INSTRUCTIONAL OBJECTIVES

WRITING INSTRUCTIONAL OBJECTIVES

The purpose of todays presentation is to: dene instructional objectives, identify the three types of instructional objectives you may need to create to reach your goals, and the best way to write and assess them.

WHAT IS AN OBJECTIVE?

Objectives are the foundation upon which you can build lessons and assessments. Think of objectives as tools you use to make sure you reach your goals. They are the arrows you shoot towards your target (goal).

WHY BOTHER WITH OBJECTIVES? !

The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on, and so learning can be objectively measured.

YOU SHOULD

Develop clear, measurable objectives to guide what will be taught, how learners will be evaluated.
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Communicate objectives to students at the beginning of class so purpose of the lesson is clear.

Identify 1-3 objectives outlining what learners will be able to know/do as a result of the lesson. Each class meeting should comprise 1-3 Learning objectives, 3 at maximum. Any more than 3 will probably prove to be unrealistic in scope. The content and skills expressed in the Learning objectives should reect your students' interests, goals, and assessed needs (e.g., content such as The Ecosystem" or skills such as identify the characteristics of an ecosystem dene, describe ..".)

WEAK LEARNING OBJECTIVES 1. Students will... learn how to describe symptoms for illnesses. 1.

STRONG LEARNING OBJECTIVES Students will be able to... identify at least two basic symptoms for three common illnesses with 100% accuracy. write the names of the planets in our solar system with 80% accuracy. state the names of the New England states and rank them by size with 100% accuracy. orally differentiate between appropriate and inappropriate reasons for calling in sick and give at least one example of each.

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2. 3. 4. know the names of the planets in our solar 2. system. be able to recognize the fifty states in the 3. United States and their capitals. become familiar with calling in sick at 4. work.

To emphasize what has been conveyed about learning objectives so far, consider these examples of weak and strong learning objectives. Note that the strong learning objectives contain both clearer and more meaningful action words and measurable criteria for acceptable performance.

Regarding the weak learning objectives, note that the action verbs--"learn," "know," and "become familiar with"--are vague in terms of what achievements are hoped for. And, there is no indication of how achievement will be measured. In contrast, the strong learning objectives state more clearly what is to be achieved and how achievement will be measured. Well-conceived learning o b j e c t i v e s , t h e re f o re , m a ke p i c t u r i n g t h e assessments of a lesson a lot easier.

TYPES OF OBJECTIVES
There are three types of objectives:

Cognitive Affective Psychomotor

1. COGNITIVE OBJECTIVES !

Cognitive objectives are designed to increase an individual's knowledge. Cognitive objectives relate to understandings, awareness, insights. This includes knowledge or information recall, comprehension or conceptual understanding, the ability to apply knowledge, the ability to analyze a situation, the ability to synthesize information from a given situation, the ability to evaluate a given situation, and the ability to create something new.

BLOOM TAXONOMY

BLOOM TAXONOMY

Knowledge - Remembering or recalling information. Comprehension - The ability to obtain meaning from information. Application - The ability to use information. Analysis - The ability to break information into parts to understand it better. Synthesis - The ability to put materials together to create something new. Evaluation - The ability to check, judge, and critique materials.

BLOOM TAXONOMY REVISED

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Note that in the revised taxonomy, synthesis and evaluation are switched. Also, verbs are used in place of nouns to imply the action one takes in each level.

Remember - Using memory to recall facts and denitions. Understand - Constructing meaning from information. Apply - Using procedures to carry out a task. Analyze - Breaking materials into parts to determine structures and relationships. Evaluate - Making judgments based on checking against given criteria. Create - Putting materials together to form a unique product.

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Whichever taxonomy you prefer, there are key verbs for each level you can use when writing cognitive objectives.

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Knowledge Comprehension Application Analysis Synthesis Evaluation

Student Student grasps the Student creatively Student remembers or meaning behind Student uses discriminates, applies recognizes information the information information to organizes, and knowledge and or specifics as and interprets, relate and apply it scrutinizes analysis to communicated with translates, to a new situation assumptions in an integrate little personal or comprehends with minimal attempt to identify concepts or assimilation. the instructor input. evidence for a construct an information. conclusion. overall theory.

