This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
An instructional objective describes what a learner will be able to do after instruction. Objectives should be SMART: specific, measurable, attainable, realistic, and time-bound. There are four components of an objective: the action verb, conditions, standard, and intended audience. Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories of increasing complexity: remembering, understanding, applying, analyzing, evaluating, and creating.
This document defines assessment, evaluation, measurement, and testing in an educational context. It explains that assessment involves systematically collecting data to monitor student learning and achievement of intended outcomes, and can be formative to improve learning or summative to evaluate learning. Evaluation focuses more on assigning grades based on factors like class participation. Measurement refers specifically to determining attributes, while tests are a type of formal assessment administered under controlled conditions. The document outlines different types of assessment including formative, interim, and summative assessment, and provides examples of each.
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document discusses concepts related to classroom assessment. It defines key terms like classroom, measurement, assessment, evaluation and describes different types of assessment like formative, summative, norm-referenced, criterion-referenced. The purposes of assessment are listed as checking student strengths and weaknesses, making learning effective, and obtaining evidence of learning. Principles of effective assessment include that it should be for learning, not just of learning, and should be reliable, valid, fair, consistent and enhance student motivation.
Rating scales allow teachers to assess students' behaviors, skills, and strategies by indicating their degree or frequency. There are several types of rating scales including numerical, descriptive, graphical, and comparative. A commonly used rating scale is the Likert scale, which can have 5, 7, or 9 points and asks people to indicate their level of agreement. Rating scales standardize qualitative and quantitative judgments about performance but can also be subjective and biased depending on the rater. They are useful for periodically evaluating students on traits but may overlook some behaviors.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
1. Diagnostic testing identifies specific learning difficulties or errors students are making through detailed analysis.
2. The areas of difficulty are then located to diagnose the underlying cause of slow learning.
3. Remedial teaching provides targeted instructional material and drills to help students improve the deficient skills revealed by diagnostic testing.
An instructional objective describes what a learner will be able to do after instruction. Objectives should be SMART: specific, measurable, attainable, realistic, and time-bound. There are four components of an objective: the action verb, conditions, standard, and intended audience. Bloom's Taxonomy classifies educational objectives into three domains: cognitive, affective, and psychomotor. Within the cognitive domain are six categories of increasing complexity: remembering, understanding, applying, analyzing, evaluating, and creating.
This document defines assessment, evaluation, measurement, and testing in an educational context. It explains that assessment involves systematically collecting data to monitor student learning and achievement of intended outcomes, and can be formative to improve learning or summative to evaluate learning. Evaluation focuses more on assigning grades based on factors like class participation. Measurement refers specifically to determining attributes, while tests are a type of formal assessment administered under controlled conditions. The document outlines different types of assessment including formative, interim, and summative assessment, and provides examples of each.
Topic: Assembling The Test
Student Name: Naeema Fareed
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document discusses concepts related to classroom assessment. It defines key terms like classroom, measurement, assessment, evaluation and describes different types of assessment like formative, summative, norm-referenced, criterion-referenced. The purposes of assessment are listed as checking student strengths and weaknesses, making learning effective, and obtaining evidence of learning. Principles of effective assessment include that it should be for learning, not just of learning, and should be reliable, valid, fair, consistent and enhance student motivation.
Rating scales allow teachers to assess students' behaviors, skills, and strategies by indicating their degree or frequency. There are several types of rating scales including numerical, descriptive, graphical, and comparative. A commonly used rating scale is the Likert scale, which can have 5, 7, or 9 points and asks people to indicate their level of agreement. Rating scales standardize qualitative and quantitative judgments about performance but can also be subjective and biased depending on the rater. They are useful for periodically evaluating students on traits but may overlook some behaviors.
This document discusses the four main types of assessment: prognostic, diagnostic, formative, and summative. Prognostic assessment predicts future performance. Diagnostic assessment identifies strengths and weaknesses before instruction. Formative assessment provides feedback during instruction. Summative assessment evaluates learning at the end of a course and determines if objectives were achieved. Each type of assessment serves a different purpose in evaluating and supporting student learning.
1. Diagnostic testing identifies specific learning difficulties or errors students are making through detailed analysis.
2. The areas of difficulty are then located to diagnose the underlying cause of slow learning.
3. Remedial teaching provides targeted instructional material and drills to help students improve the deficient skills revealed by diagnostic testing.
