Assessing learning objectives

Assessing Learning Objectives

Carlo Magno, PhD.

MCL Consultant

Watch the video sand art

Activity 1

If the person making the sand art is your student who will

do the task, what objective will you set for him/her?

Objectives

At the end of the session the faculty will be able to

improve their course syllabus by:

Stating objectives with measurable behavioral terms

Aligning the objectives with the assessment task

Use appropriate assessment task to provide evidence of

attaining learning objectives.

Outcomes-Based Education

Clearly focusing and organizing everything in an

educational system around what is essential for all

students to be able to do successfully at the end of their

learning experiences.

This means starting with a clear picture of what is

important for students to be able to do, then organizing

the curriculum, instruction and assessment to make sure

this learning ultimately happens (Spady, 1994).

Outcomes-Based Education

Where do we get our objectives?

Needs of students and society

Mission and vision of the school

National and International Standards

Existing programs

Considerations in Writing objectives

1. Objectives are always intended for the learners,

audience, students or participants in a training program.

2. Objectives are specific and measurable. Each objective

should have a corresponding assessment to test whether

it was met. The following table shows how each objective

will be assessed. Objective Assessment

Given a microscope with glass slides,

students in the biology class will mount 5

specimens found in the school garden.

Performance assessment in the proper

mounting of atleast 5 specimens.

Given the constructed anemometer, the

grade 4 pupils will record the wind speed

every 5 hours.

Listing of the wind speed every 5 hours

during school time

Given a 1 inch paper clip, the grade 5

students will measure the length, width, and

area of the gym floor.

Measurement of the gym floor.


3. Objectives should be attainable given the parameters

of instruction and learning. For a 40 minute class,

objectives should be realistically accomplished given the

time frame.

4. General objectives (TO) can be broken down to more

specific objectives (EO)


TO: Uses tools, materials, and equipment associated with the building trades

1. Identifies types of materials used in the building trades (e.g., lumber, metals, piping, bricks, wiring)

2. Familiar with procedures for maintaining hand and power tools (e.g., cleaning, adjusting, calibrating, storing)

3. Uses measuring instruments such as a ruler, tape measure, chalk line, level, transit, square, volt meter, and ammeter

4. Operates earth-moving equipment used in preparation of construction sites

5. Uses different types of scaffolding

6. Uses power and hand tools employed in the building trades (e.g., levels, jig saws, sanders, routers, drills, electrical test equipment, masonry tools, metal fabrication tools)

I. Recognizing Measurable Instructional

Objectives

Place an “X” before each of those in the following list which are student objectives stated in measurable terms.

