Objectives
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Objectives describe specific, measurable learning units and provide the basis for organizing teaching activities and measuring performance. Well-written objectives facilitate planning, provide accountability, and are prescriptive by describing learning outcomes that are consistent with curriculum aims, precise, and feasible. References on writing effective objectives recommend they describe a single, measurable learning outcome using active verbs and avoid focusing on teacher actions or broad, non-specific language.
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This document discusses writing effective performance objectives for instructional design. It defines what a performance objective is and explains that it identifies the skills to be learned and criteria for mastery of a lesson. It breaks down the three main parts of a performance objective: behavior/content, conditions, and criteria. An example performance objective is provided. Guidelines are given for writing objectives, such as using observable tasks and defining accuracy levels. Students are assigned to write their own objectives and provide feedback on peers' objectives.
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The document discusses learning objectives for training programs. It defines a learning objective, outlines the key components of objectives, and describes Bloom's Taxonomy - a framework for classifying objectives according to cognitive complexity. The document also explains why objectives are important for guiding training development and evaluation, and provides a 3-step process for writing objectives: including a stem, verb, and expected outcome.
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The document discusses the Dick and Carey model for writing performance objectives for instructional design. It defines performance objectives and instructional goals, explaining that objectives break goals down into precise, observable tasks with conditions, behaviors, and criteria. The document provides guidance for writing effective objectives that clearly describe what skills will be demonstrated, the conditions and criteria for evaluation.
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This document discusses the difference between goals and objectives for instructional design. Goals are broad statements of intended outcomes, while objectives specify how instruction will influence learners by describing what learners will be able to do under certain conditions after completing the instruction. The document outlines several models for writing effective objectives, including Mager's Performance Objectives and the ABCD method, and emphasizes using Bloom's Revised Taxonomy to specify the cognitive level required by the objective.
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This document discusses considerations for developing effective performance-based assessments. It addresses identifying learning targets to assess, constructing clear task descriptions, and suggestions for developing high-quality tasks and rubrics. Specifically:
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- When constructing tasks, the document recommends focusing on complex cognitive skills, selecting content-aligned tasks, minimizing irrelevant skills, providing scaffolding, and clearly communicating expectations and evaluation criteria.
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- Performance tasks should be identified to communicate the specific skills and criteria students will be assessed on. Task descriptions need to specify content, activities, individual/group work, resources, roles, and scoring.
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The document discusses training objectives, including:
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3) Guidelines for specifying objectives so they clearly describe the intended learner behaviors, conditions, and criteria for demonstrating success.
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The document summarizes a workshop on effectively communicating and using curricular standards. The purpose is to increase teachers' understanding of standards to make them more meaningful. Objectives are to communicate standards effectively and identify their purpose. Teachers should make standards clear to all stakeholders and reference them daily. Standards guide instruction, allow continuity, and hold teachers accountable. Research shows aligning instruction with standards and assessments improves student performance. The workshop evaluates teachers' understanding before and after through a questionnaire, classroom observations, and administrator reviews.
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This document discusses learning objectives and how to write effective ones. It begins by defining learning objectives as statements of what students should be able to do after instruction. Objectives must be specific and measurable. The document then reviews Bloom's Taxonomy and its cognitive processes as a framework for writing objectives at different levels. It provides guidelines for constructing objectives and reasons for using them in course and lesson design. It also discusses potential issues with overusing objectives and how to align them with criteria like ABET outcomes. Finally, it instructs students to write objectives for their own lesson to use in a microteaching assignment.
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The document provides guidance on creating effective lesson plans. It discusses that lesson plans require careful preparation and planning. The key parts of a lesson plan are identified as the objectives, subject matter, learning activities, and evaluation. Objectives should be measurable and clearly communicate the intended learning. Objectives have four parts - the audience, behavior, condition, and degree of performance. Objectives can target different cognitive domains like knowledge, comprehension, and evaluation. Verbs are also provided to help write objectives targeting the different levels of Bloom's taxonomy.
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This document discusses scoring rubrics and portfolio assessments. It provides definitions of scoring rubrics and discusses their significance and advantages, such as increasing objectivity and consistency in student evaluations. The document also outlines the two main types of rubrics: holistic rubrics, which use a single scale to evaluate all criteria together, and analytic rubrics, which evaluate different criteria separately. Finally, the advantages and disadvantages of each rubric type are presented.
Goals and objectives
Effective instruction requires clear goals and measurable objectives to focus learning. Having goals and objectives helps instructors design appropriate instruction and assessments, and informs students of expectations. While there are different approaches to writing goals and objectives, they generally involve stating what learners will know and be able to do using active verbs. Goals are broader statements of outcomes while objectives specify expected student performance. Developing goals and objectives depends on the instructional context and purpose.
Strategy Instruction in writing
Strategy instruction can substantially improve the writing quality of struggling writers. Well-designed strategy instruction teaches students specific strategies for planning, revising, and self-regulation. These include strategies for goal-setting, self-evaluation, and monitoring progress. Effective strategy instruction involves directly explaining strategies, modeling their use, and providing guided practice with feedback until students achieve mastery. While challenging, teaching writing strategies can help turn struggling writers into self-regulated writers who can successfully plan, draft, revise and improve their writing.
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The document discusses the concept of constructive alignment in learning, teaching and assessment. Constructive alignment means that the intended learning outcomes, teaching methods, and assessment tasks are aligned and designed to help students achieve the intended outcomes. The key points are:
- Intended learning outcomes should be expressed as action verbs describing what students will be able to do.
- Teaching and learning activities should engage students in enacting those verbs to help them achieve the outcomes.
- Assessment tasks should provide opportunities for students to demonstrate if they have achieved the outcomes and at what level, by requiring them to perform the verbs.
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This document provides guidance on developing rubrics for assessment. It outlines the timeline and process for assessment from determining learning outcomes to implementing changes based on results. It also defines different types of rubrics, including holistic vs. analytic and general vs. task-specific rubrics. Sample rubrics are included to illustrate these concepts. The benefits and disadvantages of each rubric type are discussed to help selection. Guidance is also given on rubric components, norming, and additional resources.
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Objectives
- 2. Objectives generally have the following characteristics (Renandaya and Richards, 2002): They describe what the aims seek to achieve in terms of smaller units of learning. They provide a basis for the organization of teaching activities. They describe learning in terms of observable behavior or performance.
- 3. The advantages of describing the aims of a course in terms of objectives are: » They facilitate planning » They provide measurable outcomes and thus provide accountability » They are prescriptive
- 5. Statements of objectives have the following characteristics (Renandaya and Richards, 2002): 1.Objectives describe a learning outcome. 2.Objectives should be consistent with the curriculum aim. 3.Objectives should be precise. 4.Objectives should be feasible.
- 8. Describe the learning outcome Describe a single outcome in an objective Use measurable terms or action verbs Don’t write objectives that are broadly worded Don’t focus on trainer performance (you) Don’t speak on corporate language. Don’t use the same text bullet form every time Reference:
- 9. Reference: