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Identfying test objecctives (Assessment and Evaluation)
The document outlines the importance of instructional objectives and learning outcomes in education, emphasizing that these should be specific, measurable, and observable. It distinguishes between learning outcomes, which describe what a learner should achieve, and learning activities that facilitate those outcomes. Additionally, it provides a step-by-step approach to ensure the objectives are clear and directly measurable for effective assessment.
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Identfying test objecctives (Assessment and Evaluation)
- 1. Ero dela Vega III-21BSE Biology
- 2. Instructional objective: - aconcise statement of the skill that you student will be expected to perform after a unit of instruction.
- 3. 1. Observable learningoutcome 2. Any special conditions under which the behavior must be displayed, and 3. The performance level considered to be indicative of mastery.
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- 5. Learning outcomes: - Learningoutcomes are statements of a learning achievement and are expressed in terms of what the learner is expected to known understand and be able to do on completion of the award or module.
- 6. By the endof the semester the child will identify pictures of words that sound alike. “Learning Outcomes”
- 7. The child willdemonstrate an appreciation of poetry. “Learning outcomes”
- 8. The student willsubtract one digit numbers with 80% accuracy. “Learning Outcomes”
- 9. Learning Activities: - Activitiesthat enable the student(s), through observation or participation, to achieve the learning objectives. - Means that lead to a learning outcome
- 10. The student willpractice the multiplication tables. “Learning activities”
- 11. The student willdance “Love on Top.” “Learning Activities”
- 12. Learning outcomes shoulddescribe “the results of the learning rather than the learning process itself”. Action verbs in learning outcomes should convey precisely the core of the outcome.
- 13. All learning outcomestatements should: - be as simple as possible - be of maximum relevance and utility - communicate clearly what a learner is expected to achieve - relate to previous “level” of learning outcome statements.
- 15. “The student willshow a knowledge of punctuation.” “Immeasurable, and unobservable learning outcome”
- 16. Instructional objectives are specific,measurable statements of the outcomes of instructions that indicate whether instructional intents have been achieved.
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- 18. Circle the initialsound of words. - Observable Be familiar with the law. - Unobservable Add two digit numbers on paper. - Observable
- 19. Appreciate art decoration. -Unobservable Really understand set theory - Unobservable Recite the names of the character in Tom Sauyer. - Observable
- 21. An instructional objectivedescribes any special conditions in which the learning will take place. Conditions must be stated explicitly in the objective if the observable learning outcome take place at a particular time, place with particular materials.
- 22. Given a calculator,multiply two-digit number correct to the nearest whole number . Given a typed list, correct any typographical errors. Given a list of six scrambled words, arrange the words to form a sentence.
- 24. An instructional objectiveindicates how well the behavior is to be performed. The criterion level of acceptable performance specifies how many of these items the student must get correct for him or her to have passed the objective.
- 25. Given 20 two-digitnumber, the student will compute all answers correctly. Given 20 two digit addition problems, the student will compute 90% correctly.
- 26. Remember, criterion levelsneed not always be specified in terms of percentages items answered correctly: a. number of items correct b. number of consecutive items correct c. essential features included d. completion within a prescribed time limit
- 28. YES NO 1.Are theobjectives composed of only learning outcomes, and not learning activities? a.If yes, go to Step 2 b.If no, eliminate the learning activities or replace them with the learning outcomes.
- 29. Y E S N O 2. Are thelearning outcomes stated in overt observable terms? a.If yes, go to step 3 b.If no, replace the unobservable outcomes with indicates of the outcomes. Remember, because this almost always results in more specific objectives, you may have to write several overt objectives to adequately “sample” the covert learning outcome.
- 30. Y E S N O 3. Now thatyou have all overt learning outcomes listed, are they the simplest and most direct ways to measure the learning outcomes? a.If yes, you now have a useful list of instructional objectives that will serve as a basis for a content-valid test. b.If no, rewrite the indirect or complicated means of measurement so that they are as simple and direct as possible. Once you have done so you have the basis for a content-valid test.
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