Classroom tests and assessments play a central role in student learning by identifying students' prior knowledge, weaknesses, and strengths to help set learning goals and motivate learning. Effective classroom tests are valid, reliable, and fair, and they provide timely feedback to both students and teachers to check instructional effectiveness, provide learning opportunities, and assess teaching strategy effectiveness.
Standardized achievement tests are prepared by educational specialists and administered under controlled conditions to measure what students have learned. They differ from classroom tests in that they are more objective and cover broader content. Standardized tests allow student performance to be compared across districts and states. While they provide reliable comparisons, they also place stress on students and teachers and may not fully evaluate student growth throughout the year. Standardized achievement tests can be used by schools to evaluate curriculum, identify students needing extra help or advanced classes, and determine teacher effectiveness. They follow procedures including deciding the test purpose, specifying objectives, creating test items, administering the test, and analyzing results.
Guided discovery learning is an instructional approach where the teacher guides students to explore information and concepts to construct new ideas and relationships. The teacher provides appropriate materials and environment, allows discovery time, and ensures students have background knowledge to make the desired discovery in 3 stages: exploration, invention, and discovery of new situations. It enhances student autonomy, problem solving, motivation and satisfaction but requires more time and training than traditional teaching.
PLANNING CLASSROOM TESTS AND ASSESSMENTSSANA FATIMA
This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
The general term Task Analysis can be applied to a variety of techniques for identifying and understanding the structure, the flow, and the attributes of tasks.
Task analysis identifies the actions and cognitive processes required for a user to complete a task or achieve a particular goal.
A detailed task analysis can be conducted to understand the current system and the information flows within it.
These information flows are important for the maintenance of the existing system and must be incorporated or substituted in any new system.
Task analysis makes it possible to design and allocate tasks appropriately within the new system.
The functions to be included within the system and the user interface can then be accurately specified.
The document discusses test development and evaluation. It defines a test item as a specific task that test takers are asked to perform. It outlines the steps for preparing test items, which include writing items according to guidelines, selecting items based on a table of specifications, reviewing and editing items, arranging items, and deciding on scoring. The document also lists principles for preparing test items such as making sure items are appropriate for the learning outcomes and free from ambiguity, bias, and technical errors. Finally, it provides a sample table of specifications that outlines the test items to be included based on topics, objectives, and item types.
scoring rubrics is grading tool for student assessment.A standardized scoring guide that helps teacher and student to developed understanding about performance or weak areas of students
Comparison Between Objective Type Tests and Subjective Type tests.Bint-e- Hawa
Objective and subjective tests are two main types of tests. Objective tests typically have single correct answers and include multiple choice, true/false, matching, and short answer questions. Subjective tests are open-ended and require subjective scoring, including restricted response and extended response essays. Both test types have advantages and limitations. Guidelines for writing high-quality test items include ensuring questions measure intended learning outcomes, providing unambiguous questions and response options, and developing clear scoring rubrics.
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Oral, Written and Performance Evaluation in EducationSuresh Babu
Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
This document describes the purpose and process of creating a question bank. It defines a question bank as a planned library of test items designed to assess predetermined objectives. The key points are:
- A question bank aims to improve the teaching and evaluation processes by providing a pool of validated questions that cover the entire curriculum.
- Developing a question bank involves planning, collecting questions, validating questions through analysis, and storing questions for future use in assessments.
- A question bank has several uses, including aiding instruction, preparing study materials, evaluating student progress, and setting exam papers.
Features, planning, & phases of teachingHennaAnsari
This document discusses key aspects of effective teaching methods including features of teaching, planning for teaching, and phases of teaching. It notes that good teaching is stimulating, guided, and well-planned. Planning is important and should involve clarifying objectives, addressing individual differences, and selecting instructional content and methods. The planning process should consider teacher and student factors. Teaching involves three phases - pre-active planning, interactive presentation, and post-active evaluation to assess achievement of objectives.
Objectives serve several important functions in instructional design. They provide a framework for evaluating student learning, convey the instructional intent, and provide targets for assessments. Objectives should be written to describe what learners will do to demonstrate their understanding. There are three main categories of objectives: cognitive, psychomotor, and affective. Cognitive objectives focus on knowledge and intellectual skills, psychomotor objectives involve physical skills, and affective objectives concern attitudes and values. Objectives help guide instruction and assessment and should be written using action verbs to specify observable and measurable outcomes for learners.
