This document discusses instructional goals, objectives, and assessment. It explains that goals are broad statements of intention for learning outcomes, while objectives specify how and to what degree instruction will impact learners. Objectives should include the action learners will take, conditions, and criteria for acceptable performance. Objectives can be enabling objectives, which describe supporting behaviors, or terminal objectives, which explain the overall learning outcome. The document also introduces Bloom's Revised Taxonomy for writing learning objectives at different levels, from remembering to creating.

1. Instructional goals and objectives
Instructional design:
What do you want your learners to learn? (objectives)
How will you know your learner has learned it? (assessment)
What are the best methods for accomplishing it? (design)
Goals are a broad statements of intention
Hope for outcome of instruction
Objectives: what is involved in meeting in goal
Instructional objectives are specific about how and what to degree the instruction will impact the
learner
Mager’s Performance Objectives
- Action: identifying the action the learner will take when he or she has achieved the objective
- Condition: describe the relevant conditions under which the learner will act
- Criterion: specify how well the learner must perform the action
ABCD’s of objectives
- Audience: identify and describe the learners
- Behavior: describe what is expected after the learners instruction
- Conditions: describe the setting and circumstances in which the learner’s performance will occur
- Degree: explain the standard for acceptable performance
Enabling objectives and terminal objectives
- Terminal objective explains the overall learning outcome
- Enabling are supporting descriptions for observable behaviors or actions that indiciate the
terminal acceptable have been achieved
Writing Objectives: Bloom’s Revised Taxonomy use them to make learning objectives
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
1. Create: Put together elements to form a new, coherent whole. Generate, Plan, Produce
2. Evaluate: make judgments based off of standards and criteria. Check, Critique
3. Analyze: break materials in its part and determine how the parts relate to one another and
overall to structure and plot. Differentiate, Organize, Attribute
4. Apply: carry out or using a procedure in a given procedure. Execute, Implement
5. Understand: construct material from instructional materials including oral, written and graphic
communication. Interpret, Exemplify, classify, remember
6. Recognize: remember and recall