When objectives match up with the way you
assess learning, you get a more accurate
measure of success
Without alignment:
Students receive mixed messages about what’s
important
Students may feel like there’s too much or not enough
going on in the course
You may get poor results on tests and projects
Students may not be prepared for the next level in
their programs
• Evaluation
make judgments based on criteria
Higher Order Thinking Skills
• Synthesis
compile information in a new way
• Analysis
break down information into parts
• Application
use information in a new situation
• Comprehension
interpret information
• Knowledge
recall information
Lower Order Thinking Skills
Bloom's Taxonomy -Affective
Domain
Ch a r:
Acts consistently due to an intemaJ belief ,
Can articulate a philosophy or world-v ewI
Can break down complex situations and
respond accordingly based on values, develops
and lives by a code of personal behav or
Values become systematic, can compare
and contrast values and choices,
begins to order and prioritize values.
chooses to commit to certain
values and behaviors
Motivated to invest, Chooses to behave in a
certa in way frequen tly, Begins to ident ify
with a behavior and commit to it
Will ng to be awareof the
setting or situation, gives
attention by choice
open to the
e
nee
Valuing
Willingly participating,
obedient volunteers finds
satisfaction in participating,
ready to respond
C
ndi g
by @henryth1ele
Bloom's Taxonomy - Psychomotor
Domain
Taxonomy of Educational Objectives
Psychomotor Domain
watching
Versio n 3 - October 2012
repeating
activity
Imitate - ability to copy. replicate
the actions of others following
observations.
process
replicate
Manipulate - ability to repeat or
reproduce actions to prescribed
standard from memory or
instructions.
follow
repeat
performance
identi fy
adhere
i mit ate
Perfect- ability to perform actions
with expertise and without
interventions and the ability to
demonstrate and explain actions
to others.
Articulate - ability to adapt
existing psychomotor skills in a
non-standard way, in different
contexts, using alternative tools
and instruments to satisfy need.
copy
steps
match
Imitate
definitions
operations
Embo dy- ability to perform
actions in an automatic, intuitive
or unconscious way appropriate
to the context.
Atki nson 2011 - derived from RH Dave's version
of the Psychom otor Doma in ('Developing and
Writing Behavio ral Objectives', 197 0}
specify
Self-manage
Dom ain refers to progressively
complex manua l o r ph ysi cal
skills
Type of Objective
How to Measure
Discuss/Recall/Identify
Discussion board, summary paper,
objective test
Apply/Use
Essay or fill-in test, labs, report paper
Analyze
Problem-solving, analysis paper, case
studies, presentations
Create/Design
Research paper, creative essays, art,
prototypes, plans, student-created tests,
presentations
Evaluate/Judge
Journals, case studies, debates, peer
review, critiques
Perform an action
Performance review, plays, skits,
demonstrations, presentations, peer and
small group practice
Going back to that example: After the course,
students will be able to discuss at least three
major outcomes from the American Civil War,
including social and political implications.
What types of activities could be used to help
students reach this objectives?
How would you assess attainment of this
objective?
Transform these scenarios into objectives
with aligned activities and assessments
1. Students must learn how chlorophyll works
in plants.
2. Students must take a position on an issue
and defend it.
3. Students must assess someone’s blood
pressure and heart rate.
4. Students must solve linear equations.
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