(facts, tables, vocabulary lists)
Self-check quizzes, trivia games, word games
Vocabulary test, matching item quiz
Have students show examples/non-examples, student-generated flowcharts
Equations, word problems with given set of data
Suggests psychomotor (hands-on) assessments, design projects and prototypes, simulations
Checklists, videotape the session
Case study, small group critical thinking, teamwork, pair share
Essays, research papers, discussion questions
Develop a portfolio, design a project
Speech, presentation
Instructional goal .
Students will know the conditions of free Blacks during antebellum south.
In at least 2 paragraphs, students will describe the conditions of free Blacks in pre-Civil War America, including 3 of 5 major points that were discussed in class.
A traditional essay or essay exam.
Students will know how to analyze blood counts.
Given a sample of blood and two glass slides, students will demonstrate the prescribed method of obtaining a blood smear for microscopic analysis.
Instructor observation of student demonstration in a lab using a criterion checklist of critical steps for objective scoring.
Students will understand how to interpret classic literature.
Students will compare/contrast Shakespeare’s Merchant of Venice and Marlowe’s Jaw of Malta in terms of plot, character, and social-political themes.
Instructional goals and learning objectives are the heart of your role as a learning facilitator. When written well, goals and objectives will assist you in identifying course content, help you structure your lecture, and allow you to select activities and assessments that are relevant and meaningful for learning. Make sure that you check with your department to determine whether they require certain learning objectives for a course, for example to align courses with Illinois Articulation Initiative (IAI) requirements for transferrable general education courses (see the current NIU Undergraduate Catalog section on “Illinois Articulation Initiative Core Curriculum).
Several sources are available that you can use to check the accuracy and efficacy of your learning objectives. The sources below provide checklists and other instruments to help you design effective and meaningful objectives.
Mager, R. F. (1997). Measuring instructional results: How to find out if your learning objectives have been achieved. (3 rd ed.). Atlanta, GA: CEP Press.
Mager, R. F. (1997). Preparing learning objectives: A critical tool in the development of effective instruction. (3 rd ed.). Atlanta, GA: CEP Press.
Penn State University, Schreyer Institute (n.p.). Learning outcomes assessment tutorial. https://sites.psu.edu/loatutorial/
Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2019). Instructional technology and media for learning (12 th ed.). Upper Saddle River, NJ: Pearson.
Gronlund, N. E., & Brookhart, S. M. (2009). Gronlund’s writing instructional objectives (8 th ed.). Upper Saddle River, NJ: Pearson.
Northern Illinois University Center for Innovative Teaching and Learning. (2020). Writing goals and objectives. In Instructional guide for university faculty and teaching assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide
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Writing assignments are more successful in promoting student learning if you have articulated clear learning objectives. To construct learning objectives (i.e., what students should be able to do or demonstrate), many instructors use a classification system designed in the mid-1950s by Benjamin Bloom et al., commonly referred to as Bloom’s Taxonomy. Simply put, this classification system (presented in greater detail on the page Taxonomy of Learning Objectives ) consists of six different levels of cognitive skills, starting with the simplest, lower-order thinking skills of knowledge or comprehension and moving to cognitive skills that demonstrate higher-order thinking skills such as an ability to apply, analyze, synthesize, and evaluate material.
When we create assignments or develop test questions, we can use verbs associated with each of these levels to promote or test how deeply students have learned something. If, for example, a student is able to list the major battles of the Civil War, the student demonstrates knowledge. If a student is able to compare two different theories about the causes of the Civil War and evaluate their merits and limitations, they have demonstrated a more complex set of cognitive skills, the ability to compare and evaluate. Each level in the classification has verbs associated with it that you can use to tailor your writing assignments and exam questions to specific learning objectives. Using appropriate verbs from the italicized lists on the page Taxonomy of Learning Objectives , think about assignments you might create for students to promote learning or to evaluate how well they have learned course material.
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Course Level Student Learning Objectives (SLOs) are statements in specific and measurable terms that describe what the learner will know or be able to do as a result of engaging in a learning activity.
Course objectives state what students will be able to do by the end of the course, unit or other defined period of time.
More specific objectives can be written for subsets of the course like units of instruction or chapters of a book.
Program objectives and University Wide Student Learning Objectives state more broad, higher-level objectives that cover longer periods of time. For example, a program objective may not be able to be achieved by a student until their third year or perhaps by the time they graduate.
Objectives need to be written in a way that states how you will know when a student has mastered the knowledge or skill. Well written objectives help define activities, assignments, and assessments created for the course. Objectives are milestones along the way to help ensure students reach their goals.
In 1956 Benjamin Bloom created a learning framework consisting of 6 major categories: Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.
In 2001, David Krathwohl revised the taxonomy to include the following domains:
Krathwohl went on to separate out knowledge into four dimensions, flowing throughout the six domains listed above:
In revising the taxonomy to include cognition, Krathwohl infused knowledge throughout the levels of the traditional pyramid, creating a taxonomy table to help better align the individual domains with the knowledge dimension.
