Asessment-of-Learning-Chapter-2.pptx sample

Assessment of learning ppt

1. Instructional Goals, Objectives, and Learning Outcomes Chapter 2 :

2. Learning Outcomes: At the end of this chapter, the students should be able to; Define the following terms: goals, objectives, and educational objectives, general/ expressive objectives, learning outcomes, learning activity, observable outcome, unobservable outcome, cognitive domain, affective domain, psychomotor domain, and educational taxonomy. 2. Write specific and general objectives; 3. Identify learning outcomes and learning activities; 4. Determine observable outcomes and non-observable learning outcomes; 5.Identify the different level’s of Bloom’s Taxonomy;

3. 6. Identify the different levels of Krathwolh’s 2001 revised cognitive domain; 7. Write specific cognitive outcomes; 8. Write specific affective outcomes; 9. Write specific psychomotor outcomes; 10. Write measurable and observable learning outcomes.

4. Introduction Instructional goals and objectives play a very important role in both instructional process and assessment process. This serves as a guide both for teaching and learning process, communicate the purpose of instruction to other stakeholders, and to provide guidelines for assessing the performance of the students. Assessing the learning outcomes of the students is one of the very critical functions of teachers. A classroom teacher should classify the objectives of the lesson because it is very important for the selection of the teaching method and the selection of the instructional materials. The instructional material should be appropriate for the lesson so that the teacher can motivate the students properly. The objectives can be classified according to the learning, outcomes of the lesson that will be discussed.

5. PURPOSES OF INSTRUCTIONAL GOALS AND OBJECTIVES The purposes of the instructional goals and objectives. It provides direction for the instructional process by clarifying the intended learning outcomes. It conveys instructional intent to other stakeholders such as students, parents, school officials, and the public. It provides basis for assessing the performance of the students by describing the performance to be measured.

6. GOALS AND OBJECTIVES The terms goals and objectives are two different concepts but they are related to each other. Goals and objectives are very important, most especially when you want to achieve something for the students in any classroom activities. Goals can never be accomplished without objectives and you cannot get the objectives that you need in order that you can accomplish what you want to achieve. Below are the different descriptions between goals and objectives.

7. GOALS OBJECTIVES Broad Narrow General Intention Precise Intangible Tangible Abstract (less structure) Concrete Cannot be validated as is Can be validated long term aims what you want to accomplish Short term aims what you want to achieve Hard to quantify or put in a timeline Must be given a timeline to accomplish to be more effective

8. Goals, General Educational Program Objectives, and Instructional Objectives Goals - A broad statement of very general educational outcomes that do not include specific level of performance. It tent to change infrequently and in response to the societal pressure, e.g., learn problem solving skills; develop high level thinking skills; appreciate the beauty of art; be creative; and be competent in the basic skills in the area or grammar.

9. General Educational Program Objectives More nar rowly defined statements of educational outcomes that apply to specific educational program; formulated on the annual basis; developed by program coordinators, principals, and other school administrators.

10. Instructional Objectives - Specific statement of the learners behavior or outcomes that are expected to be exhibited by the students after completing a unit of instruction.

11. Problems Error Types Solutions Too broad or complex The objective is too broad in scope or is actually more than one objective Simplify or break apart False or missing behavior, condition or degree The objective does not list the correct behavior, condition, and/ or degree or it is missing Be more specific; make sure the behavior, condition, and degree are included False Given Describes instruction not condition Simplify include ONLY ABCD’s False Performance No true overt, observable performance listed Describe what behavior you must observe

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13. 1. Audience Who? Who are the specific people the objectives are aimed at? Four Main things That Objective Should Specify 2. Observable Behavior What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you cannot see it, heat it, touch it, taste it, or smell it, you cannot be sure your audience really learned it.

14. 3. Special Conditions The t hird components of instructional objectives is the special conditions under which the behavior must be displayed by the students. How? Under what circumstances will be learning occur? What will the student be given or already be expected to know to accomplish the learning?

