Educational Objectives

BY MAJOR ENAS MOHAMED

Todays Learning Objectives

As a result of todays session, you will be able to: Describe ways to use objectives to improve learning Write measurable learning objectives Classify learning objectives Appreciate the importance of communicating expectations to students

Goal definition
A statement of the programs intent, purpose, or expected outcomes
Not what a goal does

Characteristics of goal
1. Stated in broad and general terms
2. Identify the target group to be involved in each goal 3. Describe the goal as an intended outcome rather than as a process

Appropriate goals
Relate to educational aims

Are linked directly to identified needs

Correspond to student outcomes and project components Are prioritized according to the realities of the school/district Are not written with conjunctions

Objectives
Are written to describe outcomes, not what the program will do Qualities of a good objective 1. Specifies an outcome rather than a process 2. Stated as an overt behavior 3. Uses strong action verbs 4. Describes a single outcome (no
conjunctions)

Writing Learning Objectives

(Mager, 1975)

The skill or behavior -- what the learner will

be able to know, do, have an opinion about, etc.

The condition(s) -- the environment, tools,

situation in which the learner will perform

The criteria -- the limits or range of an

acceptable response, i.e., how well does the learner have to perform?

Why use learning objectives?

(Gronlund, 2000)

To provide a focus for instruction To provide guidelines for learning To provide targets for assessment To communicate expectations to learners To convey instructional intent to others To provide for evaluation of instruction

ABCDs of objectives
Audience or Learner Behavior or Target Performance
Conditions
Who will be involved? What must the learner do to provide evidence that the objective has been attained?

What are the circumstances under which the behavior will

Degree or criterion of success

be demonstrated, given what? How well must the behavior be performed?

Effective statements of learning objectives ...

Focus on skills and abilities central to the discipline and based on professional standards Are general enough to capture important learning, but clear and specific enough to be measurable Focus on aspects of learning that will develop and endure but that can be assessed in some form now.

Effective statements of learning objectives ...

Are student-focused Focus on the learning resulting from an activity, or course, or program Reflect the institutions mission and the values it represents Are in alignment at course, academic program, and institutional levels Focus on important, non-trivial aspects of learning that are credible to the public

Examples - ? Given that students regularly attend class, they will show an increase in math achievement of at least 2 NCEs on the TerraNova each year. By the end of the project, each instructional staff person will increase their multicultural understanding, as measured by a grade of B or better in a course at the local university. The project will develop an English language development class for ELL students. Each year students will increase their reading comprehension, as measured by answering oral questions about a passage read.

Benchmarks
Indicate progress that is expected each period of the project Objective By the end of the project, students will increase their math achievement by 6 NCEs. Benchmarks Year 1: students will gain 1 NCE Year 2: students will gain additional 2 NCEs Year 3: students will gain additional 3 NCEs

Evaluation
Need to show that project has met goals/objectives Goals/objectives for GPRA Goals/objectives developed for the program Primary evaluation will be outcomes What are the expected outcomes? Note that writing goals, objectives, benchmarks this way may seem convoluted, but greatly eases the evaluation plan

Potential format
Goal
To increase grade 1-4 students academic achievement

Prog. Objectives Benchmarks

To enhance abilities of educational staff to work with all students Students who attend class will increase math achievement as measured by increasing 10 NCEs on states test.
Yr 1: Provide training to educational staff, administrators, & service providers; students average gain = 2 NCEs Yr 2: Continue training; students average gain = 6 NCEs Yr 3: Update training; students average gain = 10 NCEs

A Learning Framework
Learning
Curriculum

Pedagogy
Learning Environment

Assessment

A Learning Design
(Wiggins & McTighe, 1998)
Stage Key Design Questions
What is worthy and requiring of understanding?

