The ABCD model outlines a framework for writing effective learning objectives that are observable and measurable. Objectives should include four components: Audience, Behavior, Condition, and Degree. Throughout the instructional design process, the content delivered must be continually compared to the objectives through a process called performance agreement to ensure the objectives can be achieved. Well-written objectives focus learning on observable behaviors, are specific and unambiguous, and clearly define acceptable student performance.
Program planning and development presentation slides for online training webinar on writing better program objectives developed for Cooperative Extension Service professionals in Louisiana.
In this class we take a look at the process of designing goals and objectives for language courses. We also explore some of the alternatives to objectives such as competencies and standards
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
Program planning and development presentation slides for online training webinar on writing better program objectives developed for Cooperative Extension Service professionals in Louisiana.
In this class we take a look at the process of designing goals and objectives for language courses. We also explore some of the alternatives to objectives such as competencies and standards
Models of curriculum evaluation and application in educationalKoledafe Olawale
Curriculum can be defined as the planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence (Tanner & Tanner, 1975)
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
Chapter 1. Curriculum Design and Instructions HennaAnsari
1. Introduction to curriculum and instruction
1.1. The definition of curriculum
1.2. Various forms of curriculum
1.3. Elements of curriculum: Objectives, content selection, curriculum implementation, evaluation of curriculum.
1.4. Needs assessment for curriculum
1.5. How curriculum defers from:
1.5.1. Syllabus
1.5.2. Course of study
1.5.3. Educational program
1.5.4. Teaching
1.5.5. Instruction
1.5.6. Level of curriculum
1.6. Foundations of curriculum
1.7 Concept and process of instruction
1.8 Relationship between curriculum and instruction
Developed by the Florida State University, the ADDIE Model is a systematic approach used by instructional designers and content developers to create instructional course materials.
Comprising five simple phases - Analyze, Design, Develop, Implement and Evaluate, the model has been adopted as the standard method by many instructional designers because of its flexibility.
The ADDIE model represents a lean, dynamic, flexible guideline for building effective training and performance support tools. The model helps to save time and money by catching problems while they are still easy to fix.
CONTENTS
1. What is Instructional Design
2. Overview of the ADDIE Model
3. The Five Phases of ADDIE for Instructional Design
(a) Analyze
(b) Design
(c) Develop
(d) Implement
(e) Evaluate
You may also be interested in the following related documents:
1. Training Needs Analysis
2. Kirkpatrick Model for Evaluating Training Programs
Overview of Assessment
It is an integral part of instruction, as it determines whether or not the goals of education are being met.
3 criteria of assessment
Validity
Reliability
Practicality
(Farhady,2012)
Assessment
Assessment information is needed by administrators, teachers, staff developers, students, and parents to assist in determining appropriate program placements and instructional activities as well as in monitoring student progress. (O’Malley,1994)
Assessment Purposes of ELL Students
Screening and identification
Placement
Reclassification or exit
Monitoring Student Progress
Program Evaluation
Accountability
(O’Malley,1994)
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
Chapter 1. Curriculum Design and Instructions HennaAnsari
1. Introduction to curriculum and instruction
1.1. The definition of curriculum
1.2. Various forms of curriculum
1.3. Elements of curriculum: Objectives, content selection, curriculum implementation, evaluation of curriculum.
1.4. Needs assessment for curriculum
1.5. How curriculum defers from:
1.5.1. Syllabus
1.5.2. Course of study
1.5.3. Educational program
1.5.4. Teaching
1.5.5. Instruction
1.5.6. Level of curriculum
1.6. Foundations of curriculum
1.7 Concept and process of instruction
1.8 Relationship between curriculum and instruction
Developed by the Florida State University, the ADDIE Model is a systematic approach used by instructional designers and content developers to create instructional course materials.
Comprising five simple phases - Analyze, Design, Develop, Implement and Evaluate, the model has been adopted as the standard method by many instructional designers because of its flexibility.
The ADDIE model represents a lean, dynamic, flexible guideline for building effective training and performance support tools. The model helps to save time and money by catching problems while they are still easy to fix.
