The document discusses instructional objectives and how to write them effectively. It defines instructional objectives as intended learning outcomes that describe what students will be able to do after instruction. There are four key components: an action verb, conditions, standards, and audience. Objectives should be specific, measurable, achievable, relevant and time-bound. They guide lesson planning and assessment. The document provides examples of verbs for different learning domains and criteria for writing clear, effective instructional objectives.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
• CCE refers to a system of school based assessment that covers all aspects of
students growth and development.
• The main aim is to find out how far the curricular goals were achieved. It
emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based learning.
• Behavioral outcomes.
a) Continuous.
Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than an event, built into the total teaching learning process and spread over the entire span of academic session.
b) Comprehensive.
Comprehensive It is a holistic approach, covers both scholastic and co- scholastic areas. It provides sufficient opportunity for the child to grow in all areas.
c) Evaluation.
Evaluation is an assessment of a child in all aspects. The emphasis shifted to the testing holistic learning.
The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
• CCE refers to a system of school based assessment that covers all aspects of
students growth and development.
• The main aim is to find out how far the curricular goals were achieved. It
emphasizes two fold objectives.
• Continuity in evaluation and assessment of broad based learning.
• Behavioral outcomes.
a) Continuous.
Assessment is regular and periodical. Evaluation of students growth and development is continuous process rather than an event, built into the total teaching learning process and spread over the entire span of academic session.
b) Comprehensive.
Comprehensive It is a holistic approach, covers both scholastic and co- scholastic areas. It provides sufficient opportunity for the child to grow in all areas.
c) Evaluation.
Evaluation is an assessment of a child in all aspects. The emphasis shifted to the testing holistic learning.
The file here deals with the techniques of assessment which includes Observation Schedule, Rating Scale, Performance Test, Achievement Test, Attitude Scale, etc. This would help the would be teachers and teacher educators immensely. The author is an Assistant Professor of Siliguri Terai B.Ed. College, Darjeeling.
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Justice verma commission (JVC) Report Recommendations and Actions takenBhaskar Reddy
This slides contain Justice verma commission Recommendations and Actions
taking as three parts
1. Pre-service teacher education
2. In-service teacher education
3. Teacher education Audit
all with recommendations and Actions
Concept of Test, Measurement, Assessment and Evaluation HadeeqaTanveer
TEST Is A Method Of Measuring A Person’s Ability On
Knowledge In A Given Area.
▪ Test Is An Instrument Or Activity And Systematic Procedure For Measuring A Sampling Of Behavior/Attribute Of Interest.
TEST is the form of questioning or measuring tool used to
access the status of one’s skill, attitude and fitness.
TEST is an instrument or a tool used to make a particular
measurement.
1.Measurement Is The Process Of Quantifying The Degree To
Which Someone Or Something Possesses A Given Trait, I.E.
Quality, Characteristics Or Feature (Gay, 1985).
2. Measurement Is The Process Of Obtaining A Numerical
Description Of The Degree To Which An Individual
Possesses A Particular Characteristic. It Answers The
Question, “How Much?” (Linn And Gronlund, 2003).
Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task (Harlen, Gipps, Broadfoot, Nuttal,1992).
2. Assessment is a general term that includes the full range of procedures used to gain information about student learning (observations, ratings of performances or projects, paper-and-penciltests) and the formation of value judgments concerning learning progress (Linn and Gronlund, 2003, p. 31).
Evaluation Is The Process Of Judging The Value Or Worth Of An Individual’s Achievements Or Characteristics.
▪ The Purpose Of Evaluation Is To Make A Judgment About The Quality Or Worth Of Something: (Educational Program, Worker Performance, Student Attainments).
▪ It Is A Process That Include A Series Of Steps Such As Establishing Objectives, Classifying Objectives, Defining Objectives, Selecting Indicators And Comparing Data With Objectives.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Justice verma commission (JVC) Report Recommendations and Actions takenBhaskar Reddy
This slides contain Justice verma commission Recommendations and Actions
taking as three parts
1. Pre-service teacher education
2. In-service teacher education
3. Teacher education Audit
all with recommendations and Actions
Concept of Test, Measurement, Assessment and Evaluation HadeeqaTanveer
TEST Is A Method Of Measuring A Person’s Ability On
Knowledge In A Given Area.
▪ Test Is An Instrument Or Activity And Systematic Procedure For Measuring A Sampling Of Behavior/Attribute Of Interest.
TEST is the form of questioning or measuring tool used to
access the status of one’s skill, attitude and fitness.
TEST is an instrument or a tool used to make a particular
measurement.
1.Measurement Is The Process Of Quantifying The Degree To
Which Someone Or Something Possesses A Given Trait, I.E.
Quality, Characteristics Or Feature (Gay, 1985).
2. Measurement Is The Process Of Obtaining A Numerical
Description Of The Degree To Which An Individual
Possesses A Particular Characteristic. It Answers The
Question, “How Much?” (Linn And Gronlund, 2003).
Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task (Harlen, Gipps, Broadfoot, Nuttal,1992).
2. Assessment is a general term that includes the full range of procedures used to gain information about student learning (observations, ratings of performances or projects, paper-and-penciltests) and the formation of value judgments concerning learning progress (Linn and Gronlund, 2003, p. 31).
Evaluation Is The Process Of Judging The Value Or Worth Of An Individual’s Achievements Or Characteristics.
▪ The Purpose Of Evaluation Is To Make A Judgment About The Quality Or Worth Of Something: (Educational Program, Worker Performance, Student Attainments).
▪ It Is A Process That Include A Series Of Steps Such As Establishing Objectives, Classifying Objectives, Defining Objectives, Selecting Indicators And Comparing Data With Objectives.
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
Identifying learning outcomes and objectives.pptxDrHafizKosar
Identifying learning outcomes and objectives
Identifying learning outcomes and objectives is crucial for educational design and instructional planning. Outcomes provide a holistic perspective, while objectives are specific, measurable, achievable, relevant, and time-bound targets. These align with curriculum, strategies, and assessment methods, ensuring purposeful, measurable, and transformative learning experiences. This empowers educators and learners.
I. Start with the Big Picture
1. Big Picture Perspective
2. Identifying Learning Outcomes
3. Setting Objectives
4. Alignment with Goals
II. Determine the Desired End Results
Identifying learning outcomes and objectives is a crucial step in the instructional design process, as it helps determine the desired end results of a learning experience. Learning outcomes are statements that describe what learners should know, understand, or be able to do after completing a learning activity, while objectives are specific, measurable, and achievable milestones that contribute to achieving those outcomes. Here's how identifying learning outcomes and objectives helps determine the desired end results:
1. Clarifies Purpose
2. Guides Instructional Design
3. Measurable Criteria
4. Aligns Assessment
5. Informs Evaluation
6. Motivates Learners
7. Facilitates Communication
8. Adaptable to Learner Needs
9. Continuous Improvement
II. Use Action Verbs
Identifying learning outcomes and objectives is a critical step in instructional design and education planning. Learning outcomes articulate what students should know or be able to do after completing a course or learning experience, while objectives break down these outcomes into specific, measurable, and achievable tasks. Action verbs play a crucial role in crafting clear and effective learning objectives. Let's explore the relationship between identifying learning outcomes and objectives through the use of action verbs.
1. Clarity and Precision
2. Measurability
3. Behavioral Focus
4. Alignment with Bloom's Taxonomy
5. Instructional Guidance:
TheI ntended Learning Outcomes (ILOs) is a statements describing what students know, understand, and can do with their knowledge, as well as what they feel and believe, as a result of their learning experiences
Can be written for a course, a program, or an entire institution
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
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Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Dimensions of instructional objectives, IO as learning
outcomes
Presented by =Aiman zahid
B.Ed. sec-C weekend
2. What is Instructional Objective?
“An instructional objective is a collection of words and/or pictures and diagrams intended to let
others know what you intend for your students to achieve.”
- Robert F. Mager
An instructional objective describes the intended result of the instruction. It describes what a
learner will be able to do after the instruction.
3. COMPONENTS Instructional objectives
There are four components of an objective:
the action verb: State what the student will be able to do (observable behavior)
2) (conditions ): With the conditions under which they should be able to demonstrate
3) standard :Under the expected degree of proficiency (criterion)
4) the intended audience
4. Criteria for effective instructional objectives
Complete: include each important aspect of the course
Appropriate: for the objectives to the relevant
Sound: relate to students needs and build experience appropriately, permanent outcomes
Feasible: clearly defined and attainable objectives, avoid unrealistic goals
Relevant: stick to topics which includes in course
Open ended: provide direction without limiting the learning experience (student behavior)
Delineate student behaviors: clarify instructional intent
Shared with students: provide framework for assessing their abilities
5. Cont.….
Specific, precise, attainable, measurable & corresponding to each specific teaching – learning
activity.
Formulated by teachers at instructional level.
Written in a way to cater individual learning needs of students.
Are clear & unambiguous description of teacher’s educational expectations of each students in
class.
Examples: 1. Defines Peptic Ulcer 2. Lists down
6. How to formulate Instructional Objectives:
Begin with the end in mind.
Share lesson objective with students.
Lesson objectives must be in the two or three domains
Cognitive / Thinking Domain
b. Affective / Felling Domain
c. Psychomotor / Kinesthetic Domain
7. Cognitive / Thinking Domain
mental skills (knowledge) Head
The cognitive domain involves knowledge and the development of intellectual skills (Bloom,
1956).
Old version New version
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
9. Affective / Felling Domain
Affective: growth in feelings or emotional areas (attitude or self) Heart
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with
things emotionally, such as feelings, values, appreciation, enthusiasm, motivation and attitude
Characerization by value set
Organization
Valuing
Responding
receiving
11. Psychomotor / Kinesthetic Domain
Psychomotor: manual or physical skills (skills) Hands
The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of
the motor skill areas. Psychomotor skills rage from manual tasks.
