2.  Their techniques are based
on the Dick and Carey
Instructional Design model (see
image).
 According to this model,
instructors should identify
instructional goals, write
objectives, and develop
assessment strategies prior to
developing any instructional
strategy or selecting materials to
use in the class.
 This way instructors know
exactly what the students must
be able to do after instruction
and how their new skills will be
evaluated before instructors
think about how to teach the
lesson.
Lynee Richel and Heather Dalal presented
about how to write performance objectives and create
assessment strategies

3. Common ambiguous words like “know” and “understand” are not as helpful
when writing objectives as performance words like “identify,” “list,” or “apply.”
These action verbs show the skills students need to learn from a lesson, which
are more easily observable than assessing if a student “understands” something.
An example of an ambiguous objective is “Use various search systems to
retrieve information in a variety of formats,” while a better, more specific
objective (proudly written by the Berkeley College group) would be “Identify
three subject specific databases and retrieve an article from each.”
Assessment tools should come directly from your objectives. Students should
be asked to perform what was described in the objective. This could be assessed
with checklists to see if students retrieve books or articles, short essays, rubrics,
quizzes, etc.
Richel and Dalal stressed the importance of
wording objectives

4. “Lesson 6- Writing Objectives.”Instructional Technology Master of Arts Program,
Virginia Tech.
2003.Web.http://www.itma.vt.edu/modules/spring03/instrdes/lesson6.htm. 14
May 2012.
“Lesson 7- Writing Objectives.”Instructional Technology Master of Arts
Program,Virginia Tech. 2003.
Web.http://www.itma.vt.edu/modules/spring03/instrdes/lesson7.htm. 14 May
2012.
The presenters provided us with the following
links to information about writing objectives: