Chapter:3 Instructional Goals And

Objectives: Foundation For Assessment

B.Ed (Hons) Secondary
Semester:4
Subject: Measurement and
assessment in teaching
Represented by: Miss Sadia Tariq
Department of education planning
and development
Lahore college for women
university
Learning outcomes
• ~After reading this chapter students will be able to understand that
• ~what type of learning outcomes they will get from teaching?
• ~Aspects of good teaching
• ~How instructional goals plays an important role in learning process and how to
achieve them?
• ~What are the characteristics of good curriculum?
• ~What are the specific learning outcomes?
• ~How to make the list of objectives?
• ~What are the types of learning outcomes?
Instructional Goals
• Instructional goals and objectives play a key role in both the instructional
process and the assessment process.

• These learning goals serve as guides as to what will be taught, how it will be
taught, and whether the material has been mastered.

• They serve a guides for both teaching and learning, communicate the intent of
the instruction to others and provide guidelines for assessing student learning .

• Instructional goals and objectives work best when they describe, in terms of
observable behaviors, what the student is expected to learn
The purpose of Instructional goals and Objectives

Instructional goals and

Objectives

Convey instructional
Provide a basis for
Provide direction for the intent to others(student,
assessing student
instructional process parents and other
learning
school personnel's )
Instructional Objectives as Learning Outcomes
Should focus on:

• student, not teacher

• learning outcomes, not learning experiences

• student performances that would be good evidence of successful instruction and learning

Instructional goals and objectives are sometimes stated in terms of actions to be taken.

Thus we might have a statement such as this

Demonstrate to students how to use the microscope.

Although these statements also indicates what the teaching, activity is, It is less clear about
intended learning outcomes and does not point explicitly to the type of student assessment that
would be most appropriate
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• Literally the objective will have been achieved when the demonstration has
been completely regardless.

• If the students have learned any thing.

• A better way to state objectives is in terms of what we expect students to be

able.
First
• Objective establish direction and when they are stated in terms of learning
outcomes

• They go beyond knowledge of the specific course content.

• Note the distinction between “study of’’ and “knowledge of’’ cell
structures.

• The content is more aptly listed under process because it is the vehicle
through which objectives are attained.
Second

• Consider the varying degrees of dependence that the products (knowledge,

skill and ability) have on the course content.

• Knowledge of parts of cell is the most ability closely related to the specific
content of a biology course.

• Skills in the using microscope and ability to write accurate reports of

scientific observations related to the course content that could be used to
achieve the same objective
 Third
The third point illustrated by the diagram is the degree to which objectives vary in complexity.

The first learning outcome knowledge of parts of cell is specific is easily attained, and can be
measured readily by a short- answer or fixed response paper and pencil test.

The last learning outcome ability to write accurate reports of scientific observations is rather
general.

Unlikely to be attained completely in a single course and requires judgmental analysis of

student performances.

Student Learning experience Learning Outcomes

(process) (Product)

• Knowledge of parts of cell

• Study of cell structure of • Skill in using microscope
• Ability to write accurate report
plant in laboratory of scientific observations
From overly specific objectives to the thinking
curriculum
~ The predominant approach to the development and construction of tests from
the 1920s through the 1980s relied on behavioral psychology.

Behavioral psychology provided a frame work to analyze learning outcomes in

small step and specific skills.

Learning was conceptualized as being quite hierarchical with higher order skills
dependent on a linear development based on a foundation of lower level
essential skills.
 Continue…..

• This decomposition of desired outcomes into small steps allowed for a high degree of

specificity of learning outcomes.

• Highly specific objectives enabled the construction of precise test objectives.

• The behavioral objectives used to construct mastery tests are typically concerned with

relatively simple knowledge and skill outcomes.

• This made it possible to analyze each intended learning outcome in considerable detail

and to described the expected student performance in specific terms.

