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| How To Write Instructional Objectives | |
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| Writing Instructional Objectives as Intended Learning Outcomes | |
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| What Are Instructional Objectives? | |
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| Why Use Instructional Objectives? | |
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| Role of Objectives in Teaching | |
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| Role of Objectives in Student Learning | |
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| Role of Objectives in Assessment | |
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| Role of Objectives in Communicating Instructional Intent to Others | |
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| Role of Objectives in Evaluating Instruction | |
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| Focusing on Intended Learning Outcomes | |
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| Learning Outcomes and the Instructional Process | |
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| Stating Instructional Objectives as Intended Learning Outcomes | |
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| What About Conditions and Standards? | |
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| Obtaining Clear Statements of Instructional Objectives | |
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| Stating the General Instructional Objectives | |
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| Selecting the Proper Level of Generality | |
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| Stating the Specific Learning Outcomes | |
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| Obtaining a Representative Sample of Specific Learning Outcomes | |
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| Emphasizing Instructional Intent | |
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| Keeping the Specific Learning Outcomes Useful for Various Units of Study | |
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| Making Sure the Specific Learning Outcomes Are Relevant | |
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| Revising the General Objectives as Needed | |
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| Getting Started in Preparing Instructional Objectives | |
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| Obtaining the Proper Orientation | |
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| Using a Frame of Reference as a Guide | |
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| Taxonomy of Educational Objectives | |
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| Alternative Frames of Reference | |
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| Cautions in Using Any Framework as a Guide | |
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| Other Guides in Preparing Instructional Objectives | |
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| Curriculum Guides | |
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| Books and Special Reports | |
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| Test Manuals | |
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| Considerations in Selecting Instructional Objectives | |
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| Do the Objectives Indieate Learning Outcomes That Are Appropriate to the Instructional Area? | |
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| Do the Objectives Represent All Logical Learning Outcomes of the Instructional Area? | |
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| Are the Objectives Attainable by These Particular Students? | |
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| Are the Objectives in Harmony with the Philosophy of the School in Which the Instruction Is to Be Given? | |
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| Are the Objectives in Harmony with Basie Principles of Learning? | |
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| Preparing Instructional Objectives Cooperatively | |
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| Writing Instructional Objectives For Various Outcomes | |
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| Writing Objectives for Knowledge, Comprehension, and Application Outcomes | |
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| Stating Objectives at the Knowledge, Comprehension, and Application Levels | |
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| Adapting Statements to Areas of Instruction | |
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| Adapting Statements to Levels of Instruction | |
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| The Problem of Limiting Objectives to Intellectual Outcomes | |
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| Writing Objectives for Higher-Level Thinking Skills | |
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| Making a Useful List of Outcomes | |
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| Adapting Statements to Areas of Instruction | |
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| Adapting Statements to Levels of Instruction | |
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| Affective Components of Thinking | |
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| Writing Objectives for Affective Outcomes | |
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| Basing Statements on the Taxonomy Categories | |
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| Basing Statements on Traditional Categories | |
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| Adapting Statements to Areas and Levels of Instruction | |
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| Writing Performance Objectives for Skills and Products | |
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| Writing Objectives for Procedure Outcomes | |
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| Writing Objectives for Product Outcomes | |
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| Focusing on Both Procedure and Product Outcomes | |
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| Isolating Performance Skills When Writing Objectives | |
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| Guidelines for Writing and Using Performance Objectives for Skills and Products | |
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| Writing Performance Objectives for Problem-Solving Projects | |
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| Stating Objectives for Restricted Problem-Solving Projects | |
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| Stating Objectives for Extended Problem-Solving Projects | |
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| Guidelines for Writing and Using Performance Objectives in Problem-Solving Projects | |
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| Using Instructional Objectives | |
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| Using Objectives in Teaching | |
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| Instructional Objectives at the Minimum-Essentials Level | |
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| Instructional Objectives at the Developmental Level | |
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| Using Objectives in Instructional Planning | |
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| Using Objectives to Motivate and Direct Students | |
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| Using Objectives in Guiding Student Learning | |
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| Using Objectives in Achievement Testing | |
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| Preparing the List of Instructional Objectives | |
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| Outlining the Content | |
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| Preparing the Table of Specifications | |
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| Constructing Relevant Test Items | |
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| Preparing a File of Test Items | |
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| Using Detailed Specifications for Item Writing | |
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| Using Objectives in Performance and Affective Assessment | |
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| Assessing Performance Skills | |
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| Rating Scales | |
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| Checklists | |
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| Scoring Rubrics | |
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| Assessing Affective Outcomes | |
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| Using Student Portfolios | |
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| Guidelines for Preparing and Using Assessment Instruments | |
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| Checklist for Evaluating the Final List of Objectives | |
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| Taxonomy of Educational Objectives | |
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| Illustrative Verbs | |
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| References | |
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| Index | |