The document discusses training objectives, including:
1) The importance of defining clear and measurable training objectives to guide the design, evaluation, and improvement of training programs.
2) Frameworks for writing effective objectives, including considering the cognitive, affective, and psychomotor domains of learning.
3) Guidelines for specifying objectives so they clearly describe the intended learner behaviors, conditions, and criteria for demonstrating success.
Classroom tests and assessments play a central role in student learning by identifying students' prior knowledge, weaknesses, and strengths to help set learning goals and motivate learning. Effective classroom tests are valid, reliable, and fair, and they provide timely feedback to both students and teachers to check instructional effectiveness, provide learning opportunities, and assess teaching strategy effectiveness.
Standardized achievement tests are prepared by educational specialists and administered under controlled conditions to measure what students have learned. They differ from classroom tests in that they are more objective and cover broader content. Standardized tests allow student performance to be compared across districts and states. While they provide reliable comparisons, they also place stress on students and teachers and may not fully evaluate student growth throughout the year. Standardized achievement tests can be used by schools to evaluate curriculum, identify students needing extra help or advanced classes, and determine teacher effectiveness. They follow procedures including deciding the test purpose, specifying objectives, creating test items, administering the test, and analyzing results.
Guided discovery learning is an instructional approach where the teacher guides students to explore information and concepts to construct new ideas and relationships. The teacher provides appropriate materials and environment, allows discovery time, and ensures students have background knowledge to make the desired discovery in 3 stages: exploration, invention, and discovery of new situations. It enhances student autonomy, problem solving, motivation and satisfaction but requires more time and training than traditional teaching.
PLANNING CLASSROOM TESTS AND ASSESSMENTSSANA FATIMA
This document discusses planning classroom tests and assessments. It outlines 8 steps for planning tests: 1) determining the purpose, 2) developing test specifications, 3) selecting item types, 4) preparing items, 5) assembling the test, 6) administering the test, 7) appraising the test, and 8) using results. Different types of assessments are described including pre-tests, formative assessments, and post-tests. Guidelines are provided for developing test blueprints and selecting appropriate item types such as essay, short answer, and objective items.
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
"Lecture cum demonstration Method" is one of the Teacher centered approach. this PPT is useful for B.Ed, M.Ed and Dl.Ed students & also useful for teacher educators as a reference
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
The general term Task Analysis can be applied to a variety of techniques for identifying and understanding the structure, the flow, and the attributes of tasks.
Task analysis identifies the actions and cognitive processes required for a user to complete a task or achieve a particular goal.
A detailed task analysis can be conducted to understand the current system and the information flows within it.
These information flows are important for the maintenance of the existing system and must be incorporated or substituted in any new system.
Task analysis makes it possible to design and allocate tasks appropriately within the new system.
The functions to be included within the system and the user interface can then be accurately specified.
The document discusses test development and evaluation. It defines a test item as a specific task that test takers are asked to perform. It outlines the steps for preparing test items, which include writing items according to guidelines, selecting items based on a table of specifications, reviewing and editing items, arranging items, and deciding on scoring. The document also lists principles for preparing test items such as making sure items are appropriate for the learning outcomes and free from ambiguity, bias, and technical errors. Finally, it provides a sample table of specifications that outlines the test items to be included based on topics, objectives, and item types.
scoring rubrics is grading tool for student assessment.A standardized scoring guide that helps teacher and student to developed understanding about performance or weak areas of students
Comparison Between Objective Type Tests and Subjective Type tests.Bint-e- Hawa
Objective and subjective tests are two main types of tests. Objective tests typically have single correct answers and include multiple choice, true/false, matching, and short answer questions. Subjective tests are open-ended and require subjective scoring, including restricted response and extended response essays. Both test types have advantages and limitations. Guidelines for writing high-quality test items include ensuring questions measure intended learning outcomes, providing unambiguous questions and response options, and developing clear scoring rubrics.
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
Oral, Written and Performance Evaluation in EducationSuresh Babu
Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
This document describes the purpose and process of creating a question bank. It defines a question bank as a planned library of test items designed to assess predetermined objectives. The key points are:
- A question bank aims to improve the teaching and evaluation processes by providing a pool of validated questions that cover the entire curriculum.