Types of Learning Outcomes to Consider
• Although the cognitive research perspective is useful in forcing attention on broader
educational goals that need to be addressed in the development or selection of an
assessment.
• Those general goals need to be supplemented by more systematic thinking about the
types of learning outcomes that would evidence that the goals are being achieved.
• It is useful for this reason to classify learning outcomes under a few general headings .
• Any such classification is necessarily arbitrary, but it serves several useful purposes.
• It indicates types of learning outcomes that should be considered.
• It provides a frame work for classifying those outcomes and it direct attention towards
changes in student performance in a variety of areas.
Different Set Of Categories
3: Application
1: knowledge
3.1 Factual information
1.1 Terminology
3.2 Concepts and principles
1.2 Specific facts
3.3 Method and
1.3 Concepts and principles procedures
1.4 Methods and procedures 4: Thinking skill
4.1 Critical thinking
2: Understanding
4.2 Scientific thinking
2.1 Concepts and principles
5: General skills
2.2 Methods and procedures 5.1 Laboratory skills

2.3 Written materials, graphs, maps and numerical data 5.2 Performance skills
5.3 Communication skills
2.4 Problem situations
Taxonomy of Educational Objectives
A useful guide for developing a comprehensive list of instructional objectives is the taxonomy of
educational objectives. It attempts to identify and classify all possible educational outcomes.

• The system first divides objectives into the following three areas.

1: Cognitive Domain: Knowledge outcomes and intellectual abilities and skills.

2: Affective Domain: Attitude, interests, appreciation, and modes of adjustment.

3: Psychomotor Domain: Perceptual and motor skills.

Each of the three domains is divided into categories and sub categories. The taxonomy is
primarily useful in identifying the types of learning outcomes that should be considered when
developing a comprehensive list of objectives for classroom instruction.
 Other Sources For Lists Of Objectives
1. Professional association standards

2. State content standards

3. Method books

4. Yearbooks and subject matter standards publications of educational organizations

5. Encyclopedia of educational research

6. Curriculum framework and guides

7. Test manuals

8. Bank of objectives
Criteria For Selecting Appropriate Objectives
1: Do the objectives include all important outcomes of the course?

Knowledge objective are seldom neglected. However objectives in the area of

understanding application, thinking skills, attitudes and the like tend to be slighted unless
special efforts are made to consider them.

2: Are the objectives in harmony with the content standard of the state or district and
with general goals of the school?

Where states or districts have adopted content standards the objectives developed by
individual teachers to be consistent those standards. The objective developed by teachers
must also be consistent with the general goals of the school in which they are used.
 Continue……
3: Are the objectives in harmony with sound principles of learning?

a) Be appropriate to the age level.

b) Be related to the needs.

c) Reflect learning outcomes

d) Include learning outcomes

4: Are the objectives realistic in terms of the abilities of the student and the time
and facilities available?
First attempt at identifying objectives for a particular course frequently result in an impressive
but unattainable list of outcomes. Thus the final list of objectives should be reviewed in light of
the students developmental levels, their beginning skills and their understandings, the time
available for achieving the objectives and the adequacy of the instructional resources and
equipment available.
Criteria For Selecting Appropriate Objectives
The following questions will serve as criteria for this response:

1. Do the objectives include all important outcomes of the course?

2. Are the objectives in harmony with the content standards of the state or district and with
general goals of the school ?

3. Are the objectives in harmony with sound principles of learning ?

 Method Of Stating Instructional Objectives
• In preparing list of instructional objectives for a course of study, we have two immediate
goals in mind.

• One is to create as complete a list of objectives as possible.

• The other goal is to stating instructional objectives so that they can clearly indicate the
learning outcomes that we expect from our institution.

• The task of starting instructional objectives can be simplified if we constantly keep in mind
that we are listing intended outcomes of teaching learning situations.

• We are not describing what we intend to do during instruction but are listing the expected
results of that instruction
How To Obtain A Clear Statement Of Instructional
Objectives
• A list of objectives for a course or unit of study should be detailed enough to convey the
intent of the instruction yet general enough to serve as an effective overall guide in planning
for teaching and assessment.

• This procedure should result in statements of general objectives and specific learning
outcomes such as following:
1- Understands scientific principles

1.1 Describes the principle in own words

1.2 Identifies examples of the principle

1.3 States tenable hypotheses based on the principle

1.4 Uses the principle in solving novel problem

1.5 Distinguish between two given principles

1.6 Explains the relationship between two given principles

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• The expected learning outcome is concerned with understanding and
the general objective starts right off with the Verb Understand.