Design Design Criteria Considerations

Alumni and industry perspectives Professional standards Program strengths Faculty ex pertise Enduring ideas Discipline-based work Uncoverage of misconceptions Will engage students Attainable, measurable Research-based Leads to desired repertoire of learning outcomes and teaching strategies Engaging Reflective Self-adjusting Feasible Categories of outcomes Of c ontinuing interest Continuum of Important information assessment methods Critical to scope Match of outcomes and Discipline-based work methods Feasible

Curriculum: Identify desired outcomes Pedagogy: Plan teaching and learning experiences Assessment: Determine acceptable evidence

What learning experiences and teaching promote understanding? Which ones inspire? What is evidence of understanding?

Classifying Learning Objectives with Blooms Taxonomy

Cognitive domain
(Bloom, Englehart, Furst, Hill, & Krathwohl, 1956)

Affective domain
(Krathwohl, Bloom, & Masia, 1964)

Psychomotor domain
(Simpson, 1972)

Taxonomy of Educational Objectives: Cognitive Domain

Knowledge Comprehension Application Analysis Synthesis Evaluation

Faktakunskaper Frstelse Tillmpning Analys Syntes Vrdering

Sample Objectives in the Six Levels of the Cognitive Domain

K: Identify and define a system, its behavior, and its elements. (CDIO 2.3.1) C: Explain the links between engineering theory and practice. (CDIO 2.5.4) A: Use prototypes and test articles in design development. (CDIO 4.4.1) A: Analyze the strengths and weaknesses of the design team. (CDIO 3.1.1) S: Formulate solutions to problems using creativity and good decision making skills. (CDIO 3.1.2) E: Appraise operational systems and recommend improvements. (CDIO 4.6.4)

Taxonomy of Educational Objectives: Affective Domain

Receiving Responding Valuing Organization Characterization by a Value System

Sample Objectives in the Affective Domain

Recognize the ethical issues involved in using people in scientific experiments. (CDIO 2.2.3) Demonstrate the courage to act on principle despite adversity. (CDIO 2.5.1) Value the importance of hard work, intensity, and attention to detail. (CDIO 2.4.2) Commit to a personal program of lifelong learning and professional development. (CDIO 2.4.6)

Taxonomy of Educational Objectives: Psychomotor Domain

Perception Set Guided Response Mechanism Complex Overt Response Adaptation Origination

Sample Objectives in the Psychomotor Domain

Use appropriate nonverbal communications, e.g., gestures, eye contact, poise. (CDIO 3.2.6) Create interactive 3-D models of products and environments using lightweight metals. (CDIO 1.3) Determine the stress and deformation states of structures using the appropriate physical tools and measures. (CDIO 1.3)

Use learning objectives to ...

Communicate expectations to students at the start of a course or program (syllabus) Decide the best ways to teach the subject matter (teaching) Decide the best ways for students to acquire the intended knowledge, skills, and attitudes (learning) Plan ways for students to demonstrate their knowledge, skills, and attitudes (assessment)

Review

Todays learning objectives:

Describe ways to use objectives to improve learning Write measurable learning objectives Classify learning objectives Appreciate the importance of communicating expectations to students

Classify each learning objective and identify the key parts of the objective. Estimate your progress toward achieving each of todays learning objectives.

References

Bloom, B. S., Englehatt, M D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook I -- Cognitive domain. New York: Wiley. Gronlund, N. E. (2000). How to write and use instructional objectives, 6th ed. Upper Saddle River, NJ: Merrill. Huba, M. E., & Freed, J. E. (2000). Learner-centered assessment on college campuses:Shifting the focus from teaching to learning. Boston, MA: Allyn and Bacon. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: Handbook II -Affective domain. New York: Wiley.

References (cont.)

Mager, R. F. (1975). Preparing instructional objectives. Palo Alto, CA: Fearon. Simpson, E. J. (1972). The classification of educational objectives in the psychomotor domain. Vol. 3. Washington, DC: Gryphon House. Stiggins, R. J. (1997). Student-centered classroom assessment, 2nd ed. Upper Saddle River, NJ: Merrill. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

THANKS

ENAS MOHAMED