- Developing a question bank involves planning, collecting questions, validating questions through analysis, and storing questions for future use in assessments.
- A question bank has several uses, including aiding instruction, preparing study materials, evaluating student progress, and setting exam papers.
Features, planning, & phases of teachingHennaAnsari
This document discusses key aspects of effective teaching methods including features of teaching, planning for teaching, and phases of teaching. It notes that good teaching is stimulating, guided, and well-planned. Planning is important and should involve clarifying objectives, addressing individual differences, and selecting instructional content and methods. The planning process should consider teacher and student factors. Teaching involves three phases - pre-active planning, interactive presentation, and post-active evaluation to assess achievement of objectives.
Objectives serve several important functions in instructional design. They provide a framework for evaluating student learning, convey the instructional intent, and provide targets for assessments. Objectives should be written to describe what learners will do to demonstrate their understanding. There are three main categories of objectives: cognitive, psychomotor, and affective. Cognitive objectives focus on knowledge and intellectual skills, psychomotor objectives involve physical skills, and affective objectives concern attitudes and values. Objectives help guide instruction and assessment and should be written using action verbs to specify observable and measurable outcomes for learners.
The document discusses training objectives, including:
1) The importance of defining clear and measurable training objectives to guide the design, evaluation, and improvement of training programs.
2) Frameworks for writing effective objectives, including considering the cognitive, affective, and psychomotor domains of learning.
3) Guidelines for specifying objectives so they clearly describe the intended learner behaviors, conditions, and criteria for demonstrating success.
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.
The document provides an outline for a report on course objectives and content determination. It defines goals and objectives, and explains that objectives are specific, measurable statements about what students will know or be able to do. It describes different types of objectives like terminal, level, course, and unit objectives. It also discusses taxonomy of objectives according to cognitive, affective, and psychomotor domains. It provides tips for writing effective behavioral objectives, emphasizing learner-focused language and including performance, condition, and criteria. Verb lists are also included to help write objectives at different cognitive levels.
This document discusses the aims and objectives of teaching and learning, including Bloom's Taxonomy. It defines the differences between goals, aims, and objectives, with objectives being more specific and achievable in the short-term compared to aims. It also describes the different domains in Bloom's Taxonomy - cognitive, affective, and psychomotor - and provides examples of learning objectives for each hierarchical level within the domains. Specific methods for writing clear, measurable learning objectives are also outlined.
Blooms' Taxonomy for B.Ed TNTEU Notes for I.B.Ed StudentsSasikala Antony
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
This document discusses learning goals, why they are important, and how to write them effectively. It explains that learning goals should clarify expectations for students, guide course design, and align assessments. Goals can be at the course, topic, or activity level and should include active verbs describing what students will be able to do. Bloom's Taxonomy is introduced as a framework for writing goals at different cognitive levels. The document models writing goals and provides an activity for participants to practice examining and improving goal examples.
The document discusses the key elements of curriculum - aims/goals/objectives, content, and learning activities. It provides details on:
1) Definitions and examples of aims, goals, and learning objectives, which should be measurable, specific statements of what learners will be able to do.
2) Sources and criteria for selecting curriculum content, which should be relevant to learners' needs and experiences, as well as consistent with social realities.
3) The importance of learning activities in putting curriculum goals and content into action through instructional strategies and methods to produce learning.
The document discusses aligning learning objectives, assessments, and instructional strategies in course design. It emphasizes that learning objectives should articulate the specific knowledge and skills students should acquire. Objectives should be student-centered, break down complex skills, use action verbs to specify expected cognitive processes, and be measurable to guide assessment selection. Well-aligned objectives, assessments and instruction ensure a consistent course structure that supports student learning.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
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.
By the end of the presentation, candidates should be able to:
- Define learning objectives and differentiate between goals and objectives.
- Explain the importance of learning objectives and discuss types and components of educational objectives.
- Discuss how to write an educational objective and identify common mistakes.
This document discusses writing measurable goals and objectives. It defines goals and objectives, noting that objectives are specific and measurable. The document outlines the key elements of a strong objective, including specifying the target audience, measurable outcomes, criteria, and conditions. It also discusses Bloom's Taxonomy and Webb's Depth of Knowledge as frameworks for writing objectives at different levels. Overall, the document provides guidance on how to write clear, specific, and measurable learning objectives.
