MEASURING LEARNING

OUTCOME
Instructional
objectives
Taxonomy of Educational objectives
RECAP- GROUP WORK 10 MINUTES
A group of young students who are interested to
apply for a course on Educational Measurement
asked you to explain the differences between test,
assessment,measurement and evaluation.
You are to concisely compare and contrast these four
terms
Use minimum words
LEARNING OUTCOME
Upon completion of the topic, students are
able to
i) describe taxonomy of educational
objectives
WHAT IS INSTRUCTIONAL OBJECTIVES
specific statements of what students should know and be
able to do as a result of learning (Morss and Murray,
2005)
statements of what is expected that a student will be able
to DO as a result of a learning activity.(Jenkins and
Unwin).
explicit statements of what we want our students to know,
understand or to be able to do as a result of completing our
courses. (Univ. New South Wales, Australia)
an explicit description of what a learner should know,
understand and be able to do as a result of learning.
(Learning and Teaching Institute, Sheffield Hallam
University)
DEFINITION
Synthesize in your own words!!!
Instructional objectives are specific,
measurable, short-term, observable student
behaviors.
What knowledge, skills and abilities will students
have at the end of the lesson
WHY IS INSTRUCTIONAL OBJECTIVE
IMPORTANT?
ensure that learning is focused clearly enough that both
students and teacher know what is going on, and so learning
can be objectively measured.
guide the use of instructional activities
guide the selection of instructional resources
Important to ensure that there is alignment between teaching
methods, learning outcomes and assessment criteria.
Clear expectations on the part of students of what is required
of them important for effective learning (Ramsden, 2003)
This correlation between teaching, learning outcomes and
assessment helps to make the overall learning experience more
transparent and meaningful for students.
POINT TO PONDER
Instructional objectives focus on learning
outcomes for students, NOT actions by
the teacher
Students will be shown the steps to solve a
linear equation
Students will be able to identify the steps to solve
a linear equation
Which is better?? Why??

Another example???
CHARACTERISTICS OF EFFECTIVE
INSTRUCTIONAL OUTCOMES
Focused on what students will know and be able to do.
Describe observable and measureable actions or
behaviors.
Measurement tools vary
observable student outcomes (Students will understand )
must be capable of being validly assessed.

The key to measurability: an active verb that describes a

observable behavior, process, or product
A framework for developing : Bloom Taxonomy
Through task analysis
Identify the steps in the task the lesson will address.
EDUCATIONAL OBJECTIVES

A learning objective is a statement of the

measurable learning that is intended to take place
as a result of instruction.
Complete objectives
State what the student will be able to do (observable
behavior)
With the conditions under which they should be able to
demonstrate (condition)
Under the expected degree of proficiency (criterion)
CHECKLIST FOR WRITING
INSTRUCTIONAL OBJECTIVES

Have I begun each outcome with an active

verb?

10
Have I avoided terms like know, understand,
learn, be familiar with, be exposed to, be
acquainted with, be aware of and appreciate?
Have I included learning outcomes across the
range of levels of Blooms Taxonomy?
Are my outcomes observable and measurable?

Do all the outcomes fit within the aims and

content? 10
BLOOMS TAXONOMY OF EDUCATIONAL
OBJECTIVES
Blooms taxonomy (1956) is a
very useful aid to writing
learning outcomes.
The taxonomy consists of a
hierarchy of increasingly
complex processes which we

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want our students to acquire. 6. Evaluation

provides a ready made 5. Synthesis

structure and list of verbs.
six successive levels arranged 4.Analysis
in a hierarchy.
3. Application

2. Comprehension

1. Knowledge
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Bloom Revisited: Anderson & Krathwohl
(2001)
ORIGINAL TERMS NEW
TERMS
Evaluation Creating
Synthesis
Evaluating
Analysis
Application Analysing
Comprehension Applying
Knowledge
Understanding
Remembering
HOTs??? (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Affective Domain
AFFECTIVE DOMAIN (Feeling) concerned with value
issues : involves attitudes.

Integration of beliefs, ideas and attitudes

5. Characterisation

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4. Organisation Comparing, relating, synthesising values

3. Valuing Commitment to a value

Active participation in own learning

2. Responding

1. Receiving Willingness to receive information

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Affective Domain
concerned with a
student's attitudes,
personal beliefs, and
values
measuring
educational objectives
in this domain is not
easy.
For example, how is a
positive attitude
toward safety
evaluated?
Observable safety-
related behavior
indicates a positive
attitude, but this is
not like a simple
pass/fail test that can
be used to evaluate
cognitive educational
objective levels.
Although a number of
techniques are
available for
evaluation of
achievement in the
affective domain,
most rely on indirect
inferences.
Receiving This refers to the learners sensitivity to the existence
of stimuli awareness, willingness to receive, or
selected attention.
Responding This refers to the learners active attention to stimuli
and his/her motivation to learn acquiescence,
willing responses, or feelings of satisfaction.
Valuing This refers to the learners beliefs and attitudes of
worth acceptance, preference, or commitment. An
acceptance, preference, or commitment to a value.
Organization This refers to the learners internalization of values
and beliefs involving the conceptualization of values
and the organization of a value system. As values or
beliefs become internalized, the leaner organizes
them according to priority.

Characterization This refers to the learners highest of internalization

the Internalization of and relates to behavior that reflects a generalized set
values of values and a characterization or a philosophy
about life. At this level the learner is capable of
practicing and acting on their values or beliefs.
TAXONOMY OF EDUCATIONAL
OBJECTIVES: PSYCHOMOTOR DOMAIN

Perception
Set

Guided Response

Mechanism

Complex Overt Response

Adaptation

Origination
Psychomotor Domain
several taxonomies
which deal with the
psychomotor domain
(physical skills), but
none are as popularly
recognized as the
Bloom and Krathwohl
taxonomies.
the taxonomy
developed by E.J.
Simpson also is
generally acceptable.
Perception The ability to use sensory cues to guide motor activity. This ranges from
(awareness sensory stimulation, through cue selection, to translation.
)
Set Readiness to act. It includes mental, physical, and emotional sets. These
three sets are dispositions that predetermine a person's response to
different situations (sometimes called mindsets)

Guided The early stages in learning a complex skill that includes imitation and
Response trial and error. Adequacy of performance is achieved by practicing.

Mechanism This is the intermediate stage in learning a complex skill. Learned

(basic responses have become habitual and the movements can be performed with
proficiency) some confidence and proficiency.

Complex The skillful performance of motor acts that involve complex movement
Overt patterns. Proficiency is indicated by a quick, accurate, and highly
Response coordinated performance, requiring a minimum of energy. This category
(Expert): includes performing without hesitation, and automatic performance.

Adaptation Skills are well developed and the individual can modify movement patterns
: to fit special requirements.
Origination Creating new movement patterns to fit a particular situation or specific
: problem. Learning outcomes emphasize creativity based upon highly