Writing Objects INSET aug29.ppt
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The document discusses how to write effective learning objectives using the ABCD method. It states that objectives should be student-focused, measurable, specific and realistic. Objectives define what students will be able to do, under what conditions, and to what degree of proficiency after a learning experience. Well-written objectives focus on observable and measurable behaviors and guide assessment of whether students achieved the intended learning outcomes.
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Writing Objects INSET aug29.ppt
- 1. Writing Objectives Presented by: Dulce Aura C. Napoles
- 2. Workshop Objectives Upon completion of the workshop, participants will be able to: state three reasons why learning objectives are written name the four parts of a good objective. rewrite a poorly written objective so that it conforms to the ABCD method.
- 3. Why does a lesson need objectives? Provide focus Provide a means for assessing student success Allow for self-evaluation
- 4. Objectives not tied to the mission? Impossible! Lesson objectives should always agree with the schools mission and philosophy Objectives are the vehicle for measuring the different components of the mission and philosophy
- 5. What is an objective? Objectives refer to expected or intended student outcomes Specific knowledge, skills, or attitudes that students are expected to achieve through their college experience CARS Website
- 6. Write objectives that specify Behavior or activity to be performed by the student Conditions under which this behavior takes place Minimum level of acceptable performance Sax (1989), p.65
- 7. Student-Focused Outcomes Objectives should be worded to express what the student will learn, know, or do as a result of instruction or how the student will change developmentally as a result of program NOT what the teacher or subject will do for the student BAD Objective: Provide students with knowledge about how the library works. BETTER Objective: After taking the Research Methods course, students will be able to demonstrate their knowledge of how the library works by finding ten sources for a research paper in the library.
- 8. Reasonable Objectives Objectives should be reasonable; that is, they should reflect learning or development that the student can accomplish in the subject. BAD Objective: Students will demonstrate open- mindedness for all cultures by strongly agreeing with all of the items on the Open-Mindedness Inventory (OMI). BETTER Objective: Upon completion of the Study Abroad program, participants will show an increase in open-mindedness through a 10-point increase on the OMI.
- 9. Observable, Measurable Objectives Student learning and development should be assessed with an observable, measurable objective. Objectives such as know and understand are not observable. BAD Objective: Students will know about NDDUs alternative summer program. BETTER Objective: Students will be able to describe NDDUs summer program. OR: Students will be able to evaluate the impact of the NDDU summer program.
- 10. Specific Objectives Objectives should specify the criterion of acceptable student performance. BAD Objective: The student will learn how to take better notes. BETTER Objective: Students from the study skills course will demonstrate mastery of note-taking techniques by correctly using at least three different note-taking methods for classroom lectures.
- 11. Blooms Taxonomy Level Description 1. Knowledge Recognize facts, terms, and principles 2. Comprehension Explain or summarize in ones own words 3. Application Relate previously learned material to new situations 4. Analysis Understand organizational structure of material; draw comparisons and relationships between elements 5. Synthesis Combine elements to form a new original entity 6. Evaluation Make judgments about the extent to which material satisfies criteria Less complex More complex
- 12. Bloomin Verbs Blooms Level Verbs 1. Knowledge match, recognize, select, compute, define, label, name, describe 2. Comprehension restate, elaborate, identify, explain, paraphrase, summarize 3. Application give examples, apply, solve problems using, predict, demonstrate 4. Analysis outline, draw a diagram, illustrate, discriminate, subdivide 5. Synthesis compare, contrast, organize, generate, design, formulate 6. Evaluation support, interpret, criticize, judge, critique, appraise Trice( 2000) p. 81; Grendler (1999), p. 69
- 13. Another Example It may take more than one objective to get at a sense of social responsibility. Example: Upon completion of service learning orientation, freshmen will show a ten-point increase on the Social Responsibility Index (SRI).
- 14. The ABCD Method A = Audience What population are you assessing? B = Behavior What is expected of the participant? C = Conditions Under what circumstances is the behavior to be performed? D = Degree How well must the behavior be performed? To what level? From How to Write Clear Objectives
- 15. The ABCD Method: Example Objective: Given the opportunity to work in groups, students will develop a positive attitude towards working in groups, as measured by a two-point increase on an attitudinal survey given at the beginning and end of the subject. Audience Students Behavior Develop a positive attitude Condition Given the opportunity to work in groups Degree 2-point increase on survey Adapted from How to Write Clear Objectives
- 16. Common Mistakes Vague behavior Example: Have a thorough understanding of particle physics. Gibberish Example: Have a deep awareness and thorough humanizing grasp on Instructor behavior Example: Train students on how and where to find information. From Magers Tips on Instructional Objectives
- 17. Summary Ask yourself: What is the intended result of the subject in terms of the students? Objectives will answer: What should the students be able to do? Under what conditions? How well?
- 18. Summary Write student-oriented learning and development objectives Use action verbs that are measurable ALL objectives MUST be assessed Be realistic Be specific