Benchmarking the Degree of Implementation of Learner-Centered Approaches

Abstract

We describe an objective way to measure whether curricula, educational programs, and institutions are learner-centered. This technique for benchmarking learner-centeredness uses rubrics to measure courses on 29 components within Weimer’s five dimensions. We converted the scores on the rubrics to four-point indices and constructed histograms that indicate how learner-centered courses are and which specific learner-centered components are used. We applied this benchmarking technique to a curriculum sample to illustrate how the data can be used and interpreted. These analyses form a snapshot of teaching that can be used in accreditation self-studies and for faculty development.

Appendix. The Components of Learner-Centered Teaching Organized within Weimer’s Five Dimensions

• A. The function of content

  • 1. Varied uses of content: In addition to building a knowledge base, instructor uses content to help students evaluate why they need to learn content, acquire discipline-specific learning methodologies, practice using inquiry or ways of thinking in the discipline, and learn to solve real world problems

  • 2. Level to which students are required to engage with the content

  • 3. Use of organizing schemes to facilitate learning

  • 4. Use of content to facilitate future learning

• B. The role of the instructor

  • 1. Creation of an environment for learning through organization and use of material that accommodates different learning styles

  • 2. Alignment of the course components -- objectives, teaching or learning methods, and assessment methods -- for consistency

  • 3. Use of teaching or learning methods appropriate for student learning goals

  • 4. Use of activities involving student, instructor, content interactions

  • 5. Articulation of SMART objectives: (Objectives are Specific, Measurable, Attainable, Relevant, Time oriented)

  • 6. Use of strategies that motivate students to learn

• C. The responsibility for learning

  • 1. Responsibility for learning - a philosophical overview based on policies and practices

  • 2. Use of learning to learn skills for the present and the future including, for example time management, goal setting, and how to do independent reading and research

  • 3. Use of self-directed, lifelong learning skills including determining a personal need to know more, knowing whom to ask or where to seek information, determining when need is met, and developing an awareness of student’s learning abilities

  • 4. Use of students’ self-assessment of their learning

  • 5. Use of students’ self-assessment of their strengths and weaknesses

  • 6. Use of information literacy skills (ACRL 2004)

• D. The Processes and Purposes of Assessment

  • 1. Use of assessment within the learning process

  • 2. Use of formative assessment (giving feedback to foster improvement)

  • 3. Use of peer and self assessment

  • 4. Demonstration of mastery and ability to learn from mistakes

  • 5. Students justify the accuracy of their answers

  • 6. Instructor provides a timeframe for feedback

  • 7. Use of authentic assessment (what practitioners/professionals do)

• E. The Balance of Power (control issues)

  • 1. Determination of course content by allowing students some choice

  • 2. Use of expression of alternative perspectives by students

  • 3. Determination of how students earn grades

  • 4. Use of open-ended assignments

  • 5. Flexibility of course policies, assessment methods, learning methods, and deadlines

  • 6. Provide opportunities to learn and not just attend class

Blumberg (2009) Reprinted with permission of John Wiley & Sons, Inc.