Outline of Instruction Checklist
Directions: Use this checklist as a guide for self-assessing and refining your outline of instruction. Evaluate each item listed and record a rating on the checklist. Ultimately outlines will be available on the WEB. As such they should be consistent in format and represent our best practice.
INSTRUCTIONAL LEVEL: |
YES |
NO |
| Is the instructional level listed as one of the following? |
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a. Adult Vocational,
b. Adult Basic Education & ESL,
c. Adult High School,
d. Apprentice,
e. Associate Degree,
f. College Parallel,
g. Conference, Seminar, Institute, Workshop,
h. Continuing Education,
i. One-year Technical Diploma,
j. Short-term Full-Time Program, OR
k. Two-year Technical Diploma
|
Yes ” |
No ” |
TYPES OF INSTRUCTION: |
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Is the type of instructional listed as one of the following? |
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a. Classroom Presentation,
b. Conference, Seminar, Institute, Workshop,
c. Continuing Education,
d. Distance Education,
e. Individualized/Independent Study,
f. On-campus Laboratory and Clinicals,
g. On-the-job Experience, OR
h. Simulated or Actual Work Experience
|
Yes ” |
No ” |
TARGET POPULATION: |
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Clearly written profile answers question: For whom am I designing this course? |
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- a. Describes the learners for whom this course is designed (e.g., refer to the needs assessment for a new program or course for a target population description) AND/OR
|
Yes ” |
No ” |
- b. Considers educational background, interests and skills learners are likely to bring to the course
- AND/OR
|
Yes ” |
No ” |
- c. Considers where this course falls in the program sequence (e.g. what related courses have learners completed before this one)
AND/OR |
Yes ” |
No ” |
- d. Considers the size of your target population (e.g. if course is directed toward a small audience, describe your learners in detail; if a broad audience, description should be broad)
|
Yes ” |
No ” |
PREREQUISITES: |
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Are the prerequisites listed as published in the most current college catalog? |
Yes ” |
No ” |
COURSE DESCRIPTION: |
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Is the course description reproduced as published in the most current college catalog? |
Yes ” |
No ” |
COURSE GOALS: |
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| Are the course goals stated as broad performances or outcomes that encompass and summarize all course competencies? |
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- a. Is written with an action verb that describes what the learner will be able to do after completing the course
|
Yes ” |
No ” |
- b. Is measurable or observable
|
Yes ” |
No ” |
- c. Gives a concise picture of the overall purpose of the course
|
Yes ” |
No ” |
CORE ABILITIES & INDICATORS: |
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Are the MATC Core Abilities & Indicators listed that are assessed at least twice during your course? (Note: Eventually you will be providing core ability ratings for students enrolled in the course.) |
Yes ”
|
No ” |
- a. Lists Core Abilities in alpha upper case
|
Yes ” |
No ” |
- b. Lists Core Ability indicators in alpha lower case
|
Yes ” |
No ” |
CURRICULUM COMPETENCIES: |
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Do the competencies provide an organizing framework for planning and implementing a learning experience? |
Yes ” |
No ” |
- a. Competencies tell learner what major skills, knowledge, and attitudes they learn
|
Yes ” |
No ” |
- b. Competencies represent skills that a competent individual would use outside the context of a course (i.e., in the workplace or in another life role)
|
Yes ” |
No ” |
- c. Competencies begin with action verbs describing what the learner will be able to do upon successful completion of this course
|
Yes ” |
No ” |
- d. Competencies are measurable and observable
|
Yes ” |
No ” |
- e. Competencies require learning at the application level or above (see attached suggested list)
|
Yes ” |
No ” |
- f. Competencies number approximately 4 to 10 per credit
|
Yes ” |
No ” |
- g. Lists competencies in alpha upper case
|
Yes ” |
No ” |
CRITERIA: |
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Performance Criteria provide a structure in which to answer the question: “Did the learner achieve the Competency?” |
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- a. Provides specifications for the performance described by the related competency.
|
Yes ” |
No ” |
- b. Describes measurable and/or observable specifications for the product, process or both.
|
Yes ” |
No ” |
- c. Begins with the name of the product when they measure product or the word “learner” when they measure process
|
Yes ” |
No ” |
- d. Identifies one or more of the following: characteristics of a quality performance, accuracy or tolerance, speed, percent or number, permissible errors, reference to existing standards and degree of excellence (Note: Helpful examples in WIDS CD or manual)
|
Yes ” |
No ” |
- e. Can be feasibly assessed within the context of the learning experience.
|
Yes ” |
No ” |
- f. Does not use instructor judgment as a reference, but may refer to checklists developed by the instructor
|
Yes ” |
No ” |
- g. Does not use text as the reference, but may refer to check lists excerpted from a text
|
Yes ” |
No ” |
- h. Lists criteria in numeric order
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Yes ” |
No ” |
CONDITIONS: |
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Performance Conditions describes the situation in which performance will be assessed. It provides an answer to the question: ”What equipment or supplies will be provided or what resources or references will be given or denied?” |
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- a. Describes the situation under which performance will be measured
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Yes ” |
No ” |
- b. Identifies one or more of the following: performance format, resources given or denied, environment, information given, and/or deadlines (Note: Helpful examples in WIDS CD or manual)
|
Yes ” |
No ” |
- c. Lists conditions in numeric order
|
Yes ” |
No ” |
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