Educational Requirement #50

Curriculum and Course Construction #50
Outcome Summary
Wisconsin Technical College System (WTCS)

Information

Alternate Title WTCS Educational Certification Requirement #50

Requirement Number

WTCS 50

Credits

2

Approximate Hours

80

Developers

WTCS Certification 50 Task Analysis Team

Approval Date

2/26/03

Target Population

This professional development requirement is intended to lay the groundwork for excellence in teaching and educational leadership in the Wisconsin Technical College System. The target audience is professionals holding positions requiring WTCS certification and includes technical college teachers and those serving in other technical college leadership roles (e.g. counselors, supervisors, librarians, administrators).

Description

Prepares educators to employ the performance-based instructional design process. Participants designate performance expectations, design learning plans, develop assessment tasks, and produce a syllabus. Participants may choose to apply the process to classroom, lab, onsite industrial, online, or other distance learning environments. [This course meets WTCS Certification Requirement #50 - Course/Curriculum Construction.]

Goal

Design performance-based learning.

Core Abilities

Facilitators of WTCS Certification Activities may incorporate core abilities established by the sponsoring organization or they may address the core abilities suggested in the WTCS Certification Professional Development Design.

Competencies and Performance Standards

Unit A - Designing Courses

A.1. Create a plan for designing a performance-based course.

Performance Standards

You will demonstrate your competence:

by constructing a written plan for the development of a specific performance-based course or other learning experience (e.g. workshop, seminar, competency cluster, etc.)

Your performance will be successful when:

your plan presents an analysis of the advantages and disadvantages of performance-based learning for the learner and the instructor

your plan presents a brief description of the target learner population

your plan summarizes the target learning outcomes

your plan explains how you will apply performance-based learning to the specific learning environment (e.g. classroom, clinic/lab/shop, individualized learning, business/industry training, online, or other distance learning mode)

your plan depicts the types of learning activities that will be offered and how they will actively engage learners in the learning process

your plan summarizes how you will incorporate criterion-referenced assessment

your plan outlines the steps necessary to design and implement your performance-based course

your plan reflects correct use of performance-based terminology

A.2. Designate core abilities.

Performance Standards

You will demonstrate your competence:

by selecting core abilities for a specific course of study

Your performance will be successful when:

each designated core ability describes a transferable skill that an individual would use beyond the context of the course (e.g. critical thinking, communication, employability, global awareness, interpersonal skills)

each designated core ability will be partially, but not fully, achieved in the course

each designated core ability begins with an action verb that describes measurable and observable performance

each designated core ability is linked to two or more competencies, showing that it is addressed and assessed throughout the course

each designated core ability is defined by core ability indicators that are selected to represent the way they are assessed in this course

your designated core abilities are limited to a number that can be assessed in this course

your designated core abilities align with those adopted by your organization (if applicable)

A.3. Designate program outcomes and/or general education outcomes. (optional)

Performance Standards

You will demonstrate your competence:

by selecting program outcomes and/or general education outcomes for a specific course of study

Your performance will be successful when:

each designated program outcome describes a field or discipline specific skill, attitude, or knowledge that learners are expected to master by the completion of a program or major

each designated general education outcome describes broad academic skills that are need to successfully achieve the course competencies

each designated program or general education outcome will be partially or fully achieved in the course

each designated program or general education outcome begins with an action verb that describes measurable and observable performance

each designated program or general education outcome is defined by indicators selected to represent the way it is assessed in this course (if available)

each designated program or general education outcome is linked to one or more competencies, showing that it is addressed and assessed in this course

your designated program/general education outcomes are limited to a number that can be assessed in this course

your designated program/general education outcomes align with those adopted by your organization (if applicable)

A.4. Develop competencies that describe intended learning outcomes.