• State specific learning outcomes in terms of observable student

performance

• Such as realizes sees and believes less useful in defining objectives

because they describe internal states that can be expressed by various
types of overt behavior.
Stating The General Instructional Objectives
• One problem in stating the general instructional objectives is
selecting the proper level of generality.
• The objectives should be specific enough to provide direction for
instruction but not so specific that instruction is reduced to
training.
• When we state our major objectives in general terms we provide
for the integration of specific facts and skills into complex
response patterns.
• General statements also give the teacher greater freedom in
selecting methods and materials of instruction.
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• Keep all statements free of excess words (e.g, "be able to apply" should
just be "applies")
• Be general enough to provide direction/focus for teaching Be complete,
cover the content domain
• Number and generality will depend on the length of the instruction
being considered (4-12 is usually good). Think of it this way. The more
material that your objectives cover, the more general your objectives
will have to be to keep the number manageable. You should be guided
by what is useful--neither too many nor too few objectives to meet your
needs.
 Continue…
Example:
~The following list of general instructional objectives shows the desired level of
generality.
_____ knows basic terminology

______understands concepts

_______relates concepts to every day observations

________applies principles to new situations

_________ interprets graphs

__________signs independently on pitch and in rhythm

_________ demonstrates skills in critical thinking

Stating The Specific Learning Outcomes
• Provide specific learning outcomes for each general objective to show how it will actually be assessed.
• Begin each with an action verb that indicates a definite, observable response (e.g., identifies, solves,
sings). More examples are provided in Appendix G
• Use only one verb per objective
• State in terms of results (not processes) desired. For example, "Demonstrate proper use of laboratory
equipment" rather than "Study (or learn, practice) how to use laboratory equipment."
• Be sure that the verbs actually match the desired outcome
• 4-7 specific learning outcomes for each general objective is common, but the number you use depends
on many factors (including how general you made your general objectives, how much testing time you
have, the importance of the objective, etc.)
• Be careful not to make the nouns in your specific learning outcomes too specific. SLOs should be broad
enough to suggest a variety of test items one might choose among. They should not be so specific that
they are the test items. For example, "distinguishes geometric shapes" is more general (and hence more
useful in generating multiple items) that is "distinguishes between a square and a rectangle."
 Continue…
• As stated earlier each general instructional objective must be defined by a sample of
specific learning outcomes to clarify how students can demonstrate that they have
achieved the general objective.

• Unless the general objectives are further defined in this manner they will not provide
adequate direction for teaching or assessment.

• Statements of specific learning outcomes for a general objects will be easier to write
and will more clearly convey instructional intent.

• If each statement begins with an action verb that indicates definite observable
responses.

• Such statements specify the types of student performance acceptable as evidence that
the general instructional objective has been achieved.
 Continue…….
• It is obvious that a fixed number cannot be specified.
• Simple knowledge and skill outcomes typically require fewer statements than
complex ones.
• Because it is usually impossible to list all possible student responses for each
general objective, the sample should be as representative as possible.
• The following general objective and specifying learning outcomes illustrate a
satisfactory level of specifying for stating the intended learning outcomes.
 Continue…..
Example:
~understands the meaning of concepts
1.1: explain the concepts in own words
1.2: identifies the meaning of a concept in context
1.3: differentiate between proper and improper istances of a concept
1.4: distinguish between two similar concepts on the basis of meaning
1.5: uses a concept to explain an every day event
Clarification of verbs used in specific learning
outcomes
• Because the action verb is the key element in stating the specific learning outcomes,
the selection and clarification of these verbs play an important role in obtaining a
clearly defined set of instructional objectives.
• Ideally, we would like each verb (a) to convey our instructional intent and (b) to
specify precisely the student performance we are willing to accept as evidence that
the general objective has been attained.
• Some verbs convey instructional intent well (e.g., identifies); others are more
effective at specifying the student responses to be observed (e.g., labels, encircles,
underlines).