This document discusses goals, objectives, and standards for assessing learners. It defines goals as broad statements of intention and objectives as more specific standards that learners must meet. Objectives should include the audience, behavior, conditions, and degree of mastery. There are different types of objectives like Mager's performance objectives specifying the action, condition, and criteria, and enabling versus terminal objectives with enabling objectives supporting a broader terminal objective. Quality objectives use verbs from Bloom's taxonomy ranging from lower level like describe to higher level like create.

1. Goals and
Objectives:
What do you want your
learners to do?
Amanda Vilardo

2. Goals and Objectives:
 How will you assess your learners?
 What are the methods you will use?

3. Goals
 Statements of intention
 More broad in meaning

4. Instructional objectives
 How will the lesson impact the learner?
 Are more specific than broad ranging
goals
 Standards which the learner must meet
during the course of instruction

5. ODE Standards in Chemistry
“Science Inquiry and Application during the years of grades 9
through 12, all students must use the following scientific processes
with appropriate laboratory safety techniques to construct their
knowledge and understanding in all science content areas:
• Identify questions and concepts that guide scientific
investigations;
• Design and conduct scientific investigations;
• Use technology and mathematics to improve investigations and
communications;
• Formulate and revise explanations and models using logic and
evidence (critical thinking);
• Recognize and analyze explanations and models; and
• Communicate and support a scientific argument”

6. Types of learning objectives:
#1
Mager: Performance objectives (3)
 Action- what action will the learner take
after mastering the objective set forth?
 Condition- describes how the learner will
act after mastering the objective.
 Criteria- How well must the action be
done by the learner?

7. Types of learning objectives:
#2
“ABCD’s” of
Objectives
 Audience
 Behavior
 Conditions
 Degree
 Example: Student’s IEP
“Student (audience) will
manage homework
(behavior) into smaller
portions during second
semester (conditions)
and only turn in 20%
(degree) of assignments
late”

8. Types of learning objectives:
#3
Enabling Objectives and Terminal
Objectives
 Terminal- explains the outcome of the
learner. A more broad description of
what the learner is supposed to do and
understand.
 Enabling – supporting descriptions of
behavior that indicate the terminal
objective has been learned.

9. How to write quality learning
objectives: Bloom’s
 Use these higher level thinking verbs
based on Bloom’s hierarchy to produce
highest quality learning and thinking.
 Highest Level verbs include: Create,
invent, compose, and predict
 Mid Level verbs include: solve, show, use,
illustrate, and construct
 Low Level Verbs include: tell, list, describe,
and relate