15. 4. Stating Criterion Level The fourth component of the instructional objectives is stating the criterion level. The criterion level of acceptable performance specifies how many of the items must the students answer correctly for the teacher to attain his/her objectives. How much? Must a specific set of criterion be met? Do you want total mastery (100%), do you want them to response correctly 90% of the time, among others? A common (and totally non scientific) setting is 90% of the time.

16. Educational objective is also known as instructional objective. There are two types of educational objectives: specific or behavioral objectives and general or expressive objectives (Kubiszyn and Borich, 2007). Types of Educational Objectives

17. 1. Specific Behavioral Objectives. Precise statement of behavioral to be exhibited by the students; the criterion by which mastery of the objectives will be judged; the statement of the conditions under which behavior must be demonstrated. 2. General or Expressive Objectives. Statement wherein the behaviors usually specified and the criterion of the performance level is not stated. It only describes the experience or educational activity to be done. The outcomes of the activity is expressed in specific terms but in general terms such as understand, interpret or analyze.

18. Learning Activities Learning Outcomes Study Identify Read Write Watch Recall Lisen List

19. After developing learning outcomes the next step the teacher must consider is to identify whether the learning outcome is stated measurable and observable behavior or non-measurable and non-measurable and non-observable behavior. If learning outcome is measurable then it is observable, therefore, always state the learning outcomes in observable behavior. Teachers should always develop Instructional objectives that are specific, measurable statement of outcomes of instruction that indicates whether instructional intents have been achieved (Kubiszyn. 2007). Types of Learning Outcomes

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21. Types of Learning Outcomes To Considered

22. Below are the lists of learning outcomes classified as a learning objective. The more specific outcome should not be regarded as exclusive; there are merely suggestive as categories to be considered (Gronlund, Linn, and Miller, 2009). 1. Knowledge 1.1 Terminology 1.2 Specific facts 1.3 Concepts and principles 1.4 Methods and procedures

23. 2. Understanding 2.1 Concepts and principles 2.2 Methods and procedures 2.3 Written materials, graph, maps, and numerical data 2.4 Problem situations 3. Application 3.1 factual information 3.2 concepts and principles 3.3 methods and procedures 3.4 problem solving skills

24. 4. Thinking skills 4.1 critical thinking 4.2 scientific thinking 5. General skills 5.1 laboratory skills 5.2 performance skills 5.3 communication skills 5.4 computational skills 5.5 Social skills

25. 6. Attitudes 6.1 Social attitudes 6.2 Scientific attitudes 7. Interests 7.1 Personal interests 7.2 Educational interests 7.3 Vocational interests

26. 8. Appreciations 8.1 Literature, art, and music 8.2 Social and scientific achievements 9. Adjustments 9.1 Social adjustments 9.2 Emotional adjustments

27. TAXONOMY EDUCATONAL OBJECTIVES

28. Benjamin S. Bloom (1948, as cited by Gabuyo, 2011), a well-known psychologist and educator, took the initiative to lead in formulating and classifying the goals and objectives of the educational process.The three domains of educational activities were determined: the cognitive domain, affective domain and the psychomotor domain.

29. 1. Cognitive Domain called for outcomes of mental activity such as memorizing, reading problem solving, analyzing, synthesizing and drawing conclusions. 2. Affective Domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. We found a large number of such objectives in the literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases (Krathwohl et al., 1964 as cited by Esmane, 2011). It refers to the persons’ awareness and internalization of objects and \simulations, it focus on the emotions of the learners.

30. 3. Psychomotor Domain is characterized by the progressive levels of behaviors from observation to mastery of physical skills (Simpson, 1972 as cited by Esmane, 2011). This includes physical movements, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. It focused on the physical and kinesthetic skills of the learner. This domain is characterized by the progressive levels of behaviors from observation to mastery of physical skills.

31. 1. The objectives should include all important outcomes of the course or subject matter. 2. The objectives should be in harmony with the content standards of the state and with the general goals of the school. 3. The objectives should be in harmony with the sound principles of learning. 4. The objectives should be realistic in terms of the abilities of the students, time and and the available facilities CRITERIA FOR SELECTING APPROPRIATE OBJECTIVES

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