| |
| |
| |
| Preparing Instructional Objectives | |
| |
| |
| |
| Focusing on Intended Learning Outcomes | |
| |
| |
| Instructional Objectives as Intended Learning Outcomes | |
| |
| |
| Levels of Goals and Objectives | |
| |
| |
| Objectives at the Training Level | |
| |
| |
| Objectives for Higher-Level Learning Outcomes | |
| |
| |
| Uses of Instructional Objectives | |
| |
| |
| Role of Objectives in Teaching | |
| |
| |
| Role of Objectives in Student Learning | |
| |
| |
| Role of Objectives in Formative and Summative Assessment | |
| |
| |
| Role of Objectives in Communicating Instructional Intent to Others | |
| |
| |
| Role of Objectives in Evaluating Instruction | |
| |
| |
| Learning Outcomes and the Instructional Process | |
| |
| |
| Stating Instructional Objectives as Intended Learning Outcomes | |
| |
| |
| What About Standards? | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Obtaining Clear Statements of Instructional Objectives | |
| |
| |
| Stating the General Instructional Objectives | |
| |
| |
| Selecting the Proper Level of Generality | |
| |
| |
| Stating the Specific Learning Outcomes | |
| |
| |
| Obtaining a Representative Sample of Specific Learning Outcomes | |
| |
| |
| Emphasizing Instructional Intent | |
| |
| |
| Keeping the Specific Learning Outcomes Useful for Various Units of Study | |
| |
| |
| Using Specific Learning Outcomes in Lesson Planning | |
| |
| |
| Making Sure the Specific Learning Outcomes Are Relevant | |
| |
| |
| Revising the General Objectives as Needed | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Using Objectives in Planning for Teaching and Assessment | |
| |
| |
| Planning for Instruction | |
| |
| |
| Planning for Assessment | |
| |
| |
| Assessment Before Instruction | |
| |
| |
| Assessment During Instruction | |
| |
| |
| Assessment at the End of Instruction | |
| |
| |
| Preparing and Using Assessment Procedures | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Content Standards and Instructional Objectives | |
| |
| |
| Nature of Content Standards | |
| |
| |
| Need for Instructional Objectives | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Considerations in Preparing Instructional Objectives | |
| |
| |
| Using a Frame of Reference as a Guide | |
| |
| |
| Taxonomy of Educational Objectives | |
| |
| |
| Webb's Depth of Knowledge Framework | |
| |
| |
| Cautions in Using Any Framework as a Guide | |
| |
| |
| Other Guides in Preparing Instructional Objectives | |
| |
| |
| Curriculum Guides | |
| |
| |
| Books and Special Reports | |
| |
| |
| Test Manuals | |
| |
| |
| Considerations in Selecting Instructional Objectives | |
| |
| |
| Do the Objectives Indicate Learning Outcomes That Are Appropriate to the Instructional Area? | |
| |
| |
| Do the Objectives Represent All Logical Learning Outcomes of the Instructional Area? | |
| |
| |
| Are the Objectives Attainable by These Particular Students? | |
| |
| |
| Are the Objectives in Harmony with the Philosophy of the School in Which the Instruction Is to Be Given? | |
| |
| |
| Are the Objectives in Harmony with Basic Principles of Learning? | |
| |
| |
| Preparing Instructional Objectives Cooperatively | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Writing Instructional Objectives for Various Outcomes | |
| |
| |
| |
| Writing Objectives for Knowledge, Comprehension, and Application Outcomes | |
| |
| |
| Stating Objectives at the Knowledge, Comprehension, and Application Levels | |
| |
| |
| Adapting Statements to Areas of Instruction | |
| |
| |
| Adapting Statements to Levels of Instruction | |
| |
| |
| The Problem of Limiting Objectives to Intellectual Outcomes | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Writing Objectives for Higher-Level Thinking Skills | |
| |
| |
| Making a Useful List of Outcomes | |
| |
| |
| Adapting Statements to Areas of Instruction | |
| |
| |
| Adapting Statements to Levels of Instruction | |
| |
| |
| Affective Components of Thinking | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Writing Objectives for Affective Outcomes | |
| |
| |
| Basing Statements on the Taxonomy Categories | |
| |
| |
| Basing Statements on Traditional Categories | |
| |
| |
| Adapting Statements to Areas and Levels of Instruction | |
| |
| |
| Deciding if Affective Outcomes Should Be Stated Separately | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Writing Performance Objectives for Skills and Products | |
| |
| |
| Writing Objectives for Procedure Outcomes | |
| |
| |
| Writing Objectives for Product Outcomes | |
| |
| |
| Focusing on Both Procedure and Product Outcomes | |
| |
| |
| Isolating Performance Skills When Writing Objectives | |
| |
| |
| Guidelines for Writing and Using Performance Objectives for Skills and Products | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Writing Performance Objectives for Problem-Solving Projects | |
| |
| |
| Stating Objectives for Restricted Problem-Solving Projects | |
| |
| |
| Stating Objectives for Extended Problem-Solving Projects | |
| |
| |
| Guidelines for Writing and Using Performance Objectives in Problem-Solving Projects | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Using Instructional Objectives in Assessment | |
| |
| |
| |
| Using Objectives in Achievement Testing | |
| |
| |
| Preparing the List of Instructional Objectives | |
| |
| |
| Objectives for a Unit in Economics | |
| |
| |
| Outlining the Content | |
| |
| |
| Content Outline for a Unit in Economics (Money and Banking) | |
| |
| |
| Preparing the Table of Specifications | |
| |
| |
| Constructing Relevant Test Items | |
| |
| |
| Using a Simple Table for Item Writing | |
| |
| |
| Using Detailed Specifications for Item Writing | |
| |
| |
| Using Objectives for Interpreting Test Results | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Using Objectives in Performance and Affective Assessment | |
| |
| |
| Assessing Performance Skills | |
| |
| |
| Rating Scales | |
| |
| |
| Checklists | |
| |
| |
| Holistic Scoring Rubrics | |
| |
| |
| Assessing Affective Outcomes | |
| |
| |
| Rating Scales and Checklists | |
| |
| |
| Self-Report Method | |
| |
| |
| Using Student Portfolios | |
| |
| |
| Guidelines for Preparing and Using Assessment Instruments | |
| |
| |
| Summary | |
| |
| |
| Exercises | |
| |
| |
| |
| Checklist for Evaluating the Final List of Objectives | |
| |
| |
| |
| Taxonomy of Educational Objectives (Major Categories and Illustrative Objectives) | |
| |
| |
| |
| Revised Taxonomy of Educational Objectives | |
| |
| |
| |
| Depth-of-Knowledge by Subject Descriptors | |
| |
| |
| |
| Illustrative Verbs | |
| |
| |
| |
| Answers to Exercises | |
| |
| |
| References | |
| |
| |
| Index | |