___ 1. To develop critical thinking skills.

___ 2. To identify those celestial bodies that are known as planets.

___ 3. To provide worthwhile experiences for the students.

___ 4. To recognize subject and verb in a sentence.

___ 5. To tie shoes in a bow, without making a knot.

___ 6. To write a summary of factors that led to World War II.

___ 7. To fully appreciate the value of music.

___ 8. To prepare a critical comparison of the two major political parties n the United States today.

___ 9. To illustrate an awareness of the importance of balanced ecology by supplying relevant newspaper articles.

___ 10. To know all the rules of spelling and grammar.

Bloom’s Taxonomy Levels of Cognitive, Psychomotor and Affective Domain

Cognitive Affective Psychomotor

Remembering Receiving Imitation

Understanding Responding Manipulation

Applying Valuing Precision

Analyzing Organizing Articulation

Evaluating

Characterizing Naturalization

Creating

Bloom’s Taxonomy Cognitive Domain

Cognitive level Instructional Behavioral Term

1. Remembering define, describe, identify, label, enumerate,

match, outline, select, state, name, reproduce

2. Understanding Summarize, paraphrase, rephrase, convert,

estimate, explain, generalize, paraphrase, infer,

rewrite, compute

3. Applying Use, employ, give examples, changes,

demonstrate, modify, predict, show, problem

solving

4. Analyzing Relate, distinguish, differentiate, illustrate,

separates, subdivides, compare, contrast

6. Evaluating Appraise, decide, justify, conclude, criticize,

describe, defend

7. Creating

Formulate, compose, produce, categorize,

combine, create, devise, design, generate,

organize, rearrange, reconstruct, reorganize,

revise

Bloom’s Taxonomy Affective Domain

Affective Domain Instructional Behavioral Term

1. Receiving Asks, chooses, describes, follows, gives, holds,

locates, points to, relies, uses

2. Responding Answers, assists, complies, conforms, greets,

performs, practices, presents, recites, reports

3. Valuing Completes, explains, initiates, invites, joins,

justifies, proposes, shares, studies

4. Organization Adheres, alters, arranges, defends, generalizes,

integrates, orders, prepares, relates

5. Characterization Acts, discriminates, displays, influences,

modifies, proposes, qualifies, questions, revises,

serves, solves, verifies

Bloom’s Taxonomy Psychomotor Domain

Psychomotor Domain Behavior

1. Imitation Observes a skill and attempts to repeat it

2. Manipulation Performs skill according to instruction rather

than observation

3. Precision Reproduces a skill with accuracy, proportion

and exactness

4. Articulation Combines more than one skill in sequence with

harmony and consistency

5. Naturalization Completes one or more skills with ease and

becomes automatic with limited physical or

mental exertion

II. Classifying Instructional Objectives

According to their Domains

Classify each of the following instructional objectives by

writing on the blank space the appropriate letter according to

the domain: (C) Cognitive; (P) Psychomotor; (A) affective.

____ 1. The students will continue jumping rope until that

student can successfully jump it ten times in succession.

____ 2. The student will identify the capitals of all fifty states.

____ 3. The student will summarize the history of the

development of the republican party in the United States.

____ 4. The student will demonstrate a continuing desire to

learn to use the microscope by volunteering to work with it

during free time.

____ 5. The student will volunteer to tidy up the room.

II. Classifying Instructional Objectives

According to their Domains

____ 6. After reading and analyzing several books, the

student will identify the respective authors.

____ 7. The student will translate a favorite Vietnamese

poem into English.

____ 8. The student will accurately predict the results

of combining genes from an available gene pool.

____ 9. The student will indicate his or her interest in

the subject by voluntarily reading additional books from

the library about dinosaurs.

____ 10. The student will make the ring toss in a

minimum of seven in ten attempts.

III. Identifying Cognitive Levels of

Questions

Instruction: Indicate the cognitive level of the following questions.

Write whether they are remembering, understanding, applying,

analyzing, evaluating, and creating.

_________ 1. What was the name of the organization represented by

officer?

_________ 2. How are the styles of the two artists similar?

_________ 3. Which of the poems do you think is the most

interesting?

_________ 4. What other tools could you use to accomplish the

same task?

_________ 5. What country lies between China and India?

_________ 6. How might these rocks be logically grouped?

_________ 7. Could you explain how these two types of redwood

needles differ?

III. Identifying Cognitive Levels of

Questions

_________________ 8. What do you predict would happen if we mixed equal amounts of two colored solutions, the red solution with the yellow solution?

_________________ 9. With the key words provided, compose an eight line poem.

_________________ 10. Describe how these poem makes you feel.

_________________ 11. Do you suppose everyone feels the same after reading that poem?

_________________ 12. What do you think caused the city to move the location of the zoo?

_________________ 13. How would the park be different today if it had been left there?

_________________ 14. Observe what happens when I pour in the second liquid.

_________________ 15. Using what you have learned about silent letters, circle all the words in the one-page story that use silent letters.

Stating Objectives

“From a standing still position on a level, hard surface

(condition), male students (audience) will jump

(behavior) at least two feet (criterion).”

“Given two hours in the library without notes

(condition), students in the high reading group

(audience) will identify (behavior) five sources on the

topic “national health insurance” (Criterion).

Criteria in Writing Objectives

1. Behavior – Specific behavior as indicated by action verbs

(summarize, enumerate, compare, defend, justify).

2. Audience – Description of the students who are expected

to demonstrate the behavior.

3. Criterion – Description of the criteria used to indicate

whether the behavior has been demonstrated (e. g. answering

8 out of 10 questions correctly; judgment of writing based on

grammar, spelling, sentence construction, and organization).

4. Condition – Circumstances, equipment, or material used

when demonstrating the behavior (e. g., with or without class

notes, open book, using graph paper, given a calculator).

IV. Identifying Cognitive Levels of

Objectives

Instruction: Indicate the cognitive level of the following objectives. Write whether they are remembering, understanding, applying, analyzing, evaluating, and creating.