Performance Standards

You will demonstrate your competence:

by developing or revising competencies for a course or other learning experience (minimum of five)
Your performance will be successful when:

each competency requires learners to apply skills, knowledge, or attitudes to perform tasks, deliver services, develop products, make decisions, or solve problems

each competency begins with one action verb that calls for a single measurable, observable performance

each competency is written clearly, concisely, and precisely

each competency is classified by domain and level

each competency is linked to core abilities and/or other exit learning outcomes (i.e. program outcomes, or general education outcomes)

your competencies are sequenced in the order they should be learned so that skills build on one another

your competencies can be accomplished within the timeframe of the course (typically 3 to 6 competencies per credit or 9-18 hours of learning per competency)

Unit B - Establishing Performance Expectations

B.1. Develop performance standards (criteria and conditions) for each competency.

Performance Standards

You will demonstrate your competence:

after completing competency A4 "Develop competencies that describe intended learning outcomes"

by developing performance standards for each of your competencies

Your performance will be successful when:

your performance standards include conditions under which performance will be measured

your conditions name the product or process that will be assessed

your conditions include a description of one or more of the following: format; resources given; resources denied; environment; information given; deadlines

each criterion includes a specification for performance by describing one of the following: a characteristic of a satisfactory performance or product; accuracy/tolerance; speed; percent/number; errors permitted; reference to published standards; degree of excellence

each criterion begins with the name of the product if it assesses a product or the word "learner" or "you" if it assesses process

each criterion is written in an objective manner that excludes instructor judgment as a reference, although they may refer to a checklist developed by the instructor

your criteria are detailed enough to form the basis for the checklist and/or rubric used to assess competency performance

B.2. Create performance assessment tasks. (optional)

Performance Standards

You will demonstrate your competence:

after completing competency B1 "Develop performance standards (criteria and conditions) for each competency

by creating at least one performance assessment task that assesses one or more of your competencies and/or other learning outcomes

Your performance will be successful when:

your performance assessment task is criterion-referenced

your performance assessment task identifies one or more target competencies and/or other learning outcomes (e.g. core abilities, program outcomes, or general education outcomes)

your performance assessment task matches performance indicated by competencies, requiring that learners fulfill the criteria and conditions described in the performance standards

your performance assessment task requires learners to apply knowledge, skills, or attitudes to hypothetical or real life/work tasks

your performance assessment task requires learners to perform a task, develop a product, make a decision, or solve a problem

your performance assessment task is supported with a performance checklist or rubric (scoring guide)

your performance checklist or rubric includes criteria, ratings, rating scale and minimum requirements

Unit C - Planning Learning

C.1. Write learning objectives for your competencies.

Performance Standards

You will demonstrate your competence:

after completing competency A4 "Develop competencies that describe intended learning outcomes"

by developing learning objectives that address at least two of your competencies

Your performance will be successful when:

your learning objectives include supporting skills, concepts, procedures, processes, and/or principles that learners need to perform the competency

your learning objectives each begin with one action verb that calls for a single measurable, observable performance

your learning objectives number 2 to 10 per competency

C.2. Create learning plans.

Performance Standards

You will demonstrate your competence:

after completing competencies A4 "Develop competencies that describe intended learning outcomes", B1 "Develop performance standards (criteria and conditions) for each competency, and C1 "Write learning objectives for each competency"

by creating at least two learning plans for a specific course or other learning experience

Your performance will be successful when:

each learning plan identifies one to three target competencies and/or other learning outcomes (e.g. core abilities, program outcomes, or general education outcomes)

each learning plan includes a title and overview or introduction

each learning plan presents learning objectives and performance standards for each competency

each learning plan includes a list of linked core abilities (program and/or general education outcomes may also be included)

each learning plan includes one or more assessment activities that tell learners what they must do to document achievement of the target competencies

each learning plan includes a series of learning activities that help learners master the competency or group of related competencies

each learning activity begins with an action verb and is written to the learner

learning activities support the learning cycle (motivate, comprehend, practice, apply)

learning activities are varied in format and require active learner involvement

learning activities address all of the learning objectives, preparing learners to master the target competency or competencies and linked core abilities

C.3. Prepare a syllabus.

