From Curiosity to Collaboration: Using Artificial Intelligence to Improve Office Efficiency in a Nonprofit
Cristina Parente, Director, Adult Education & English Language Learning at Wisconsin Technical College System
Teachers are often asked to break down course competencies, but the process can feel overwhelming or become a checklist exercise. This session offers a simple, practical approach that keeps the big picture in focus. Participants will begin with the competency to identify the “big learning”—what students should actually be able to do—and then use criteria to define what success looks like. Rather than treating them separately, the session shows how competencies set the goal while criteria provide the evidence.
Using a clear process, participants will practice identifying types of learning (knowledge, reasoning, skill, or product), breaking criteria into meaningful learning targets, and designing a single strong assessment that captures multiple outcomes.
Participants will learn to:
• Distinguish between competencies and criteria
• Identify the main type of learning
• Break criteria into clear learning targets
• Match targets to appropriate assessments
Participants will leave able to:
• Define goals starting from competencies
• Use criteria to clarify quality work
• Avoid disconnected, overly small tasks
• Design one strong assessment measuring multiple criteria
• Apply a simple planning process immediately