1. State the domain and range of a given function

2. Solve systems of linear equations in two variables by the graphical method

3. Simplify complex fractions

4. Multiply and divide rational algebraic expression

5. Assess hazards of working with chemicals

6. Classify the properties of substances as to physical or chemical and extrinsic or intrinsic

7. Cite evidence of chemical changes

IV. Identifying Cognitive Levels of

Objectives

8. Write Lewis symbols for atoms, ions, ionic compounds, and covalent compounds

9. Use comprehension strategies while reading a selection

10. Write purpose statements for reading

11. Write brief notes, symbols , and abbreviations in textbook margins to point out important ideas

12. Note correctly alphabetical and numerical data listened to

13. Find the topic sentence of a paragraph

14. Determine the effect of a changed angle between the current and magnetic field to the magnetic force

15. Observe reflection of a single ray of light from a plane mirror

Constructive Alignment

Objective: Interpret a table showing the population density of the world (Understanding)

Test Item: Given a bar graph, report the years where the population increased and decreased, describe the pattern of growth each year and provide possible explanations for the growth pattern.

Objective: Draw a picture using the principle of balance. (Creating,)

Test Item: Draw a picture in the box showing the principle of balance.

Objective: Recognize fallacies in an argument (Understanding)

Test item: Read the given article and list down five fallacious statements found.

Objective: Run in a 100-yard dash (psychomotor)

Performance Assessment: Students need to complete a run in 100 yard dash.

Example 1: Constructive alignment

Classify materials based on its ability to absorb water,

float, sink, undergo decay

Item:

Which of the following materials will float in water?

A. Styrofoam

B. foam

C. metal

D. glass

Example 2: Constructive Alignment

Demonstrate proper disposal of waste according to the

properties of its materials

Performance task

Final Output: A slide show with illustrations showing proper

disposal of materials.

Task: Take a photo on how to properly dispose the following

materials: plastic bottles, food scrap, papers. Present the

picture in class and explain the procedure.

Criteria: Accuracy of disposal procedure, ability to explain,

clarity of illustrations

V. Matching Items with Criterion Item

Instruction: Indicate whether the matching of the objective and item is suitable.

1. Objective: Given a performance of an instrumental or vocal melody containing a melodic or rhythmic error, and given the score for the melody, be able to point out the error.

Criterion item: The instructor will play the melody of the attached musical score on the piano and will make an error either in rhythm or melody. Raise your hand when the error occurs.

Is the item Suitable? ___ Yes

____ No ____Can’t tell


2. Objective: Given mathematical equations containing

one unknown, be able to solve for the unknown.

Criterion Item: Sam weighs 97 kilos. He weighs 3.5 kilos

more than Barrey. How much does Barry weigh?


____ No

____Can’t tell


3. Objective: Be able to demonstrate familiarity with

sexual anatomy and physiology

Criterion Item: Draw and label a sketch of the male and

female reproductive systems.


____ No

____Can’t tell


4. Objective: Given any one of the computers in our product

line, in its original carton, be able to install and adjust the

machine, preparing it for use. Criteria: The machine shows

normal indication, and the area is free of debris and cartons

Criterion item: Select one of the cartons containing one of our

model XX computers, and install it for the secretary in Room

45. Make sure it is ready for use and the area is left clean.


____ No

____Can’t tell


5. Objective: When given a set of paragraphs (that use words within your vocabulary), some of which are missing topic sentences, be able to identify the paragraph without topic sentences.

Criterion Item: Turn to page 29 in your copy of Silas Marner. Underline the topic sentence of each paragraph on that page.


____ No

____Can’t tell

Forms Assessment

Formative assessment

Summative assessment

Major exams

Quizzes

Projects – student papers

Test

Performance-based

Rating scales

Rubrics

Inventories

Checklist used for observations

Surveys

Standardized tests

Types of Assessment

Selected Response Binary Choices

Multiple Choice

Matching Type

Constructed Response “Supply Test” Short Form answers - identification

Completion – fill in the blanks, cloze test

Essay

Alternative Forms Performance-based

Authentic-based

Portfolio Assessment

Features of performance assessment

Intended to assess what it is that students know and can do

with the emphasis on doing.

Have a high degree of realism about them (authentic).

Involve: (a) activities for which there is no single correct

answer, (b) assessing groups or individuals, (c) testing that

would continue over an extended period of time, (d) self-

assessment of performances.

Likely use open-ended tasks aimed at assessing higher level

cognitive skills.

Performance assessment

Bring testing methods

more in line with

instruction.

Assessment should

approximate closely what

it is students should know

and be able to do.

Characteristics of performance-based

assessment

Students perform, create, construct, produce, or do something.

Deep understanding and/or reasoning skills are needed and assessed.

Involves sustained work, [often days and weeks].