Performance Standards

You will demonstrate your competence:

after completing competency A4 "Develop competencies that describe intended learning outcomes"

by producing a syllabus for a specific course or other learning experience

Your performance will be successful when:

your syllabus includes course information including title, number, credits, and a description that meets your organization's guidelines

your syllabus includes instructor contact information

your syllabus lists required textbooks and supplies

your syllabus lists course prerequisites if needed

your syllabus includes a list of the competencies and core abilities

your syllabus presents a grading rationale and a grading scale if grades will be assigned

your syllabus includes guidelines for success (e.g. attendance, academic honesty, submitting assessment assignments, receiving feedback, etc.)

your syllabus includes an ADA statement that meets your organization's guidelines

your syllabus includes a schedule or timeline (optional)

Last Reviewed/Revised: February 26, 2003

*Information*

*Alternate Title*	WTCS Educational Certification Requirement #50
*Requirement Number*	WTCS 50
*Credits*	2
*Approximate Hours*	80
*Developers*	WTCS Certification 50 Task Analysis Team
*Approval Date*	2/26/03

A.1.	Create a plan for designing a performance-based course.
	Performance Standards
	You will demonstrate your competence: by constructing a written plan for the development of a specific performance-based course or other learning experience (e.g. workshop, seminar, competency cluster, etc.) Your performance will be successful when: your plan presents an analysis of the advantages and disadvantages of performance-based learning for the learner and the instructor your plan presents a brief description of the target learner population your plan summarizes the target learning outcomes your plan explains how you will apply performance-based learning to the specific learning environment (e.g. classroom, clinic/lab/shop, individualized learning, business/industry training, online, or other distance learning mode) your plan depicts the types of learning activities that will be offered and how they will actively engage learners in the learning process your plan summarizes how you will incorporate criterion-referenced assessment your plan outlines the steps necessary to design and implement your performance-based course your plan reflects correct use of performance-based terminology
A.2.	Designate core abilities.
	Performance Standards
	You will demonstrate your competence: by selecting core abilities for a specific course of study Your performance will be successful when: each designated core ability describes a transferable skill that an individual would use beyond the context of the course (e.g. critical thinking, communication, employability, global awareness, interpersonal skills) each designated core ability will be partially, but not fully, achieved in the course each designated core ability begins with an action verb that describes measurable and observable performance each designated core ability is linked to two or more competencies, showing that it is addressed and assessed throughout the course each designated core ability is defined by core ability indicators that are selected to represent the way they are assessed in this course your designated core abilities are limited to a number that can be assessed in this course your designated core abilities align with those adopted by your organization (if applicable)
A.3.	Designate program outcomes and/or general education outcomes. (optional)
	*Performance Standards*
	You will demonstrate your competence: by selecting program outcomes and/or general education outcomes for a specific course of study Your performance will be successful when: each designated program outcome describes a field or discipline specific skill, attitude, or knowledge that learners are expected to master by the completion of a program or major each designated general education outcome describes broad academic skills that are need to successfully achieve the course competencies each designated program or general education outcome will be partially or fully achieved in the course each designated program or general education outcome begins with an action verb that describes measurable and observable performance each designated program or general education outcome is defined by indicators selected to represent the way it is assessed in this course (if available) each designated program or general education outcome is linked to one or more competencies, showing that it is addressed and assessed in this course your designated program/general education outcomes are limited to a number that can be assessed in this course your designated program/general education outcomes align with those adopted by your organization (if applicable)
A.4.	Develop competencies that describe intended learning outcomes.
	*Performance Standards*
	You will demonstrate your competence: by developing or revising competencies for a course or other learning experience (minimum of five) Your performance will be successful when: each competency requires learners to apply skills, knowledge, or attitudes to perform tasks, deliver services, develop products, make decisions, or solve problems each competency begins with one action verb that calls for a single measurable, observable performance each competency is written clearly, concisely, and precisely each competency is classified by domain and level each competency is linked to core abilities and/or other exit learning outcomes (i.e. program outcomes, or general education outcomes) your competencies are sequenced in the order they should be learned so that skills build on one another your competencies can be accomplished within the timeframe of the course (typically 3 to 6 competencies per credit or 9-18 hours of learning per competency)