The ASSURE model is an instructional design process used by teachers to develop effective lessons that incorporate media. It involves 6 steps: 1) analyzing learners, 2) stating objectives, 3) selecting appropriate methods, media and materials, 4) utilizing the media and materials, 5) requiring learner participation, and 6) evaluating and revising the lesson. The document provides details on each step, including how to write learning objectives and classify them by domain (cognitive, affective, motor skills). It also discusses selecting existing materials or designing new ones.
The ASSURE model is an instructional design process that teachers can use to develop effective lessons. It involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting appropriate instructional methods, materials and media, 4) Utilizing the materials and media, 5) Requiring learner participation, and 6) Evaluating and revising the lesson. The document then provides details on each step, including how to write learning objectives and classify objectives into cognitive, affective and motor skill domains.
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
This document discusses instructional objectives and learning outcomes. It defines objectives as specific, measurable behaviors that students will exhibit after instruction. Objectives provide direction for instruction and assessment. Learning outcomes describe the knowledge, skills, and expertise learners will gain. The document outlines different types of objectives and outcomes and provides tips for writing objectives and outcomes, including using action verbs and focusing on observable behaviors.
The document discusses educational objectives at various levels of learning. It explains that educational objectives describe the changes in learner behavior and skills expected after instruction. Objectives can be defined at the institutional, instructional, and contributory levels and should be specific, measurable, and focus on learner performance. The document also discusses Bloom's taxonomy of educational objectives and its classification of objectives into cognitive, affective, and psychomotor domains.
The document discusses educational objectives and taxonomy of learning. It defines educational objectives as bringing about desirable changes in learner behavior through acquiring knowledge, skills, and attitudes. Objectives should be specific, measurable, achievable, relevant and time-bound. Bloom's taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and has levels from knowledge to evaluation. The affective domain involves attitudes and has levels from receiving to characterization. The psychomotor domain involves physical skills and has levels from perception to origination. Well-formulated objectives are essential for effective teaching and evaluation.
Instructional design – introduction [2018 update]leesha roberts
The presentation discusses:
What is instructional Design,
What are instructional design models
The ADDIE model
What are the components of an instructional problem
The document summarizes key concepts from Chapter 1 of the textbook "Integrating Educational Technology into Teaching" by M.D. Roblyer. It discusses the history of educational technology, current issues and resources, technology competencies needed by teachers, rationales for using technology in education, and emerging trends in technology tools and applications. The chapter explores perspectives on technology uses, hardware and software resources available today, and issues that impact how technology is used, such as social, educational, cultural, legal and ethical concerns.
TOPIC 1: WHAT IS INFORMATION SYSTEMS? (Pt 2)leesha roberts
This document provides an overview of Chapter 2 from a Management Information Systems textbook. It covers several topics:
- Types of information systems like transaction processing systems, management information systems, decision support systems, and enterprise systems.
- The importance of business processes and how information systems can enhance processes.
- The role of collaboration technologies and social business in improving knowledge sharing and business performance.
- The information systems function and how it develops and manages technology for a business.
This document provides an overview of chapter 1 from a textbook on information systems in business. It discusses how information systems are transforming business through mobile digital platforms, big data, and cloud computing. It also explores how information systems help achieve operational excellence, develop new products and services, gain customer intimacy, improve decision making, achieve competitive advantage, and ensure survival. The document defines an information system and explains that it is comprised of interrelated components that collect, process, store and distribute information to support decision making. It also discusses the input, processing, output, and feedback functions of information systems.
Instructional design is defined as a systematic process that involves analyzing learning needs and goals, developing instructional materials to meet those needs, and implementing and evaluating the results. It considers content, learners' characteristics, the learning environment, and available resources. Common definitions describe instructional design as developing a wide range of instructional materials or systematically applying learning principles to instructional plans and activities. Instructional design theories prescribe appropriate instructional strategies based on learning theories. Models provide frameworks for systematically producing instruction and incorporating elements like goals, methods, and audience analysis.
1. The document discusses the key concepts from Chapter 1 of the textbook "Integrating Educational Technology into Teaching". It covers perspectives on technology uses in education, the history and development of digital technologies, current hardware and software resources, issues that impact technology integration, necessary technology literacy skills, rationale for using technology in education, and emerging trends in technologies.
2. The chapter defines key terms, outlines four eras in the history of digital technologies, and identifies three categories of current technology resources. It also discusses four types of issues - cultural/equity, social, educational, and legal/ethical - that impact technology uses.
