Un acquis d’apprentissage visé (AAV – Intended Learning Outcome) décrit de manière précise ce qu’un apprenant devrait être capable de « faire » à l’issue de tout ou partie d’un parcours d’apprentissage (de formation).
Que ce soit lors de l’examen des acquis d’apprentissage visés par (une partie d’) un programme de formation ou lors de la construction de la liste de ces acquis, il est utile de pouvoir formuler un diagnostic aussi objectif que possible afin de s’assurer de la qualité de la liste d’acquis et de déceler les éventuels points d’amélioration.
Nous présentons des grilles critériées (« rubric ») pour évaluer une liste d’acquis d’apprentissage visés par un dispositif. Les grilles proposées sont très largement inspirée d’une grille utilisée par un grand nombre d’universités américaines (cfr. https://www.wscuc.org/).

This workbook forms the basis of a Professional Graduate Certificate Module in Assessment.It offers a comprehensive collection of materials and activities in the realm of assessment.Please note: supplemental worksheets to accompany this are also available.

The work plan outlined here is intended to facilitate a 4-hour session for a collaborative work group of subject matter experts. This group's mission is to develop course learning outcomes that blend collaborators’ course learning outcomes into one set of outcomes. Our objective is to craft a course module template aligned with the new course learning outcomes that is versatile enough to be adopted by multiple institutions across the globe.

This workbook provides a 'how to' guide to developing effective curriculum session design. It offers activities and planning tools to enable the end user to review, design and complete their own teaching plans.

We identified open pedagogy projects from various resources (ex. Listservs, books, websites, etc.). Reading through the open pedagogy project, we focused on learning outcomes the students had to accomplish that were not related to the subject matter of the project, but rather the communication and soft skills that often go unnoticed. We used these resources to build these learning outcomes. Additionally, we leaned on the vocabulary from Bloom’s taxonomy and the SMART framework for actionable outcomes.

On this site, you will find an entry for each open pedagogy project that includes a title, a short description, a link, and the learning outcomes we assigned to it. We also created a common list of learning outcomes that are hyperlinked to each project entry, so that this resource is browsable for various skills and competencies.

We invite professionals to contribute to this growing resource. Anyone can submit a resource by emailing us a completed template and we will add it and hyperlink to the list of learning outcomes on the site.

This Handbook describes an action research process for assessing student learning outcomes using faculty-led communities of practice.

Post-secondary institutions are often called to identify strengths and areas for improvement, to implement changes, and assess the impact of those changes — colloquially known as “closing the loop” or “closed-loop assessment”. While institutions aspire to close the loop, little evidence exists that their aspirations are fulfilled. Closing the loop requires a well-articulated, detailed, and reflexive process. If successfully implemented, this process can increase the likelihood of improved student outcomes. Post-secondary institutions collect a plethora of direct and indirect student learning data and are increasingly reporting out on assessment findings; however, they frequently stop short of acting on the results gathered and then evaluating interventions that are implemented.

SAIL responds to the call to “close the loop”.

The SAIL Practitioner Handbook is based on our experience at Thompson Rivers University—an open access, teaching and research university located in the interior of British Columbia. The methodology, process, and resources described in this Handbook are designed with the local context in mind. We encourage you to borrow and adapt our methodology to develop a process that best fits your institution’s needs. The primary audience for the SAIL Practitioner Handbook is quality assurance practitioners and educational developers.

The purpose of this guide is to provide a selection of strategies and factors that are directly relevant to STEM educators in a University setting. Selections of topics were based on strength of existing evidence and ease of implementation. This is not an exhaustive list and instead aims to provide you with a concise selection that can be integrated with your existing practices

Effective assessment is essential for supporting diverse learners in social studies, and assessing students' knowledge and skills is crucial for teachers. This qualitative study adopts a Constructivist Grounded Theory (CGT) approach to explore the perceived efficacy of differentiated assessment in UCSP among senior high school teachers and students. Twelve participants, including nine students and three teachers, engaged in the study using purposive sampling. This study employs interviews, focus group discussions, and observations to gather rich and diverse data. The researcher utilizes the Constructivist Grounded Theory analysis, consisting of three phases, to create a theory grounded in the data and provide a comprehensive understanding of the research phenomenon. The study also utilizes the Voyant tool for web-based text analysis to aid in identifying patterns and themes. In conclusion, using the Constructivist Grounded Theory and Voyant Tool, it has been found that differentiated assessment promotes self-efficacy, creates an inclusive classroom culture, and allows for personalized instruction and feedback. Challenges include limited resources and the need for clear instructions and support. Collaboration and communication, modern teaching methods, and technology tools that prepare students for future academic endeavors are crucial for improving the effectiveness of differentiated assessment. Recommendations include providing professional development opportunities for teachers to enhance their understanding and implementation of differentiated assessment. This can focus on strategies for creating an inclusive classroom culture, utilizing technology effectively, and designing assessments. Efforts should be made to address limited resources, and conducting further research and evaluation can identify best practices in implementing differentiated assessment, informing future educational practices.

Slides for teacher training about writing effective learning outcomes for instructional materials / events.