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Assessment in Schools
Developing Learning Objectives
Question (choose the best answer)
Content StandardsA. Ensure that what is being taught is
testedB. Specify how well student are expected
to performC. Identify what should be taught and
testedD. Determine the quality of an
assessment
Test Maker Troubles
What to Measure How to Measure it
The quality of an achievement test depends on how well both these problems are solved
Revised Blooms TaxonomyCognitive Domain Outcomes
Remembering – recognize & recall Understanding – interpret, classify,
infer, explain, compare, summarize Applying – execute, implement Analyzing – differentiate, organize Evaluating – critique, judge Creating – plan, generate, produce
Test Planning
There should be a direct relationship/alignment between Instructional Goals/Objectives of the course and the planned assessment of students’ learning.
Instructional/Learning Objectives
When should they be written? What might happen if you don’t?
[2-3]
Selecting Objectives
Complete and Comprehensive: Are all important objectives covered? Is each
important? Appropriate:
Are they in harmony with school goals and societal values?
Pedagogically Sound: Considering Age, interests, needs of students.
Feasible: (Practical Utility)Are they realistic (ability, time, facilities)? [pg. 58-59; 2-25]
Behavioral Objectives
Focus is on observable action (Mager)
Behavior – what the student will do Conditions – of the performance Criteria – the standard of performance
What difficulties do you see with these?
Instructional Objectives
Gronlund’s instructional objectives defined in terms of intended learning outcomes
GIO – General Instructional Objective Specific Learner Outcomes (SLO) -
examples of what the student might do to provide evidence that GIO has been accomplished satisfactorily
[pg. 62-63; 2-4]
GIOs and SLOs
GIOs – Describe intended learning outcome
SLOs describe the intended outcomes in terms of explicitly stated, observable performances or behavioral patterns which provide evidence that the instructional goal has been accomplished.
GIOs and SLOs
GIOs – Provide context (significance & relevance) for the accompanying SLOs
Separately, none of the SLOs are ends in and of themselves. They are only a sample of the behaviors, skills, ability, or dispositions that a students is likely to demonstrate.
GIOs and SLOs
GIOs – Need not be stated in terms of observable behaviors (e.g., understands). They can be somewhat vague (general).
SLOs clarify the meaning of the GIO. They provide the operational definition of the GIO and make it measurable.
GIOs and SLOs
GIOs – Used to communicate main intent
SLOs define what we are willing to accept as evidence that the main goal has been achieved. They provide a sample of specific indicators of the main goal. There may be others.
General Guidelines for Objectives
Objectives should Begin with an action verb Be stated in terms of observable
changes in behavior or actions Stated in unambiguous terms Context free Relate to only one process
Objectives & Verbs (see Appendix G2)
Objectives should begin with a verb
Cognitive Domain: Knows, understands, applies, recognizes, formulates,
judges
Affective Domain: Listens, enjoys, appreciates, accepts, displays
Psychomotor Domain:Relates, demonstrates, performs, operates, creates, develops
Question (choose the best answer)
Learning Outcomes should be stated in terms of
A. what and how the teacher should teach
B. the learning process students will employ
C. the specific content students will learnD. None of the above [pg. 60; 2-5]
Guidelines for Writing GIOs
Describe what the student should be able to do rather than what the teacher is expected to do
Poor: demonstrate how to interpret weather maps, or
Increase students ability to interpret weather maps
Better: Interprets weather maps correctly
Guidelines for Writing GIOs
Describe the intended product or result not the process
Poor: gains skills in problem solving, or
studies various methods for solving algebraic equations
Better: Solves basic algebraic equations correctly
Guidelines for Writing GIOs Focus the task on what the learner is
expected to do or know in general terms rather than specific topics or subject-matter content.
Poor: understands photosynthesis
Better: Understands basic science principles
Guidelines for Writing GIOs Define only one intended goal in each
objective.
Poor: Knows and understands basic science principles
Better: Understands basic science principles
Guidelines for Writing GIOs Select an appropriate level of Generality.
Too General: Communicates effectively
About Right: Writes clear effective English
Too Specific: Punctuates sentences properly
Guidelines for Writing SLOs
Start each SLO with an action verb. The SLOs should provide a representative
sample of outcomes students might be expected to demonstrate.
Each SLO must be relevant to the GLO. Keep the SLOs context free. Add a third level of specificity to the list if
needed.
Practice
Exercise 1 [handout 18-11]
Instructional Objective Example
GIO – Students will
Prepare written plans for constructing instruments & procedures for assessing instructional outcomes
SLO – Students will Create and submit written specifications for
constructing an achievement test Provide a well written description of the specific
purposes for an assessment Identify appropriate instructional objectives Outline content to be covered in an assessment Create a table of specifications for a test
Practice
Write 2 or 3 GIOs with appropriate SLOs.
Work with those at your table to refine and improve your work.