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Course Learning OutcomeSummative EvaluationApply the decision making process to ethical dilemmas according to the 8 Step Ethical Problem-Solving Model.Paper – Ethical DilemmaTest 2Identify the major components of ethical codes of conduct in accordance to Professional Codes of Ethics.Paper – Ethical DilemmaTest 1Identify common themes of ethical issues relevant to the social services field. Paper – Ethical DilemmaTest 1 Analyze how his/her personal values will impact his/her ability to remain objective in the counseling process.Paper – Ethical DilemmaReflection PaperTest 1Develop strategies and resources that lead to the promotion of self-care, improved job performance and enhanced working relationshipsTest 3Reflection PaperEES OutcomeCommunicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience. All tests and assignmentsUse a variety of thinking skills to anticipate and solve problems.All tests and assignmentsShow respect for the diverse opinions, values, belief systems, and contribution of others.Paper – Ethical DilemmaTake responsibility for one’s own actions, decision and consequences.All tests and assignmentsAnalyze, evaluate, and apply relevant information from a variety of sources.All tests and assignmentsExplain how the selected evaluation strategies appropriately measure each course learning outcome ad each EES, and embedded the UDL philosophy.The first 4 learning outcomes are clearly measured in the paper, “Ethical Dilemma.” The paper entails analyzing a case scenario of an ethical dilemma and applies the 8-step model in order to solve it and come up with an appropriate course of action. In applying the 8 steps the students are required to identify the common themes the ethical dilemma pertains to which leads to determining what ethical codes of conduct it relates to. They also have to explore what personal values the dilemma touches upon and what steps they will take when there is a “clash” in values. They are also evaluated in the first 2 tests. Each test covers the material that was delivered in the prior weeks (test 1 and 2 covering different weeks). Course learning outcome 4 and 5 are clearly measured in the Reflection Paper. The paper requires the students to explore various questions related to personal values and the impact these values will have on their ability to develop trusting relationships with their clients and remain objective in the counselling process. The paper also requires them to identify concrete steps in how they will cope with certain situations where they have determined they have strong values regarding a particular subject matter that may cause them stress and hardship (for example if they are clearly against abortion and have to counsel a young woman who has decided to have an abortion). Both learning outcomes are also evaluated in test 1 and test 3. EES 6, 7, 9 and 10 are measured in all assignments and tests. Students simply cannot complete the assignments or write the tests without utilizing all of these skills. I guess in actuality they could, however, they would not be successful in the course. I also ensure that when developing the assignments and tests they simply don’t require the students to “memorize” or “regurgitate” the information. They need to utilize information from a variety of resources and use a number of thinking skills in order to anticipate and solve problems. Taking responsibility for one’s own actions, decisions and consequences is also imperative in order to be successful in completing tests and assignments. This is a particular EES that I focus a great deal upon in all of the courses I teach. It also comes “naturally” to me as this is a core value I have raised my children on; having to face and deal with the natural consequences of one’s actions is vital to being successful in every aspect of life. Unfortunately, many students struggle a great deal in this area and as a result don’t feel like they have control over their future or destiny. EES 8 is measured in the Ethical Dilemma paper; the paper requires them to work with at least one other person (for some students up to three other people). The scenarios are written in a manner where there is simply not a “right or wrong” answer and in discussing, evaluating and analyzing the students must explore a number of different areas and ideas. The assignment also prompts them to highlight all of the possible courses of action and analyze the pros and cons of each one. This prevents students from simply “coming up” with a “quick” solution. In order for them to work collaboratively together and solve the dilemma they must be able to be respectful of the diverse opinions and values put forward by others. All of the summative evaluations embed the UDL philosophy. I have always been a firm believer in giving students a number of options (whenever appropriate) when being evaluated and graded. I think this comes from my own personal experiences of doing extremely well in certain evaluations (group/oral presentations, field practicum, lab work, self-reflections) and doing poorly in other areas (tests; especially multiple choice and some written work; depending on the format). In the Ethical Dilemma paper students are given the option of working in pairs or small groups (up to 4 members). They can present their work in either a written format or a presentation and can use whatever means they see fit to deliver the material. There is also some flexibility as to when they can hand in their written work (over a certain number of weeks) as well as choosing a date for their presentations. I make myself available to meet with individuals/groups in order to give them formative feedback on their ongoing work. I not only review the assignment and rubric in detail with them, but I also give them examples (verbally) of “well written papers” or “group presentations” that have earned high grades. In the Reflection Paper the students are given 10 questions whereby they have to choose three to answer. This gives students options and an opportunity to choose the questions they feel more comfortable and confident in answering. They are also given some flexibility in when the assignment is due. Again, I also give them the option of formative feedback on their assignment. With respect to the tests; in order to incorporate a UDL philosophy I have changed the original format if the tests (primarily multiple choice) and now use a variety of questions. Some of the options are multiple choice, true or false, fill in the blank, analysing a case scenario, and short answers. I also give them the option of answering a certain amount of questions; for example “answer 3 of the following 4 short answer questions.” In order to help them “practice” I incorporate sample questions throughout my power point slides as review and also have them develop questions they think would be appropriate to have on the test. I use some of the questions on the test (I don’t tell them which ones but if they study from the questions they will be well prepared). Lastly, I give them ample amount of time to complete the test; in fact no one has ever needed the full amount of time I have provided. In most of the circumstances in which I am delivering a test, time is not a necessary factor and therefore I don’t feel that I need to test “how quickly” they can produce the information. I am aware that certain individuals have test anxiety and taking away the “pressure of time” helps a great deal. It also encourages other students who tend to rush through their test to take their time and ensure they read the questions carefully and actually answer what is being asked of them. Lastly, I also ensure them that if they are unsure of something on the test to not hesitate to ask questions. I tell them I may not be able to answer it but if I can I will. Analyze where there are flaws in the alignment of outcomes to evaluation, and/or integration of UDL principles. Provide details of how you could remedy alignment flaws. I do think that the alignment of outcomes to evaluation are fairly good; however, as I wrote this assignment and had to closely evaluate the alignment there are a few changes I would like to make. Change 1 – I think given the nature of the course and the material and what makes the most sense with respect to the students demonstrating their knowledge in the various areas that removing the tests would be appropriate. I would like to incorporate more assignments that involve case scenarios and practical application of skills. I would also like to give them more of an opportunity to “reflect” as it is extremely important to be able to understand one self in terms of values and beliefs and the impact this will have on remaining objective in the work that is done. Furthermore, self-care is critical in this field and understanding one’s anxiety’s and stress and coping mechanisms is vital. Even though the 5th course learning outcome is evaluated in the reflection paper I don’t feel it does it justice and evaluating this via a test is impractical. In saying this I would like to incorporate a “Portfolio” assignment that would be handed in twice throughout the course (one at mid-term and the other in week 13). The assignment would be a compilation of all the “smaller assignments” they have done throughout the course. I feel that this would meet the Course Learning Outcomes at an optimum level. ................
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