Revisiting Transparency in Learning and Teaching - Revision history

Jtodd1: /* TILT in the Professional, Graduate, and Clinical Setting */

2026-09-04T21:09:43Z

TILT in the Professional, Graduate, and Clinical Setting

← Older revision		Revision as of 14:09, 4 September 2026
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	== TILT in the Professional, Graduate, and Clinical Setting ==		== TILT in the Professional, Graduate, and Clinical Setting ==
	At the graduate and professional level, TILT is promising but not yet backed by significant evidence. Little research that examines TILT within a graduate or professional-school setting is available.		At the graduate and professional level, TILT is promising but not yet backed by significant evidence. Little research that examines TILT within a graduate or professional-school setting is available. The closest evidence at the professional-school level is only TILT-adjacent: a retrospective audit of a medical-degree curriculum that made capability standards, assessment alignment, performance expectations, and student data explicit found that all students met program expectations. The study bundled transparency with programmatic assessment and a portfolio, and had no comparison group.

	The closest evidence at the professional-school level is only TILT-adjacent: a retrospective audit of a medical-degree curriculum that made capability standards, assessment alignment, performance expectations, and student data explicit found that all students met program expectations. The study bundled transparency with programmatic assessment and a portfolio, and had no comparison group.		TILT remains a low-burden design practice worth adopting at any level, but its effectiveness at the graduate and professional level needs to be evaluated locally rather than assumed from undergraduate data. The lingering question isn't whether TILT clarifies expectations, but whether that clarity translates into demonstrable professional competence. This tension is sharpest in clinical courses. A well-designed clinical TILT implementation would make the hidden rules of clinical performance visible before a student is judged against them. Direct TILT-specific evaluations in clinical education remain thin, but a 2025 nursing framework combined TILT with competency-based education and universal design, revising assignments and assessments with learner input and support from instructional-design and disability professionals.

	TILT remains a low-burden design practice worth adopting at any level, but its effectiveness at the graduate and professional level needs to be evaluated locally rather than assumed from undergraduate data. The lingering question isn't whether TILT clarifies expectations, but whether that clarity translates into demonstrable professional competence.

	This tension is sharpest in clinical courses. A well-designed clinical TILT implementation would make the hidden rules of clinical performance visible before a student is judged against them. Direct TILT-specific evaluations in clinical education remain thin, but a 2025 nursing framework combined TILT with competency-based education and universal design, revising assignments and assessments with learner input and support from instructional-design and disability professionals.

	== References ==		== References ==

Jtodd1 at 21:03, 4 September 2026

2026-09-04T21:03:46Z

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 == Resources ==
 * [https://gamma.app/docs/Revisiting-Transparency-in-Learning-and-Teaching-fallf5klexw23lj Revisiting Transparency in Learning and Teaching Slidedeck (on Gamma.app)]
 == References ==
+* Winkelmes, M.-A. (2008). Building assignments that teach. Essays on Teaching Excellence, 19(5).
 == Further Reading ==
-* ]
+* Jackson, P. W. (1968). Life in classrooms. Holt, Rinehart and Winston.
+* Margolis, E. (Ed.). (2001). The hidden curriculum in higher education. Routledge.
 [[Category: CAT+FD]]

Jtodd1: Created page

2026-09-04T19:35:23Z

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''A workshop titled "CAT Talk: Revisiting Transparency in Learning and Teaching" originally presented for [http://cat.xula.edu/ CAT+FD] on 01 September 2026 by Dr. Jason Todd''

== Abstract ==
When an assignment's instructions leave the reasoning behind them unstated, students without insider knowledge of academic norms — often first-generation, low-income, and underrepresented students — are left to guess at expectations, which widens achievement gaps rather than testing genuine skill. The Transparency in Learning and Teaching (TILT) framework closes that gap by making an assignment's purpose, task, and evaluation criteria explicit, a low-cost change linked to measurable gains in academic confidence, sense of belonging, and retention.
* Purpose clarifies what skills or knowledge an assignment builds and how it connects to the course, future coursework, or life beyond it.
* Task breaks the assignment into ordered steps, naming common mistakes along the way rather than leaving students to discover them.
* Criteria defines what quality work looks like, anchored to annotated examples rather than adjectives alone.
* Generative AI drafting applies the same three components as an input checklist, letting instructors produce a thorough first draft of an assignment sheet from a short set of course-specific details.

{{#widget:YouTube|id=u0jdDWWfW2A}}
== Resources ==
* [https://gamma.app/docs/Revisiting-Transparency-in-Learning-and-Teaching-fallf5klexw23lj Revisiting Transparency in Learning and Teaching Slidedeck (on Gamma.app)]

== References ==
*
== Further Reading ==
* ]

[[Category: CAT+FD]]
[[Category: CAT+FD 2025-2026]]
[[Category: Instructional Design]]
[[Category: Assignments]]
[[Category: CAT Talks]]