Writing Assessable Program Goals

Ideal Student

What does this student know?
What can this student do?
What does this student care about?

Review Instructional Materials

Sort into Categories:
Content or subject knowledge
Skills, abilities, or capabilities
Values, attitudes, or beliefs

Review documents that describe your program

Brochures
Catalog descriptions
Handbooks 
Accreditation reports
Self-studies

Brainstorm goals

Examples:
Work collaboratively
Solve problems
Appreciate all theatre crafts
Fundamentals of theatre

Assessable Goals State

What is to be learned?
Content or subject knowledge
Skills, abilities, or capabilities
Values, attitudes, or beliefs

Assessable Goals State

What level of learning is expected?
Criteria
Standards of achievement

Assessable Goals State

What is the context in which learning takes place?
 Application, if any
 Environment, if any

Degree Descriptors

What will the learner who has met all the requirements be able to know and do?

Levels Descriptors

What should a learner be able to know and do at several major points in the program?

Subject Expectations

What qualities, skills, or capabilities should a learner expect to gain from the program?

Program Goals

Make broad statements about the purposes of the educational program.

Program Goals

Incorporate information from:
Degree descriptors
Levels descriptors
Subject expectations

Program Goals

Describe what is to be learned.

Program Goals

Describe what level of learning is to be achieved.

Program Goals

Describe in what context the learning is to take place.

Example: Values, attitudes, beliefs

Appreciate all theatre crafts
Students will appreciate and value all the crafts of theatre.

Example: Skills, abilities, capabilities

Solve problems
Using the process of theatre, students will demonstrate the ability to work independently or collaboratively to analyze a problem, then select and implement a successful solution.

Example: Content or subject knowledge

Fundamentals of theatre
Students will demonstrate a fundamental grounding in theatre theory and practice.

What are the educational criteria for each goal?

What criteria for goal attainment indicate content mastery and/or performance level acceptable for program completion?

Educational Criteria

What is to be learned?
 What level of learning is to be achieved?
 In what context is the learning to take place?

What are the educational experiences for each goal?

What are the specific educational experiences in the curriculum and extracurriculum that enable students to attain the goal?

Educational Experiences

Course
Out-of-class experience
Other applications

Educational Criteria and Experiences

Goal #_____:
Course/Experience:
Level of Learning:
Application of Learning:

Goal: Students will build an appreciation and respect for all the theatre crafts.
Course/Experience: Required courses
Level of learning: Synthesis
Application of learning: Production work, class projects

Goal: Using the process of theatre, students will demonstrate the ability to work independently or collaboratively to analyze a problem, then select and implement a successful solution.
Course/Experience: Required courses, production work
Level of learning: Evaluation
Application of learning: Production work, class projects

Goal: Students will demonstrate a fundamental grounding in theatre theory and practice.
Course/Experience: Required courses, production work
Level of learning: Synthesis
Application of learning: Production work, class projects

Key Questions

What are the indicators or measures of goal attainment?
What are the standards and levels of performance for each indicator or measure?

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