Preparing instructional objectives

Preparing instructional objectives

1. Educational measurement and evaluation Preparing instructional objectives

2. Objectives Objectives are statements which describe what the learner is expected to achieve as a result of instruction. An objective describes an intended result of instruction, rather than the process of instruction itself

3. What are instructional objectives ? Instructional objectives may also be called  performance objectives ,  behavioral objectives , or simply  objectives . All of these terms are used interchangeably. Objectives are  specific,   outcome based,   measurable,  and describe the learner's behavior after instruction . In other words what a learner will be able to do as a result of instruction.

4. Characteristics of instructional objectives   specific Objectives are  very specific . This means that they should describe exactly what the learner is expected to do Outcome based Objectives are  outcome based . This means that the objective is going to state what the learner should be able to do  after  the instruction is complete. The process of how the instruction happens is not considered in an objective.

5. Cont… measurable Objectives are  measurable . This means that objectives should describe learning outcomes that can be measured; objectives should be seen or heard. describe student behavior Objectives  describe student behaviors . This means that objectives should relate what the student should be able to do after the instruction.

6. Why use instructional objectives In addition, there are three reasons that instructional objectives are so important. Serve as a guide for students. Serve as a basis for the selection of instructional media & materials and procedures . Determine the appropriate ways to evaluate the learning.

7. Learning Outcomes and Objectives What are learning outcomes and objectives? Learning outcomes represent the skills that learners can expect to demonstrate after completing the instruction . Outcome statements must be specific, observable, and measurable Objectives are clear and concise statements that describe the intended outcomes of instruction.

8. What is the difference between objectives and outcomes? Objectives are intended results of instruction. Outcomes are achieved (measured) results of what was learned. They describe significant and essential learning that learners have achieved and can demonstrate at the end of a learning event.

9. How to write learning objectives: First, determine  the learning outcomes  for the lesson. In other words, what should the student  be able to do when the lesson is over ? Following the ABCDs of instructional objectives is a great way to make sure you include all the necessary information in an objective. A is the audience , always the student. B is the behavior or the action verb. C is the condition for the objective and D is the degree of achievement or acceptable criteria

10. Conditions Conditions describe the relevant factors associated with the desired performance. For example: 1. after attending a lecture. . . . 2. Following review of a demonstration. . . . 3. Given a case study. . . . 4. After completing the assignment. . . . 5. Given a specific instrument. . . .

11. Criteria The criteria are specified as the acceptable level of achievement desired. They tell how well the learner must perform. This part of the objective may be omitted when there is no deviation from standard procedures . For example: 1. percent of correct responses 2. Within a given time period 3. in compliance with criteria presented by the faculty

12. Order and Tense There is a preferred order when writing objectives. The condition is usually placed first, followed by the behavior or verb, and then the criteria. Objectives are written in the future tense. For example: Recall : After attending lecture and reading the assigned materials, the student will state the function of a thermometer.

13. Cont… Interpretation : After attending lecture and studying the assigned materials, the student will demonstrate how a thermometer works. Problem-Solving : After attending lecture and studying the assigned materials (including problem sets), the student will formulate the degrees in C given the degrees in F, or vice versa.

14. Cont… To avoid redundancy in writing objectives an educator often lists a single condition with the objectives below. After attending lecture and studying the assigned materials, the student will: 1. . . . . . 2. . . . . . 3. . . . . .

15. Nonfunctional Verbs The following verbs cannot be measured or are unnecessary. They should be avoided when writing Objectives. Able to shows interest in Appreciation for knows Awareness of has knowledge of Capable of learns Comprehend memorizes Conscious of understands Familiar with will be able to

16. Examples of Objectives for the Cognitive Domain   Poor : To increase the student’s ability to visually identify white cells on a differential. Better :The student will identify correctly all white cells on a differential. Poor: The student will gain knowledge of automated chemistry tests. Better : The student will state the principle for each automated chemistry test listed.

17. Bloom’s taxonomy of educational objectives Bloom’s domains Three domains: cognitive (about knowing) affective (about attitudes, feelings) psychomotor (about doing)

18. Cognitive domain A hierarchy of six levels (the hierarchy is what is most under question at present): knowledge : the recall of specific items (understand) c omprehension : can recall, but can do a little more (e.g. paraphrase, define, discuss to some extent) (remember) application : all of the above, but can take information of an abstract nature and use it in concrete situations ( Applying Information) analysis : can break down a communication into its constituent parts, revealing the relationships among them (analyse,reasoning) synthesis : can pull together many disorganized elements or parts so as to form a whole (create) evaluation : makes judgments about the value of materials or methods .(evaluate)

19. Affective domain A hierarchy of five levels (the hierarchy is what is most under question at present): receiving: is willing to notice a particular phenomenon responding: makes response, at first with compliance, later willingly and with satisfaction valuing : accepts worth of a thing organisation : organises values; détermines interrelationships; adaptas behavior to value system characterization: generalizes certain values into controlling tendencies; emphasis on internal consistency; later integrates these into a total philosophy of life or world view.

20. Psychomotor domain The psychomotor domain concerns things students might physically do. The levels of this domain are categorized as: • reflex : objectives not usually written at this ‘low’ level • fundamental movements : applicable mostly to young children (crawl, run, jump, reach, change direction) • perceptual abilities : catch, write, balance, distinguish, manipulate • physical abilities : stop, increase, move quickly, change, react • skilled movements : play, hit, swim, dive, use • non-discursive communication : express, create, design, interpret