Student judges or evaluates information based upon standards and criteria, values and opinions.

Cite Label List Enumerate Identify Imitate Match Name Quote Recall Reproduce State Write

Convert Define Describe Discuss Estimate Explain Generalize Identify Illustrate Locate Paraphrase Restate Summarize

Apply Chart Compute Demonstrate Determine Dramatize Establish Make Manipulate Prepare Project Solve Use

Analyze Compare Contrast Correlate Diagram Dissect Differentiate Distinguish Infer Investigate Limit Outline Separate

Assemble Create Construct Design Develop Formulate Generate Hypothesize Initiate Invent Modify Reframe Synthesize

Access Appraise Conclude Critique Decide Defend Diagnose Evaluate Judge Justify Rank Recommend Support

Examples of questions at each Level of the cognitive domain Lower-Order Thinking Skills Higher-Order Thinking Skills
1. Knowledge What is ? How is ? Where is ? When did _______ happen? How did ______ happen? How would you explain ? How would you describe ? What do you recall ? How would you show ? Who (what) were the main ? What are three ? What is the definition of...? 2. Comprehension How would you classify the type of ? How would you compare ? contrast ? How would you rephrase the meaning ? What facts or ideas show ? What is the main idea of ? Which statements support ? How can you explain what is meant ? What can you say about ? Which is the best answer ? How would you summarize ? 4. Analysis What are the parts or features of ? How is _______ related to ? Why do you think ? What is the theme ? What motive is there ? What conclusions can you draw ? How would you classify ? How can you identify the different parts ? What evidence can you find ? What is the relationship between ? How can you make a distinction between ? What is the function of ? What ideas justify ? 5. Synthesis Why do you agree with the actions? The outcomes? What is your opinion of ? How would you prove ? disprove ? How can you assess the value or importance of ? What would you recommend ? How would you rate or evaluate the ? What choice would you have made ? How would you prioritize ? What details would you use to support the view ? Why was it better than ?

3. Application How would you use ? What examples can you find to ? How would you solve _______ using what you have learned ? How would you organize _______ to show ? How would you show your understanding of ? What approach would you use to ? How would you apply what you learned to develop ? What other way would you plan to ? What would result if ? How can you make use of the facts to ? What elements would you choose to change ? What facts would you select to show ? What questions would you ask in an interview with ?

6. Evaluation What changes would you make to solve ? How would you improve ? What would happen if ? How can you elaborate on the reason ? What alternative can you propose ? How can you invent ? How would you adapt ________ to create a different ? How could you change (modify) the plot (plan) ? What could be done to minimize (maximize) ? What way would you design ? What could be combined to improve (change) ? How would you test or formulate a theory for ? What would you predict as the outcome of ...? How can a model be constructed that would change ? What is an original way for the ?

2.AFFECTIVE OBJECTIVES !

!Affective objectives are related to attitudes, behaviors, and values. Example: Given the opportunity to work in a team with several people of different races, the student will demonstrate a positive increase in attitude towards non-discrimination of race, as measured by a checklist utilized/completed by non-team members.

AFFECTIVE DOMAIN

Krathwohl and Bloom created a taxonomy for the affective domain that lists levels of commitment (indicating affect) from lowest to highest.

Receiving

Responding

Valuing

Organizing

Characterizing

Students become aware of an attitude, behavior, or value.

Students exhibit a reaction or change as a result of exposure to an attitude, behavior, or value.

Students recognize value and display this through involvement or commitment.

Students integrate Students determine a consistent behavior as a new value or behavior naturalized value in spite of as important or a discomfort or cost. The priority. value is recognized as a part of the persons character.

Accept Attend Describe Explain Locate Observe Realize Receive Recognize

Behave Comply Cooperate Discuss Examine Follow Model Present Respond Show Studies

Accept Adapt Balance Choose Differentiate Defend Influence Prefer Recognize Seek Value

Adapt Adjust Alter Change Customize Develop Improve Manipulate Modify Practice Revise

Authenticate Characterize Defend Display Embody Habituate Internalize Produce Represent Validate Verify

3.PSYCHOMOTOR OBJECTIVES !