3. Emerging trends discussed include developments in ubiquitous mobile computing, open content, e
Discusses the strategies to be used when teaching content such as Facts, Concepts and Procedures. This presentation is aligned to the MRK Instructional Design Model.
This document discusses different types of evaluation used at various stages of instructional design: formative, summative, and confirmative evaluation. Formative evaluation informs instructors during development, summative evaluates learning outcomes at completion, and confirmative evaluates long-term outcomes. Different evaluation methods are suited to different purposes, such as objective tests for knowledge and performance assessments for skills. Validity and reliability of evaluation instruments are important to ensure accurate measurement of learning objectives.
This document discusses key factors to consider when planning for the implementation of an instructional project. It describes planned change and the diffusion process of communicating an innovation to potential users. When developing an implementation plan, it is important to analyze the innovation's advantages and compatibility, complexity level, ability to be tested, and observability of results. The plan should also account for communication channels, the timeline of adoption, and social relationships. The CLER model provides a framework to evaluate configurations, linkages, environment, and resources in order to facilitate adoption of the innovation.
Examination of relevant syllabi and curriculum guidesleesha roberts
The document outlines Trinidad and Tobago's curriculum development process, which involves designing curricula through consultation with stakeholders, developing written curriculum documents, implementing curricula through teacher training, monitoring classroom practice, evaluating curricula effectiveness through data analysis, and reviewing curricula based on evaluation findings. Key aspects of the process include establishing philosophical underpinnings and goals, producing resource materials, providing technical support to schools, and identifying deficiencies to inform corrective actions.
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The document discusses assessing learner characteristics and contexts for instructional design. It describes identifying relevant learner traits through derived or contrived approaches. Instructional designers should also analyze learning settings to understand resources, constraints and culture. Conducting task and content analysis helps clarify objectives and strategies to organize information for learners.
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Writing instructional objectives
1. Writing Instructional Objectives (source: Morrison, Gary R. Designing Effective Instruction, 6th Edition. John Wiley & Sons) Prepared by: Leesha Roberts, Instructor II, Valsayn Campus, Center for Education Programmes, UTT
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4. QUESTIONS TO CONSIDER(Morrison, Gary R. Designing Effective Instruction, 6th Edition. John Wiley & Sons, 022010. p. 107) ‘‘What is the purpose of this instruction?’’ ‘‘How can learners demonstrate their understanding of the material?’’ ‘‘How can you assess whether the learners have mastered the content?’’ ‘‘If you have good test items, do you really need objectives?’’ ‘‘Don’t instructors know what needs to be taught in a course?’’ ‘‘What types of content and performance are specified in the objectives?’’
5. The functions of Objectives they offer a means for the instructional designer to design appropriate instruction, specifically to select and organize instructional activities and resources that facilitate effective learning. The result is a highly focused unit of instruction. provide a framework for devising ways to evaluate student learning.
6. Categories of Objectives Objectives are typically grouped into three major categories (or domains, as they are generally called): cognitive psychomotor Affective
7. Cognitive Domain The cognitive domain is considered one of the most important domains when designing instructional experiences. This domain includes objectives related to information or knowledge, naming, solving, predicting, and other intellectual aspects of learning. Bloom, Englehart, Furst, Hill, and Krathwohl (1956) developed a widely used taxonomy for the cognitive domain. (A taxonomy is a method of sequential classification on different levels.)
8. The taxonomy is organized within two major groups: (a) simple recall of information and (b) intellectual activities.
9. Psychomotor Domain the psychomotor domain, encompasses the skills requiring the use and coordination of skeletal muscles, as in the physical activities of performing, manipulating, and constructing.
10. Affective Domain the affective domain, involves objectives concerning attitudes, appreciations, values, and emotions such as enjoy- ing, conserving, and respecting. This area is typically believed to be very important in education and training, but it is the one area in which we have been able to do the least, particularly in writing useful instructional objectives. Krathwohl, Bloom, and Masia (1964) organized the affective domain into five levels.
11. Writing instructional objectives This is a design activity that requires changes and additions as the instruction is developed. Sometimes it is not until the instructional strategies are selected or evaluation methods stated that the ‘‘real’’ objectives for a topic are evident.
