A Pragmatic Approach to Learning Goals Evaluation

The Presentation Hand-out for Examination 24th of August 2015 on CUDIM, Aarhus.

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A Pragmatic Approach to Learning Goals Evaluation af Mind Map: A Pragmatic Approach to Learning Goals Evaluation

1. Who

1.1. Students

1.1.1. The Students have not been trained in setting goals for their teaching.

1.2. Teachers

1.2.1. 3500 goals ⁄ 10 years / 40 weeks / 5 days = 1,75 goals per day

1.2.2. The ideal and ambition of the reform is to transcribe the goals into three or more individual goals for groups of students

1.2.3. (3500 goals ⁄ 10 years / 40 weeks / 5 days)* 3 = 5,25 goals per day

1.3. Parents

1.3.1. student plan

1.4. Administartion

1.4.1. support teachers

2. Challenge

2.1. The tool should be in accordance with the demands of the reform

2.2. The time to prepare and evaluate teaching is reduced

2.3. Reality check and appropriate ambitions

3. Approach

3.1. Accessible from all kind of platforms

3.2. In a language used by the students

3.3. It should not define low level goals, the learning goals for each lesson

3.4. a dynamic function that gives information about what goals a student has reached, is working with at the current moment, and what the student is missing

3.5. According to Hattie the primary factor when it comes to the effect on students learning is the teacher and the interaction between teacher and student. Thomas Nordahl, Professor Hedemark, Norway

4. Outcome

4.1. A web-application called evaluering.nu

5. Benefits

5.1. Students are a part of the process

5.2. Parents can see the current status of their child

5.3. Teachers can plan teaching according to the needs and goals of their students

5.4. Administration can support teachers in their work

6. Technique

6.1. Participatory Design

6.2. Interviews

6.2.1. Teacher's opinion

6.2.2. Experts’ opinion

6.2.3. Administration’s opinion

6.3. Usability test, single students

6.4. Usability test, whole class

7. Quotes

7.1. organizations are: ‘…complex and multifaceted. They are paradoxical.’ Gareth Morgan

7.2. ‘I don’t believe it. You can’t, you can’t boil the facts that you believe lies in the soup somewhere…You can’t retrieve them… [it is] too complex’ Thomas Born Smidt, Headmaster, Karup School

7.3. '...there are no didactic instruction ... that will work ..., no matter how wise and thoroughly it is considered ... if we relate to them rigidly.' Jens Rasmussen, Professor at DPU

7.4. ”…there are so many ideals and ambitions in connection to the reform, that the teachers have to be tough when it comes to making priorities and let some ambitions go. They cannot fulfill all of them. It is impossible.” Per Fibæk Laursen, Professor at DPU From DR.dk 11th of august 2015