Professional Documents
Culture Documents
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DETC OCCASIONAL PAPER
Learning
Principles and
Assessments
D E T C O C C A S I O N A L P A P E R T W E N T Y - S I X
by
Mofidul S. Islam, M.S., and Joseph D. Manjone, Ed.D.,
Columbia Southern University, Orange Beach, AL
June 2006
Introduction
Researchers define learning in many different ways, but all agree
learning causes a permanent change in human behavior. Learning is a
process that leads to a change in a learners disposition and capabilities
that can be reflected in behavior.2 The purpose of writing this DETC
Occasional Paper is to illustrate how the principles of learning can
facilitate the design of effective instruction. Instructional design and
learning principles are related to each other. The Instructional Designer
must be knowledgeable regarding how human beings learn and
appropriately measure that learning. This is the central goal of course
design. Applying the principles of learning is a major contributing
factor to effective course design. Appropriate use of grading rubrics
determine the extent to which learning took place.
As human beings, we each have our own views on how we learn, and
these perceptions are reflected in our experience and observation of the
environment around us. There are four types of learning principles that
are common in all types of instructional design.2 The principles are
a) contiguity, b) repetition c) reinforcement, and d) social-cultural
principles of learning.
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diagram of the weapon and then asking him or her to reassemble the
weapon according to the diagram. The objective, however, is to
reassemble the weapon without any type of aid. The learning outcome
is reassemble your weapon,2 and the response would be to
reassemble the weapon without consulting the diagram. Although the
diagram could serve as an aid, it needs to be removed in order to
coordinate contiguity between the stimulus and the response.2 A
simpler example could be given by illustrating car parts on a computer
screen and asking the student to click on the oil filter. In this case, the
stimulus is the oil filter and the expected response is clicking on it. The
objective of instruction in this example would be having the student
identify a picture of an oil filter.
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Designers must know what the required learning outcomes are expected
of students before writing learning objectives. By incorporating
Blooms Taxonomy of Learning into course learning objectives,2 we
can write clear, concise, and measurable learning objectives. Extensive
research has been conducted on learning outcomes. The most widely
used research is reported in Robert Gagnes categories of learning
outcomes.7 Each category is measured by different sets of action verbs.
Instructional designers write learning objectives and after developing a
prototype, write the assessment items according to predefined learning
objectives. Below is the list of different learning categories. These
categories are: 1) verbal information 2) intellectual skills, 3) cognitive
strategies, 4) attitudes, and 5) psychomotor skills. Almost all learning
objectives can be placed into one of these categories. Gagne, et al.,2
asserts the mental activities required for students to achieve outcomes
in each category are qualitatively different. Below is a brief description
of each learning category, along with a few examples of action verbs
used to write learning objectives for each category.
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1. Verbal Information
2. Intellectual Skills
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able to predict the demand for soft drinks and beer when they see a
change in demand for pizza.
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3. Cognitive Strategy
4. Attitudes
People have various attitudes toward the environment they live in, and
because of this, their behavior differs toward objects, people, and
situations. According to Smith and Regan,7 attitudes shape behaviors.
For example, one persons attitude toward being helpful to others
causes that person to offer help when the need arises. But a person
without a helping attitude will avoid helping others. Attitude dictates
behavior. People with the attitude of resolving conflicts with peace and
individual respect will choose to avoid disdaining remarks to
opponents. Verbs used in testing attitudes include choose, select, and,
appreciate. For example, after the completion of a lesson, students will
choose to resolve conflicts without violence. After touring the National
Museum of Art, students will learn to appreciate American Art.
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5. Psychomotor Skills
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Studies indicate most professors who use rubrics for their assignments
and the students who use them are very pleased. Goodrich10 indicates
rubrics appeal to professors and students for many reasons, including:
1. Rubrics are tools that can be used for both teaching and
assessment. They can improve student performance, as well as
monitor it. This is done by making professors expectations clear
and by showing students how to meet these expectations. The result
is often marked improvements in the quality of student assignments
and in learning.
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The typical rubric contains four or five columns. The column on the left
contains the major elements that are to be achieved in the completed
assignment, and the maximum number of points assigned to each
element. These elements are presented in rows. The columns to the
right indicate the various levels at which the elements are achieved.
These columns include:
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by level of degree low to high or high to low. They are placed on the
same row as the element they represent.
Beauchamp, et al.1 also provide a model that can be used in the building
of rubric. This model follows:
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Outcome 1
Outcome 2
etc.
Beauchamp, et. al.1 also suggest the use of an online rubric building
tool that can be found at: http://www.2learn.ca/construct/rubric/
tlcrubric.html.
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Total Points
Deduct points based on the percentage of the
Lack of Originality Deduction paper that is comprised of non-original work that
(Max 40 pts. If over 40 pts., has been pasted into the paper in blocks. For
process as plagiarized paper) example, 20% of the paper has been copied and
pasted in large blocks of text from other sources,
deduct 20 points.
Net Percentage Grade
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Rubrics Summary
Rubrics are tools that professors can use for feedback and assessment.
They establish assignment guidelines that are arranged in matrix
fashion consisting of four or five columns. The utilization of rubrics has
been found to be very helpful to both students and professors. Students
like the rubrics because they know in advance what they must do to
achieve a certain grade on an assignment, and also because the rubric
can be used as a self-assessment tool prior to submitting their
assignment for evaluation. Professors find that the rubrics help them in
the evaluation of an assignment and the providing of feedback. Both
tasks are made much easier and can be accomplished in a shorter
amount of time through the utilization of rubrics.
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REFERENCES
1
Beauchamp, McConaghy, Parsons & Sanford. Teaching From the
Outside In. Duval: 1996, 37. Available at the following Website:
http://www.2learn.ca/projects/together/START/rubricc.html.
2
Gagne, R.M., Wager, W.W., Golas, K. C., Keller, J.M. (2005)
Principles of Instructional Design (5th edition). Belmont:
Wadsworth/Thomson Learning.
3
Gronlund, N. E. (2004) Writing Instructional Objectives for
Teaching and Assessment (7th edition). Upper Saddle River: Pearson
publications.
4
Ormrod, J. E. (2004) Human Learning (4th edition). Upper Saddle
River: Pearson Publications.
5
Krumme, G. (1995) Major Categories in the Taxonomy of
Educational Objectives (Bloom 1956) [Online], Available: http://
faculty.washington.edu/krumme/guides/bloom1.html
6
Smith L. P, Ragan, T.J. (1999) Instructional Design. Upper Saddle
River: Prentice Hall.
7
Smith L. P., Ragan, T.J. (2005) Instructional Design (3rd edition).
Hoboken John Wiley.
8
Walter, D., Louis, C. and Carey, J. (2005) Instructional Design (3rd
edition). Boston: Allyn and Bacon.
9
New Measure, Inc. available at the following Web site: http://
www.rubrics.com/rubric_basics.html.
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10
Goodrich, Heidi, Understanding Rubrics, Educational Leadership,
54(4) Heidi Goodrich 1997. Available at the following Web site:
http://www.middleweb.com/rubricsHG.html.
11
2learn.ca Education Society. Available at the following Web site:
http://www.2learn.ca/construct/rubric/tlcrubric.html.
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Mr. Islam has completed all required courses for Ph.D. studies in
Instructional Design and Development program at the University of
South Alabama. He received his Master of Science degree in
Instructional Design and Development and Bachelor of Science in
Business Administration from the University of South Alabama.
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