12. The Basis for Objectives Objectives are based on the results of the task analysis and provide a refinement and implementation of the needs of and/or goals for a project. If you use only a needs assessment to define your problem, the objectives will relate directly to those needs. If you use a goal analysis, the objectives will reflect a refinement of the goals.
13. Steps for writing objectives Instructional objectives identify information necessary to solve the performance problem. eriving the objectives is a four-step process to be completed after the task analysis. These steps are as follows: Review the task analysis and identify the essential knowledge, tasks(i.e., procedures), and attitudes the learner must master to solve the performance problem. Group the task analysis in clusters with the goals or needs you have identified. Write an objective for each of the goal statements or needs. Write objectives for any additional information that is essential and that is not addressed by an objective.
15. WRITING OBJECTIVES IN THE COGNITIVE DOMAIN- Behavioral Objectives A behavioral objective is a precise statement that answers the question. ‘‘What behavior can the learner demonstrate to indicate that he or she has mastered the knowledge or skills specified in the instruction?’’ Ask yourself this question each time you start to formulate an objective; your answer will guide your efforts. To answer this question satisfactorily, you need to recognize that behavioral objectives consist of at least two essential parts and two optional parts.
16. Essential Parts. Start with an action verb that describes the learning required by the learner or trainee: To name To operate To arrange To compare Examples: Follow the action verb with the subject-content reference (e.g., the name of a piece of machinery or the focus of the action) that describes the content addressed by the objective: To name the parts of speech used in a sentence To operate a video recorder To arrange parts in order for assembly To compare points of view expressed on political issues.
17. An alternative approach for specifying behavioral objectives is the use of terminal and enabling objectives. A major objective for a topic or task is called a terminal objective. It describes, in behavioral terms, the overall learning outcomes expressed originally as the general purpose for a topic. More than a single terminal objective may be necessary for accomplishing a general purpose.
18. Here are examples of terminal instructional objectives in the Cognitive Domain: Topic: Fetal circulation General purpose: To acquire knowledge and understanding of the anatomy and physiology of fetal circulation Terminal objective: To describe the normal circulation pattern within a fetus Topic: Renaissance and Reformation General purpose: To understand the changes that took place in European civilization during the late Middle Ages Terminal objective: To interpret the significant developments taking place as Europeans broke the Continental bonds and established a world hegemony Topic: The automobile distributor General purpose: To clean and adjust the distributor for a smooth-running engine Terminal objective: To service a distributor
19. For the terminal objectives cited previously, the following enabling objectives are required: Terminal objective: To describe the normal circulation pattern within a fetus Enabling objectives: To name the two types of blood vessels found in the umbilical cord To locate the two shunts that are normal in fetal circulation To label a diagram of fetal circulation, indicating differences in systolic pressure between the left and right sides of the heart.
20. Writing Objectives in the Psychomotor Domain Psychomotor skills are the most easily observed of the three domains. Objectives in this domain rely on the same four objective parts; however, the emphasis is often different. For example, the verb demonstrate is frequently used to describe the behavior.
21. Writing Objectives in the Psychomotor Domain Explicitly stated conditions are often required for psychomotor objectives. For example, is the learner to use an electric drill or a manually powered drill? Are the ground balls thrown or hit by a batter? Similarly, psychomotor objectives are more likely to require specific criteria because 100% accuracy (e.g., all 10 shots in the bull’s-eye) often is not expected of a novice.
22. WRITING OBJECTIVES FOR THE AFFECTIVE DOMAIN The affective domain encompasses more abstract behaviors (e.g., attitudes, feelings, and appreciations) that are relatively difficult to observe and measure. One method of developing objectives in this domain is for the designer to specify behaviors indirectly by inferring from what he or she can observe. What a learner does or says is assumed as evidence of behavior relating to an affective objective.
23. WRITING OBJECTIVES FOR THE AFFECTIVE DOMAIN To measure an attitude about an activity, we must generalize from learner behaviors that indicate the student is developing or has developed the attitude. The following examples illustrate behaviors indicating a positive attitude: The learner says he or she likes the activity. The learner selects the activity in place of other possible activities. The learner participates in the activity with much enthusiasm. The learner shares his or her interest in the activity by discussing it with others or by encouraging others to participate
24. CLASSIFYING OBJECTIVES The cognitive and affective domains comprise sequential hierarchies starting from low levels of learning or behavior and progressing through more intellectual or sophisticated levels.