Calls on students to explain, justify, and defend.

Performance is directly observable.

Involves engaging in ideas of importance and substance.

Relies on trained assessor’s judgments for scoring

Multiple criteria and standards are prespecified and public

There is no single correct answer.

If authentic, the performance is grounded in real world contexts and constraints.

Learning Targets

Skills

Communication and presentation skills

Ex: Speaking

1. Speaking clearly, expressively, and audibly

a. Using voice expressively

b. Speaking articulately and pronouncing words correctly

c. Using appropriate vocal volume

2. Presenting ideas with appropriate introduction, development,

and conclusion

1. Presenting ideas in an effective order

2. Providing a clear focus on the central idea

3. Providing signal words, internal summaries, and transitions

Learning Targets

3. Developing ideas using appropriate support materials

a) Being clear and using reasoning processes

b) Clarifying, illustrating, exemplifying, and documenting ideas

4. Using nonverbal cues

a. Using eye contact

b. Using appropriate facial expressions, gestures, and body movement

5. Selecting language to a special purpose

a. Using language and conventions appropriate for the audience

Learning Targets

Psychomotor skills

Fine motor: cutting papers with scissors, drawing a line tracing,

penmanship, coloring drawing, connecting dots

Gross motor: Walking, jumping, balancing, throwing, skipping,

kicking

Complex: Perform a swing golf, operate a computer, drive a car,

operate a microscope

Visual: Copying, finding letters, finding embedded figures,

identifying shapes, discrimination

Verbal and auditory: identify and discriminate sounds, imitate

sounds, pronounce carefully, blend vowels

Learning Targets

Products

Write promotional materials

Report on a foreign country

Playing a new song

Variation of authenticity

Relatively authentic Somewhat authentic Authentic

Identify the materials

used in dressing a

wound

Give the steps in

dressing a wound

Dresses the wound of a

patient

Tell the use of a

thermometer

Records temperature in

a chart

Uses the thermometer

on a patient and records

it.

Explain the steps on

taking blood pressure

Show how to take the

blood pressure using a

sphygmomanometer

Get the blood pressure

of a patient.

Complexity of task

Restricted-type task

Narrowly defined and require brief responses

Task is structured and specific

Ex:

Construct a bar graph from data provided

Demonstrate a shorter conversation in French about what is on a menu

Read an article from the newspaper and answer questions

Flip a coin ten times. Predict what the next ten flips of the coin will be, and explain why.

Listen to the evening news on television and explain if you believe the stories are biased.

Construct a circle, square, and triangle from provided materials that have the same circumference.

Constructing Performance Based tasks

Extended-type task

Complex and elaborate

Often include collaborative work with small group of students.

Requires the use of a variety of information

Examples:

Design a playhouse and estimate cost of materials and labor

Plan a trip to another country: Include the budget and itinerary, and

justify why you want to visit certain places

Conduct a historical reenactment (e. g. impeachment trial of ERAP)

Diagnose and repair a car problem

Design an advertising campaign for a new or existing product

Identifying Performance Task Description

Prepare a task description

Listing of specifications to ensure that essential if criteria are met

Includes the ff.:

Content and skill targets to be assessed

Description of student activities

Group or individual

Help allowed

Resources needed

Teacher role

Administrative process

Scoring procedures

Performance-based Task Question Prompt

Task prompts and questions will be based on the task

descriptions.

Clearly identifies the outcomes, outlines what the

students are encourage dot do, explains criteria for

judgment.

Performance Criteria

What you look for in student responses to evaluate their

progress toward meeting the learning target.

Dimensions of traits in performance that are used to

illustrate understanding, reasoning, and proficiency.

Start with identifying the most important dimensions of

the performance

What distinguishes an adequate to an inadequate

demonstration of the target?

Example of Criteria

Learning target:

Students will be able to write a persuasive paper to encourage

the reader to accept a specific course of action or point of

view.

Criteria:

Appropriateness of language for the audience

Plausibility and relevance of supporting arguments.

Level of detail presented

Evidence of creative, innovative thinking

Clarity of expression

Organization of ideas

Example of Performance-based task

Final Product

Chemists are often required to determine the

concentration of unknown acidic or basic solutions. You

will be provided with an unknown solution that is either

acidic or basic. Your problem is to design an experiment,

using the materials (and/or others) listed below, to

determine the concentration of the unknown solution

provided. Express your concentration of the unknown

material in moles of H+ (aq) per liter or moles of OH-

(aq) per liter of solution.