Unit B - Establishing Performance Expectations
B.1.	Develop performance standards (criteria and conditions) for each competency.
	*Performance Standards*
	You will demonstrate your competence: after completing competency A4 "Develop competencies that describe intended learning outcomes" by developing performance standards for each of your competencies Your performance will be successful when: your performance standards include conditions under which performance will be measured your conditions name the product or process that will be assessed your conditions include a description of one or more of the following: format; resources given; resources denied; environment; information given; deadlines each criterion includes a specification for performance by describing one of the following: a characteristic of a satisfactory performance or product; accuracy/tolerance; speed; percent/number; errors permitted; reference to published standards; degree of excellence each criterion begins with the name of the product if it assesses a product or the word "learner" or "you" if it assesses process each criterion is written in an objective manner that excludes instructor judgment as a reference, although they may refer to a checklist developed by the instructor your criteria are detailed enough to form the basis for the checklist and/or rubric used to assess competency performance
B.2.	Create performance assessment tasks. (optional)
	*Performance Standards*
	You will demonstrate your competence: after completing competency B1 "Develop performance standards (criteria and conditions) for each competency by creating at least one performance assessment task that assesses one or more of your competencies and/or other learning outcomes Your performance will be successful when: your performance assessment task is criterion-referenced your performance assessment task identifies one or more target competencies and/or other learning outcomes (e.g. core abilities, program outcomes, or general education outcomes) your performance assessment task matches performance indicated by competencies, requiring that learners fulfill the criteria and conditions described in the performance standards your performance assessment task requires learners to apply knowledge, skills, or attitudes to hypothetical or real life/work tasks your performance assessment task requires learners to perform a task, develop a product, make a decision, or solve a problem your performance assessment task is supported with a performance checklist or rubric (scoring guide) your performance checklist or rubric includes criteria, ratings, rating scale and minimum requirements
Unit C - Planning Learning
C.1.	Write learning objectives for your competencies.
	*Performance Standards*
	You will demonstrate your competence: after completing competency A4 "Develop competencies that describe intended learning outcomes" by developing learning objectives that address at least two of your competencies Your performance will be successful when: your learning objectives include supporting skills, concepts, procedures, processes, and/or principles that learners need to perform the competency your learning objectives each begin with one action verb that calls for a single measurable, observable performance your learning objectives number 2 to 10 per competency
C.2.	Create learning plans.
	*Performance Standards*
	You will demonstrate your competence: after completing competencies A4 "Develop competencies that describe intended learning outcomes", B1 "Develop performance standards (criteria and conditions) for each competency, and C1 "Write learning objectives for each competency" by creating at least two learning plans for a specific course or other learning experience Your performance will be successful when: each learning plan identifies one to three target competencies and/or other learning outcomes (e.g. core abilities, program outcomes, or general education outcomes) each learning plan includes a title and overview or introduction each learning plan presents learning objectives and performance standards for each competency each learning plan includes a list of linked core abilities (program and/or general education outcomes may also be included) each learning plan includes one or more assessment activities that tell learners what they must do to document achievement of the target competencies each learning plan includes a series of learning activities that help learners master the competency or group of related competencies each learning activity begins with an action verb and is written to the learner learning activities support the learning cycle (motivate, comprehend, practice, apply) learning activities are varied in format and require active learner involvement learning activities address all of the learning objectives, preparing learners to master the target competency or competencies and linked core abilities
C.3.	Prepare a syllabus.
	*Performance Standards*
	You will demonstrate your competence: after completing competency A4 "Develop competencies that describe intended learning outcomes" by producing a syllabus for a specific course or other learning experience Your performance will be successful when: your syllabus includes course information including title, number, credits, and a description that meets your organization's guidelines your syllabus includes instructor contact information your syllabus lists required textbooks and supplies your syllabus lists course prerequisites if needed your syllabus includes a list of the competencies and core abilities your syllabus presents a grading rationale and a grading scale if grades will be assigned your syllabus includes guidelines for success (e.g. attendance, academic honesty, submitting assessment assignments, receiving feedback, etc.) your syllabus includes an ADA statement that meets your organization's guidelines your syllabus includes a schedule or timeline (optional)