In my prior Blog Post, I explained that I was interested in exploring the issue of academic integrity in distance learning, and in discovering if/how educational institutions maintain the integrity and quality of their courses when transitioning from traditional to remotely delivered formats. (Helfer, 2020). I wondered if higher-order learning outcomes could be assessed in an authentic way in a remotely delivered course, and if failing this, would the integrity of the educational experience be compromised? (Helfer, 2020). I expected to delve into this topic and find some research that would support my preconceived notion that institutions are lacking the necessary processes and resources that would ensure the integrity of the course was maintained in all delivery modalities. While I’m not yet entirely convinced that this isn’t true, I was surprised to discover an area of quality assurance in post-secondary education that I was previously unaware of.
The Government of Alberta website provides an overview of the criteria that publicly funded, post-secondary programs offered in Alberta must meet. In reviewing these criteria, I’m left with the impression that even with legislative governance, there is no guarantee as to the quality or integrity of the educational programming being offered in many post-secondary institutions. For example, I read that while programs must include learning outcomes and evaluation components in order to meet the criteria, programs offered at certificate and diploma levels are exempt from the quality review and monitoring process (Government of Alberta, 2020). To investigate this further, I visited the Campus Alberta Quality Council website, (the body responsible for conducting the quality reviews for degree programs), and verified that indeed they do not perform quality reviews at the certificate or diploma levels. They do however provide recommendations for all institutions to follow, including advocating for the use of learning outcomes and learning outcomes assessments (Campus Alberta Quality Council, 2017).
It now appears to me that the alignment of learning outcomes and assessments is more widely understood and discussed than I initially thought, but I’m still left searching for policy that addresses to what degree this is actually being done by institutions, and what guidance and supports are in place to ensure the integrity of the programs being offered remains in-tact.
If you teach in higher education, perhaps you’d answer a few questions:
- At which level in your organization are learning outcomes and assessments written?
- Do you feel there is a gap between the assessments and learning outcomes?
- Do you feel that there is difference in the ability to assess learning between traditional and remotely delivered courses?
- How is program quality monitored in your organization?
These are all questions I intend to investigate further, and I would value the benefit of your perspective.
References
Helfer, L. (2020, April 16). Unit 1 Activity 3: Higher Order Learning Outcomes in Remote Delivery [Web log Post]. Retrieved from https://malat-webspace.royalroads.ca/rru0111/unit-1-activity-3-higher-order-learning-outcomes-in-remote-delivery/
Government of Alberta. (2020). Post-secondary program standards and oversight. Retrieved from https://www.alberta.ca/post-secondary-program-standards-oversight.aspx
Campus Alberta Quality Council. (2017). Student Learning Outcomes. Retrieved from https://caqc.alberta.ca/learning-outcomes/student-learning-outcomes/
June 6, 2020 at 2:26 am
Hi Lauren,
You asked the question “do you feel there is a gap between the assessments and learning outcomes,” which caught my interest. I don’t teach in higher education, but I do teach at the high school level, and I feel this question is quite applicable there too. I do feel there is a gap. The idea of learning outcomes suggests that the students will be able to demonstrate that they have met these outcomes, and the tool used to make this determination is assessments. However, not all learning is equal, just as not all assessments are equal: if one instructor uses a multiple choice test to assess a student’s learning, and another uses a research project, have both student’s reached the same learning outcome? Once this question is asked, the common response is “more standardization,” however I worry that educators are trying to standardize something that is necessarily non-standard. Learning is a messy, complex, human process. Are institutions introducing quantitative measures to try and standardize and assess a qualitative process? When broaching the question of quality assurance, for me it raises the question of what constitutes quality. Is it sufficient for an institutions quality to be based on the feedback and opinions of its students, rather than the metrics of its assessments?
June 6, 2020 at 4:44 pm
Hi Laren
I don’t teach in higher education but have created learning programs for the military (Navy), so I will provide answers to your questions for a different perspective.
1) At which level in your organization are learning outcomes and assessments written? Learning outcomes and assessment criteria are written and defined for every learner level (rank or qualification) in a Quality Standards Plan(QSP) document.
2) Do you feel there is a gap between the assessments and learning outcomes? Traditionally, courseware is developed backwards in this application. The outcome is defined, then an assessment is created to test to the outcomes, lastly, courseware is created to prepare the learner for the assessment.
3) Do you feel that there is a difference in the ability to assess learning between traditional and remotely delivered courses? I do not have enough information to give an informed answer at this point as there are very few courses delivered online at this time.
4) How is program quality monitored in your organization? The navy runs post-course surveys and does conduct some user testing. We are working on a more fulsome integration of quality monitoring and student feedback in our current development programs.
I hope an outside higher-education perspective was helpful.
Christina
June 11, 2020 at 3:37 pm
Hi Laren,
I think you are exploring a very relevant and important issue in Higher Education. I also like your integrated approach to exploring the issue of academic integrity in distance learning as well as quality of the programs when transitioning to remote delivery. From my perspective and experience in teaching, very often individual instructors will be responsible for developing learning outcomes and assessments in their courses. When I co-taught a course with a professor (2 separate parts of the course), we both had different learning outcomes and assessment methods. Furthermore, individual instructors will then have to assure the integrity of the submissions, often without institution-wide plagiarism detection software. So the students might find very diverse learning approaches within their programs: from the higher-order learning to memorization and closed-books exams. In my opinion, it is important to address this issue on the program level, which might be the most beneficial for the students. However, many other issues may arise here, including academic freedom, ownership of the syllabi, and the right of each instructor to teach based on their own experience and knowledge. I am really interested in what you find in your research! – Marta