A Guide to Writing Helpful Outcomes and Indicators We ask each Marwen teaching artists to write Outcome/Indicator sets for each course. Outcomes and indicators have a direct relationship to each other. Outcomes: What you want the student to Know (knowledge: concepts; ideas); Do (skills and techniques; approaches-­‐processes of working); Be (traits and behaviors; attitudes and dispositions). Outcomes are the expectations you have for students. Outcomes should be fully achievable by all students in the amount of time charted for the course Outcomes are: ▪
Meaningful – outcomes have a life application and are valued ▪
Current understanding of excellence ▪
Teachable ▪
Generalizable to a different context Indicators: The observable traits and dimensions of successfully meeting an outcome. Indicators are always observable! Indicators are understood in the same way by both student and teaching artists, starting at the beginning of instruction as well as seen in the same way by someone other than those in the class. Indicators should not limit the student, but fully allow students to fulfill their ideas. Indicators: ▪
Relate directly to the learning outcomes ▪
Observable ▪
Transparent -­‐ clear to students, teaching artists, parents, administrators, and the general public HELP FOR COURSE PROPOSAL-­‐STUDENT LEARNING OUTCOMES & INDICATORS (page 3 on proposal) Please write 3-­‐6 Outcomes and Indicators that are essential to what you want your students to learn in this course. You can think of this work as completing this sentence: I want students to be able to__________, and if I have taught this, we will see that_____________________. Below are some examples from teaching artist work at Marwen: ART KNOWLEDGE, SKILLS AND PROCESSES Learning Outcome (Printmaking): Students will: Demonstrate sensitivity to materials and tools and learn to use the brayer. One Example of a Learning Indicator: Prints will have an even application of ink. Prints will have a full tonal range of color. Learning Outcome (Shadow Puppetry): Students will: Create a shadow puppet character with specific characteristics and attributes that tell a story. One Example of a Learning Indicator: Uses a contour profile line to show distinct: body type, facial characteristics and attire (clothing/accessories). Learning Outcome (Photography): Students will: Be able to make intentional compositional choices to explore our environment through the camera lens. One Example of a Learning Indicator: Images in photos are cropped in a variety of ways. Students are able to explain their choices of what they left in and out of the frame. Learning Outcome (Ceramics): Students will: Be able to hand-­‐alter a wheel thrown ceramic vessel. One Example of a Learning Indicator: Students will change their vessel surface through by either adding or subtracting new clay forms. Learning Outcome (Video): Students will: Develop a 1-­‐2 minute video with a strong story arc. One Example of a Learning Indicator: Video will use images and sound to show beginning, middle and end of a narrative. CRITIQUE, COMMUNICATION, COMMUNITY-­‐BUILDING Learning Outcomes (Collaboration): Students will: Be able to work collaboratively with one another Learning Indicators: Students will: Express and vocalize own ideas in a group discussion. Negotiate and compromise to synthesize disparate ideas. Invite quiet students to share their ideas. Learning Outcome (Content): Student will create work of personal meaning One Example of a Learning Indicator: Student uses imagery from their own childhood or daily life Learning Outcome (Critique): Student displays confidence during critique One Example of a Learning Indicator: Student speaks up and expresses their opinion on their work and their fellow students. Learning Outcome (Critique): Responds to peers based on criteria. One Example of a Learning Indicator: Comments on peers work restraining comments to course indicators for that day’s work, or summatively based on course indicators. Assessment Tool: Self and teaching artist checklist