Design_dilemma


 * __ Objectives – Alignment __**
 * __ To Syllabus and Assessment __**
 * __Tekleab Hailu__ **

Jamie is a new Teaching Assistant (TA) for the beginning Spanish course. At the weekly TA meeting, the Language Department coordinator says:
 * Scenario: **

Jamie reads the syllabus aloud on the first day and carefully explains that objective 4 on the syllabus is new. She takes extra time to explain how many points are assigned to this particular objective, focusing their attention to a highlighted area in the syllabus that point out the activities that can help them prepare a composition with an objective aligned to the syllabus and assessment. She gives them clear directives, what is expected of them and the due dates.
 * "We now have a new assignment for all of your students. We want them to be able to write a short composition in Spanish. Make sure your students are able to write a paragraph, in Spanish, by the end of the semester. If you don't understand it now take a look at the syllabus later." **
 * ** Option 1 ** || ** Option 2 ** || ** Option 3 ** ||

Students know exactly what is expected of them and what they are supposed to do in relation to the syllabus, the objective and the assessment. Everybody feels confident that he/she can do the assignment and achieve the objective. || Jamie reads aloud the syllabus on the first day. When she gets to objective 4, she takes time to explain the importance of writing composition clearly. She explains that literacy depends not only on the ability to speak clearly, but to write clearly as well. To reinforce this she shows images that show clarity but not alignment. The images don’t address alignment between the syllabus, assessment and the objective.
 * Consequence: **

Students know that clarity is good in writing a composition and that literacy is also achieved through speaking as well. They did not understand the objective f the lesson in relation to the syllabus and assessment, thus misunderstanding arises among the students.
 * Consequence: **

|| Jamie reads aloud some section of the syllabus on the first day of the class. She believes that students should make their own meaning, according to the constructivist belief of learning. She also believes that students are mostly grade oriented, so she focuses on showing them how she sets up the grade book and how she will grade them. She does not show them the relationship between the objectives, the syllabus and the assessment. Thus, they don’t see any alignment between the whole components. Consequence: ** There is no guidance as to what students are supposed to do and little clarification and alignment between the syllabus, the objectives and the assessment. Thus, students get frustrated and unhappy and show a clear disappointment to a point of leaving the class. ||