Perception (awareness through sensory cues) Set
Guided Response
Mechanism (basic proficiency)
Complex Overt response (Expert)
Adaptation
Organization
13. Cont.…
Work on significant and relevant lesson objectives.
Lesson objective must be aligned with the aims of education as embodied in the Philippine
Constitution and other laws an on the vision-mission statements of the educational institution of
which you are a part.
Aim at the development of critical and creative thinking.
For accountability of learning, lesson objectives must be SMART.
14. SMART
An instructional objective should be
S= specific
M=measurable
A=achievable
R=relevant
T=time based
15. purpose of instructional objectives
To provide direction for the instructional process by clearly stating the intended learning
outcomes.
ii. To convey instructional intent to pupils, parents and educational organizations.
iii. To provide a basis for evaluating pupil learning by describing the performance to be
measured.
instructional objective makes the methods and materials of teaching more effective. It also helps
to know what the pupils should learn and how the learning is to be expressed
16. Methods of Stating Instructional Objectives:
An instructional process becomes successful when a well organized list of instructional objectives
is prepared. It satisfies two goals:
(а) To obtain a complete list of instructional objectives.
(b) To state the learning objectives clearly so that it will indicate the expected learning outcomes.
17. Instructional objectives in the teaching
learning process
can be divided into two types:
(а) General Instructional Objectives: It is a goal or intended learning outcome stated in general
enough terms. It includes a set of specific objectives in it.
(b) Specific Learning Objectives: A goal or aim serving as a guide for a teaching unit, directed
toward the eventual achievement of a general objective. It is stated in terms of specific and
observable pupil performance. It describes the specific behavior, a learner will exhibit after
learning a particular unit.
Example: General Objective: Interprets graphs and charts.
Specific Learning Objective: Understands the slope of the graphs.
18. Criteria for Stating the General Instructional
Objective:
1. Each General Objective should be stated as an intended learning outcome:
It means the objectives must be stated in terms students expected terminal behavior.
For example:
a. Defines the term.
b. Understands the relationships.
c. Applies the formula to solve problems.
d. Interprets charts and graphs
19. 2. Statement of each general objective
should begin with a verb:
The objective should be stated in terms of students’ behavior i.e. the expected terminal behavior
of the student.
For example:
a. Knows the events.
b. Understands the Principles.
c. Applies the principles and rules.
20. 3. Only one learning outcome should be
included in each general objective:
Each general objective should include one type of students’ performance.
For example: It should not be stated like: Understands and applies the formula to solve
mathematical problems.
It should be stated like:
a. Understands the formula.
b. Applies the formula to solve mathematical problems.
21. 4. Each general objective should be stated at
the proper level of generality:
A general instructional objective must be stated in general terms. This provides the teacher more
freedom in selecting the method and material for instruction.
For example the objectives must be stated as:
a. Knows specific facts.
b. Understands the principles and relationships.
c. Interprets maps and charts.
d. Applies theories to solve practical problems.
22. 5. Statement of general objectives should be
free of course content:
The statements of general objectives should not be taken from the course content. So that it can
be used for several units.
Example:
Better: a. Applies the principles and rules to solve mathematical problems.
Poor: a. Applies the principles and rules of simple interest to solve mathematical problems.
23. 6. Overlapping of the objectives should be
avoided:
In order to avoid the overlapping of the instructional objectives proper planning is necessary.
Preparation of a ‘Table of Specification’ helps the teacher to avoid overlapping of the instructional
objectives
24. Guidelines for Instructional Objectives (IO)
1.Instructional objectives guide the use of instructional activities
2.Instructional objectives guide the selection of instructional resources
3.Instructional objectives are aimed at general learning outcomes. They are not specific to a
given set of resources.
4.Instructional objectives focus on learning outcomes for students, NOT actions by the teacher
25. Summary
Start the process of determining instructional objectives by reviewing the subject area standards
for the grade level you are teaching.
Identify the standard your lesson is focused upon. If the standard involves learning a complex
concept, generalization, or skill, complete a task analysis.
Identify the steps in the task the lesson will address. The statement of an objective should reflect
an appropriate level in the cognitive, affective, or psychomotor domain.
26. Conclusion
Instructional objectives guide the remaining steps in planning a lesson. No lesson can be effective
without effective instructional objectives – A lesson without effective objectives is like a trip
without a destination,
You don’t know where you are going
You have no means to determine how to get there
27. The “DON’TS” in writing Instructional
Objectives:
State the performances from the teacher’s or instructors point of view rather than students
Listing the instruction itself as a condition
Mistake the class as a whole for the individual performer.
Make the criteria to vague
Doesn’t state what the learner must do to demonstrate mastery.
List criteria that will not get assessed.