25. CLASSIFYING OBJECTIVES The psychomotor domain does not exhibit as consistent a sequencing pattern as do the other two domains. These three domains are useful for determining the level of learning for each objective and for checking that the objectives are distributed across several levels rather than clumped as rote memory objectives.
26. The next element of the design process is to use the objectives as a basis for developing the instructional strategies. This accomplished by classifying the objectives into a matrix that is then used to prescribe the instructional strategy.
27. Models Used for Classifying Objectives There are two different models for classifying objectives and then prescribing instructional strategies. The Mager and Beach (1967) model is particularly suited for classroom instruction, The performance-content matrix provides a structured instructional design approach
29. Merrill’s performance-content matrix In his component display theory, Merrill (1983) proposed another useful tool for classifying objectives. The expanded model (see Table 5-8) builds on Merrill’s model to account for psychomotor, affective, and interpersonal tasks that are not included in Merrill’s component display theory.
30. Merrill’s performance-content matrix Unlike Bloom’s taxonomy, this model classifies types of content and performance as opposed to levels of learning. The content aspect of the matrix provides six categories for classifying objectives. Each objective is classified into one category. If the objective fits into two categories, it needs to be refined and stated as two separate objectives
32. Fact : A fact is a statement that associates one item with another. EXAMPLES: The statement ‘‘Columbus was an explorer’’ associates the words Columbus and explorer. Learning that the symbol H represents hydrogen in a chemical equation is also a fact that associates H with hydrogen. Facts are memorized for later recall.
33. Concept: Concepts are categories we use for simplifying the world. It is much easier to refer to two-wheeled, self-propelled vehicles as bicycles than to remember the brand name of every bike. Examples of concepts are circle, car, box, woman, mirror , and tree. We can identify several different models of automobiles, but we classify each as a car, just as we group maple, oak, and pine trees in the category of tree.
34. Principles and Rules Principles and rules express relationships between concepts. For example, ‘‘Metal expands when its temperature is increased’’ expresses a causal relationship between the concepts of metal and temperature. Similarly, ‘‘Providing reinforcement increases the chances the behavior will be repeated’’ expresses a relationship between learning (repeating a behavior) and reinforcement.
36. Procedure Procedures can describe primarily cognitive operations such as solving a quadratic equation, operations that involves both cognitive and psychomotor operations such as taking a voltmeter reading, and primarily psychomotor operations such as driving a nail. Procedures can also vary in difficulty from repetitive tasks (e.g., driving a nail) to problem-solving tasks (e.g., debugging a computer program).
37. Interpersonal Skills This category describes spoken and nonverbal (i.e., body language) interaction between two or more people. For example, an objective that describes the phone skills of a help-desk professional or the skills in making an effective presentation would be classified as interpersonal skills. Similarly, a course designed to improve the skills of managers interviewed on television by improving their posture and sitting habits to project confidence would be grouped in this category.
38. Attitude Objectives that seek to change or modify the learner’s attitude are classified in this category. Affective objectives can vary from simply developing an awareness of different options to changes in attitudes that result in action, such as stopping theft of company materials.
39. Recall or Application The second part of the model is the performance specified in the objective. The behavior or performance specified in the objective is considered and then classified as either recall or application.
40. Recall Objectives that specify that the learner simply memorize information for later recall (e.g., ‘‘Name an explorer,’’ ‘‘Define reinforcement’’) are classified as recall performance. Recall performance encompasses those behaviors at the lower levels of Bloom’s taxonomy. Verbs such as list, define, and name are often cues of recall performance.
41. Application When the performance requires the learner to use or apply the information, the objective is classified as application.
42. Application For example, an objective that requires the learner to demonstrate the use of reinforcement in a microteaching lesson would be classified as application. Verbs such as demonstrate, discriminate, and solve are cues that the performance requires an application of the content. Note that facts are always classified as recall because they cannot be applied.
43. In Class Activity The objectives are derived from the task analysis. Create a Task Analysis for your instruction. These tasks are supposed to represent the major tasks, knowledge, and attitudes defined by the analysis. Based on your task analysis, you are required to create a list of instructional objectives using Blooms Taxonomy Classify your written objectives in the expanded performance-content matrix Placing your objectives in the performance-content matrix is the output for this step of the instructional design process. These objectives are the starting point for the design of the instructional strategies.