Sample Action Verbs | Remember | Understand | Apply | Analyze | Evaluate | Create |
---|---|---|---|---|---|---|
Define | Classify | Execute | Differentiate | Appraise | Design | |
Duplicate | Describe | Implement | Organize | Argue | Assemble | |
List | Discuss | Solve | Relate | Defend | Construct | |
Memorize | Explain | Use | Compare | Judge | Conjecture | |
Repeat | Identify | Demonstrate | Contrast | Select | Develop | |
State | Locate | Interpret | Distinguish | Support | Formulate | |
Recognize | Operate | Examine | Value | Author | ||
Report | Schedule | Experiment | Critique | Investigate | ||
Select | Sketch | Question | Weigh | |||
Translate | Test |
The Knowledge Dimension | Remember | Understand | Apply | Analyze | Evaluate | Create |
---|---|---|---|---|---|---|
Objectives can be written for all three learning domains (cognitive, psychomotor and affective).
Objectives need four parts: (ABCD)
Adapted from the following sources:
Morrison, Ross, Kalman and Kemp (2019). Designing Effective Instruction. Danvers, MA; Wiley.
Anderson, L. W.,& Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
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Using the objective about the parts of the frog the teacher would need to: 1. prepare a brief lecture about frogs. 2. have pictures of frogs. 3. have a short video showing frogs hopping or have a live frog for that purpose. 4. have a transparency of a frog projected on a screen to show and label the parts.
Assignments/Measures 1. At the assignment level, the Course Learning Objectives stated for the course are too broad and they need to be reworded into basic measurable outcomes as defined or stated in the assignment. 2. They must map directly to a specific Course Learning Objective. 3.
Writing clear learning objectives can… a. Help YOU clarify the goals and targets for your teaching (instructional planning tool) b. Facilitate objective and effective assessment of students (assessment planning tool) c. Help the student focus attention on what is important and valued by the instructor (student orientation tool) d.
There are four components of an objective: 1) the action verb, 2) conditions, 3) standard, and 4) the intended audience (always the student). The action verb is the most important element of an objective and can never be omitted. The action verb states precisely what the student will do following instruction.
Writing Effective Goals & Objectives. When well-written, goals and objectives will help identify course content, structure the lecture, and guide the selection of meaningful and relevant activities and assessments. In addition, by stating clear instructional goals and objectives, you help students understand what they should learn and exactly ...
Behavioral Verbs. The key to writing learning objectives is using an action verb to describe the behavior you intend for students to perform. You can use action verbs such as calculate, read, identify, match, explain, translate, and prepare to describe the behavior further. On the other hand, words such as understand, appreciate, internalize, and value are not appropriate when writing learning ...
12 terms. cduhon1006. Preview. 5300 Section 1: Intro to Lesson Planning and Writing Objectives. Teacher 9 terms. kate1142. Preview. 5300 Section 2: Lesson Planning and Writing Objectives. Teacher 21 terms.
Creating Writing Assignments: Articulating Objectives. Writing assignments are more successful in promoting student learning if you have articulated clear learning objectives. To construct learning objectives (i.e., what students should be able to do or demonstrate), many instructors use a classification system designed in the mid-1950s by ...
5300.01 Writing Instructional Objectives Assignment Knowing what you want to teach by writing instructional objectives in advance of instruction is essential to helping students learn. Begin by identifying the state-mandated content standards related to the subject you will teach. Then identify one or two specific standards on which you will base a specific lesson.
Conditions: An objective often describes the conditions under which a student is able to DO or perform the task. Criterion: If possible, an objective clarifies how well the student must perform the task, in order for the performance to be acceptable. …Other ways to think about writing instructional objectives include the following: 1. Who 2.
Part II Writing instructional objectives for various outcomes. Ch. 6 Writing objectives for knowledge, comprehension, and application outcomes. Ch. 7 Writing objectives for higher-level thinking skills. Ch. 8 Writing objectives for affective outcomes. Ch. 9 Writing performance objectives for skills and products.
Objectives need to be written in a way that states how you will know when a student has mastered the knowledge or skill. Well written objectives help define activities, assignments, and assessments created for the course. Objectives are milestones along the way to help ensure students reach their goals. How do I Create Them?
Formative and Summative Assignment - Passing Score: 5 Instructions This assignment builds upon your instructional objectives written in Module 1 and your lesson plan written in Module 3. Do not submit this assignment until you have a good grasp of writing instructional objectives and lesson plans based upon a passing score on the "Writing Instructional Objectives" and "Lesson Plan" assignments.
Writing Objective Assignment edbe 4490 assignment writing objectives thematic unit: aquatic animals grade time: weeks science lesson plan: aquatic animals and. ... all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the level of English language proficiency. The ...
The document summarizes the standardized testing requirements for students in Texas public schools. It states that students in grades 3-8 take annual STAAR tests in math, reading, writing, science, and social studies. High school students must take end-of-course exams in several core subjects. It also discusses the "Opt Out" movement where some parents and students refuse these mandated tests ...
Writing Instructional Objectives Assignment Assignment: Students must be able to competitively play and complete a game of basketball Texas Essential Knowledge and Skills for Physical Education Sub-chapter C High School, Grade 9 (1)Movement patterns and movement skills. The student demonstrates competency in many movement forms and proficiency in team sports such as basketball, field hockey ...