The Teaching Goals Inventory (TGI) is a valuable resource to assist instructors who are developing new courses or revising the design of a pre-existing course. The TGI is a self-assessment of instructional goals. (SEE: Classroom assessment techniques : a handbook for college teachers – https://iucat.iu.edu/catalog/4211327). Its purpose is threefold:
- to help college teachers become more aware of what they want to accomplish in individual courses;
- to help faculty locate Classroom Assessment Techniques (CATs) they can adapt and use to assess how well they are achieving their teaching and learning goals; and
- to provide a starting point for discussion of teaching and learning goals among colleagues.
Jolley, Chheda, and Jolly (2016) share that the inventory requires instructors to identify and rank learning goals and then categorizes those learning goals into one of six clusters. They are:
- Higher order thinking skills (analyze, synthesize, think creatively, etc.)
- Basic academic success skills (memory, listening, speaking, writing, etc.)
- Discipline-specific knowledge and skills (learn terms, facts, concepts, theories, etc.)
- Liberal arts and academic values (openness to new ideas, social justice, ethics, etc.)
- Work and career preparation (collaboration, leadership, organization, etc.)
- Personal development (self-confidence, motivation, respect for others, etc.)
These clusters allow professors to follow a four-step process in applying the tool:
- rate the importance of learning goals,
- identify the essential goals and categorize into clusters,
- manually compute the final cluster scores, and
- identify relevant (CATs) aligned with identified learning objectives and ranked clusters
To try the tool for yourself click the interactive Teaching Goals Inventory (iTGI) v. 2.0 https://www.pedalto.me/itgi/ developed by the University of Nebraska and see if you can narrow down your essential and very important goals to teach and to assess to 3-5 items. This tool is meant to be used in conjunction with the book, Classroom assessment techniques : a handbook for college teachers – https://iucat.iu.edu/catalog/4211327.
The analysis reports a ranking of the goal categories by priority based upon user inputs. This ranking should closely mirror the learning objectives for existing courses or may be a useful reference for creating overall learning objectives for new or redesigned courses. The analysis also creates a list of CATs that are most closely aligned with the top two goal categories. See examples of CATs here: https://airtable.com/shrcjXLHsvgN5GVHy/tblJjicb0gEZCvLTk?backgroundColor=red&viewControls=on By limiting this listing, the tool permits instructors, designer, and program managers to focus on assessment techniques that are reflective of the course goals and objectives. Finally, the analysis identifies the user’s essential learning goals and lists CATs that specifically relate to those essential goals.
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