| |
| |
| |
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 | |