This domain is characterized by progressive levels of behaviors from observation to mastery of a physical skill. Several different taxonomies exist.

Imitation

Manipulation

Precision

Articulation

Naturalization

Students translate Students are able to sensory input into replicate a physical tasks or fundamental skill or activities. task. Includes repeating an Includes repeating an act that has act that has been demonstrated or been demonstrated or explained, explained, and it includes trial and it includes trial and and error error until an appropriate until an appropriate response is response is achieved. achieved.

Students use standards to evaluate their own Students recognize performances and standards or criteria make corrections. important to Skills are so well perform a skill or developed that task correctly. the individual can Response is complex modify and movement patterns to performed without fit special hesitation. requirements or to meet a problem situation.

Students apply this skill to real life situations. Students are able to instruct or train others to perform this skill in other situations. Response is automatic. One acts "without thinking."

Identify Observe See Smell Taste Touch Watch *Usually no outcomes or objectives written at this level.

Attempt Copy Follow Imitate Mimic Model Reenact Repeat Reproduce Show Try

Check Detect Discriminate Differentiate Distinguish Notice Perceive Recognize Select

Adapt Adjust Alter Change Correct Customize Develop Improve Manipulate Modify Practice Revise

Build Compose Construct Create Design Originate Produce Demonstrate Exhibit Illustrate Instruct Teach Train

Assessments are tools such as presentations, quizzes, projects, reports, observations or other instruments used to measure whether students have gained the new knowledge or acquired the skills described in the learning objectives. It might be evident by this point that a strong learning objective will suggest its own activities and assessments. Basically, the teacher considers how students will demonstrate that they have gained the knowledge or achieved the skill described in a given learning objective.

ASSESSMENT AND INSTRUCTIONAL OBJECTIVES !

Assessment and instructional objectives are ideally closely bound. Assessment must directly measure whether each learning objective was met, and/or how well it was met.

Use a variety of assessment methods to capture learning, allow students with different learning styles to shine, and also so learners may monitor their own progress

For example, the learning objective "Students will be able to write the names of the planets in our solar system with 80% accuracy" would suggest a simple quiz by way of assessment. On the other hand, the learning objective "Students will be able to orally differentiate between appropriate and inappropriate reasons for calling in sick and give at least one example of each" would suggest a more complex assessment, perhaps an oral report or presentation, or a debate between students or small groups.

If assessments are planned directly after learning objectives are laid out, planning activities becomes a kind of "lling in" between the learning objective and the assessment. In the second example above, if the teacher decides to require an oral report, she/he might logically include brainstorming, note taking, speaking practice

EXAMPLES OF ASSESSMENT:

selected response: Test takers select a response from a list, as in True/False or multiple choice questions. There is "one right answer." Often quizzes and tests are made up of selected response questions.
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constructed response: Students create their own responses, such as providing an answer to a problem, writing an essay, or performing a task.
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authentic: Use of real-life materials and tasks.

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project-based: Extended, multi-stage activities.!

EXAMPLES OF ASSESSMENTS

Pre-reading quiz One-minute paper Practice quiz/ MCQ Book review Diagram Diorama Essay Games Graphic organizer Interview

Journal Letter (Personal/ Business) Oral presentation Observation Speech Story map Worksheets Class discussion Test Final exam Anecdotal record Benchmark assessment
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EXAMPLES OF "AUTHENTIC" TASKS & ASSESSMENTS

!Making

audio tapes to practice/check uency

Book reports* Drawings and diagrams Favorite authors report Field trip reports Interviews Investigations or research Journals Learning logs, reading logs Lists of books read Models with descriptions Open-ended problems Problem-solving activities

Photographs and documentation Progress Reports Project reports Research papers Self-evaluations Simulations Skits and role plays Student-selected best work: Portfolios** Writing samples Video tapes Work samples