• Assessment and Evaluation,  Instructional / Course Design

    Outcomes-based Assessment

    Traditional forms of assessment, often norm-referenced, are increasingly mixed with outcomes-based assessment in campuses in Canada.  Often, outcomes-based systems start in professional programs with accreditation standards, where it is important that all graduate have minimal standards of competence, and are not just rated in comparison to their peers.  As the use of outcomes-based teaching and assessment is becoming more common, people are wondering what the difference between traditional and outcomes-based assessment is. What is outcomes-based assessment? It starts with faculty members articulating what they want students to be able to do when they complete the learning. This is called an outcome and it is different than thinking about what you…

  • Inclusivity,  Instructional / Course Design,  Instructional Strategies,  Internationalization

    From Modelling to Designing Intercultural Curricula

    You now know that you have pretty decent intercultural teaching capacities. You have continued to develop an awareness of your own identity and are modelling perspective-taking. Students in your course have the opportunity to interact with different worldviews because you know that makes them smarter. You actively create opportunities to build relationships between ‘others’ and can recognize barriers to student participation – you’ve essentially mastered using your intercultural capacity to inform teaching practices. So now you must be wondering, “What’s next? How can I further internationalize in my course?”  No fear, you are not alone. Dimitrov & Haque (2016) have some suggestions for “curriculum design competencies”. “Effective instructors are able…