Task

a) Under the heading PROCEDURE list in order the steps of the procedure

you will use to solve the problem. You may include a diagram to help

illustrate your plans for the experiment. Include any safety procedures you

would follow.

b) Construct a DATA TABLE or indicate any other method that you could

use to record the observations and results that will be obtained.

Materials

2 beakers, 100 ml 1 burette, 50 ml 4 Erlenmeyer flasks, 250 ml

1 filter funnel, small 1 graduated cylinder, 50 ml 1 burette stand

safety goggles calculator 1 wash bottle of distilled

watre

1 white tile hydrochloric acid, 0.1 mol/L sodium hydroxide, 0.1

mol/L

phenolphthalein indicator bromothymol blue indicator unknown solution

Criteria

Yes NO A. Procedures for investigation

1. Detailed

procedure/experimentally

feasible

Method includes details which will clearly

result in accurate determination of

concentration of unknown, including steps

below and repeated trials.

2. Sequence to plan Suggests method to determine molarity of

unknown solution

3. General strategy

First identifies unknown solution as an acid

or base using appropriate indicator, then

suggests titration using neutralizing solution.

4. Safety procedures Safety goggles should be worn; care in

handling acids and bases.

5. Use of equipment/diagram

Appropriate equipment and materials are

suggested, especially use of burette and

indicator.

Criteria

Yes No B. Plan for recording and

organizing observations/data

1. Space for manipulation of data

or qualitative description

Could include space for averaging data;

stipulation of indicator used.

2. Matched to plan

Plan is comprehensive so that all

observations and data generated by plan

may be recorded; e.g., space for repeated

trials is included.

3. Organized sequentially Organized so that recording follows data

as generated.

4. Labelled fully (units included) All columns and rows are identified;

correct units of measurement are used.

5. Variables identified Solution used to titrate unknown is

indicated as acid or base.

Rating Scales

Indicate the degree to which a particular dimension is

present.

Three kinds:

Numerical

Qualitative

Combined Qualitative and Quantitative

Rating Scale

Numerical Scale

Numbers of a continuum to indicate different level of

proficiency in terms of frequency or quality

Example:

Complete Understanding 5 4 3 2 1 No understanding

Clear organization 5 4 3 2 1 No organization

Fluent reader 5 4 3 2 1 Emerging reader

Rating Scale

Qualitative scale

Uses verbal descriptions to indicate student performance.

Provides a way to check the whether each dimension was

evidenced.

Type A: Indicate different gradations of the dimension

Type B: Checklist

Rating Scale

Example of Type A:

Minimal, partial, complete

Never, seldom, occasionally, frequently, always

Consistent, sporadically, rarely

None, some, complete

Novice, intermediate, advance, superior

Inadequate, needs improvement, good excellent

Excellent, proficient, needs improvement

Absent, developing, adequate, fully developed

Limited, partial, thorough

Emerging, developing, achieving

Not there yet, shows growth, proficient

Excellent, good, fair, poor

Rating Scale

Example of Type A: Checklist

Rating Scale

Holistic scale

The category of the scale contains several criteria, yielding a single score that gives an overall impression or rating

Example level 4: Sophisticated understanding of text indicated with constructed meaning

level 3: Solid understanding of text indicated with some constructed meaning

level 2: Partial understanding of text indicated with tenuous constructed meaning

level 1: superficial understanding of text with little or no constructed meaning

Example holistic scale

Analytic scale

Analytic Scale

One in which each criterion receives a separate score.

Example

Criteria Outstanding

5 4

Competent

3

Marginal

2 1

Creative ideas

Logical organization

Relevance of detail

Variety in words and

sentences

Vivid images

Rubrics

When scoring criteria are combined with a rating scale, a

complete scoring guideline is produced or rubric.

A scoring guide that uses criteria to differentiate between

levels of student proficiency.

Example of a rubric

Rubrics should answer the following questions:

By what criteria should performance be judged?

Where should we look and what should we look for to judge

performance success?

What does the range in the performance quality look like?

How do we determine validity, reliability, and fairly what scores

should be given and what that score means?

How should the different levels of quality be described and

distinguished from one another?

Rubric

Workshop

Work in groups by department and write the course requirements by indicating the assessment tasks that matches the objectives.

Ensure that the major requirement is aligned with the objective

Organize the presentation in a table:

Group presentation and feedback will follow.

Course Objective Assessment Task

Assessing learning objectives

Education

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