CONTENTS
1. What is Instructional Design
2. Overview of the ADDIE Model
3. The Five Phases of ADDIE for Instructional Design
(a) Analyze
(b) Design
(c) Develop
(d) Implement
(e) Evaluate
You may also be interested in the following related documents:
1. Training Needs Analysis
2. Kirkpatrick Model for Evaluating Training Programs
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ABCD model
1. The ABCD model for writing objectives
Introduction
• Objectives will include 4 distinct components: Audience, Behavior,
Condition and Degree.
• Objectives must be both observable and measurable to be effective.
• Use of words like understand and learn in writing objectives are generally
not acceptable as they are difficult to measure.
• Written objectives are a vital part of instructional design because they
provide the roadmap for designing and delivering curriculum.
• Throughout the design and development of curriculum, a comparison of
the content to be delivered should be made to the objectives identified for
the program. This process, called performance agreement, ensures that
the final product meets the overall goal of instruction identified in the first
level objectives.
Characteristics of objectives
• Observable and measurable
• Unambiguous
• Results oriented / clearly written / specific
• Measurable by both quantitative and qualitative criteria
• Communicate a successful learning in behavioral terms
• Written in terms of performance
• May be presented in 2 levels: 1st
level and 2nd
level
o 1st
level: identify the overall goal of the instruction for the program
or instructional event
Sometimes called terminal objectives
o 2nd
level: identify the goals required to meet the 1st
level objectives
Sometimes called enabling objectives
Samples
• Given a standard sentence, the English 101 student should be able to
identify the noun and verb without error.
• Given an assortment of EMS equipment to pick from, the paramedic
should be able to identify all of the equipment necessary to perform rapid
sequence intubation without error.
• The EMT-B participant in this pediatric workshop should be able to identify
at least 4 warning signs of possible child abuse from a family member’s
interview that contains 5 warning signs.
2. 4 Parts of an ABCD Objective
• Audience
• Behavior
• Condition
• Degree
o The objective does not have to be written in this order (ABCD), but
it should contain all of these elements
Audience
• Describe the intended learner or end user of the instruction
• Often the audience is identified only in the 1st level of objective because
of redundancy
• Example: The paramedic refresher participant…
• Example: The EMT-B student…
• Example: The prehospital care provider attending this seminar…
Behavior
• Describes learner capability
• Must be observable and measurable (you will define the measurement
elsewhere in the goal)
• If it is a skill, it should be a real world skill
• The “behavior” can include demonstration of knowledge or skills in any of
the domains of learning: cognitive, psychomotor, affective, or interpersonal
• Example: … should be able to write a report…
• Example: …should be able to describe the steps…
o Cognitive domain
Emphasizes remembering or reproducing something which
has presumably been learned
Deal with what a learner should know, understand,
comprehend, solve, spell, critique, etc.
o Psychomotor domain
Emphasizes some muscular motor skill, some manipulation
of material and objects, or some act that requires a
neuromuscular coordination
Concerned with how a learner moves or controls his/her
body
o Affective domain
Composed of two different types of behaviors: reflexive
(attitudes) and voluntary reactions and actions (values)
Stages: perception, decision, action and evaluation
o Interpersonal domain
Emphasizes learner skills (not attitude or knowledge)
associated with interpersonal exchanges
3. How a learner interacts with others in a variety of situations
Condition
• Equipment or tools that may (or may not) be utilized in completion of the
behavior
• Environmental conditions may also be included
• Example: …given an oxygen wrench, regulator and D tank with oxygen…
• Example: …given the complete works of William Shakespeare…
• Example: …given the following environment: 10PM, snowing, temperature
0 degrees C…
Degree
• States the standard for acceptable performance (time, accuracy,
proportion, quality, etc)
• Example: … without error.
• Example: … 9 out of 10 times.
• Example: …within 60 seconds.
Review of ABCD Objectives
• Who is to exhibit the performance?
• What observable performance is the learner to exhibit?
• What conditions are provided for the learner at the time of evaluation?
• What constitutes a minimum acceptable response?
Performance Agreement
• Reiterative process where content is compared to objectives to determine
if the content being delivered actually enables the student to meet the
objectives
o Be “reiterative” we mean that throughout the development of the
course you should be reviewing to see if performance agreement is
present. It is much easier to make minor adjustments as you go
along than it is to make major changes in the end.
• If you cannot clearly see that the content being delivered meets the
objectives then you must decide the following:
o Rewrite the objectives to meet the content
o Modify, enhance or remove the content to meet the objective as
stated