurdle—one more box to check for a syllabus or a department review. However, when we move beyond the "paperwork" ...

Assessment of course quality, student learning, and professor effectiveness has become paramount in many of today’s universities and colleges. We seem always to strive for a better way to assess our ...

Specific review standards 2.1 and 2.2 are the foundation of the alignment standards for Quality Matters just as the learning objectives are the foundation of course design. Standard 2.1 requires that ...

Summative assessments are implemented at the end of a unit, course, or instructional period to evaluate how well students have achieved the learning objectives, such as knowledge, skills, and ...

This page serves as a resource for faculty teaching in the Core or developing a new course for the Core. Below, faculty can find the current learning objectives for each Core area. Critical Thinking ...

Preamble: To study history is to develop a disciplined way of making sense of the world by inquiring about the past. The History Department has identified a common set of learning objectives that are ...