RubricForEvaluatingCourseLearningObjectives102412sw
Part II Criterion
You really, really need a
consult.
Student
L.O. identified is not currently
Learning
part of the course syllabus or
Objective (L.O.) a L.O. was not identified.
Rationale
No reasoning provided for
choosing L.O. Discussion on
what faculty/dept. hope to
learn from the assessment of
the specific learning objective
is not included.
Methods of
Assessment
Methods of assessment
discussion were not included.
Measurement Discussion on measurement
Criteria/Targets criteria/targets not included.
You still need a consult.
L.O. is identified but is too
broad for assessment and/or
L.O. identified is not
assessable in format it is
written (e.g. Leads with
‘Understand, knows or
includes terms ‘knowledge’).
L.O. does not represent a skill
or content area that student
must be able to be successful
at demonstrating by the end
of the course.
Reasoning for choosing L.O.
is included but is not clear or
supported by evidence.
Discussion on what
faculty/dept. hope to learn
from the assessment of the
specific learning objective is
not included.
Methods of assessment were
incomplete. Methods of
assessment included less
than three of the following:
description of assessment
tool, assessment process,
time-line, number of students
and number of sections to be
assessed.
Discussion on measurement
criteria/targets was
incomplete. Criteria/targets
were not clearly stated and/or
criteria/targets were not clear
indicators of student success.
You’re good to go!
You could be a consultant!
L.O. identified can be further
teased apart to narrow scope
of assessment. L.O. is
assessable. L.O. represents a
skill or content area that
student must be able to be
successful at demonstrating
by the end of the course.
L.O. is identified in ways that
are appropriately narrow for
scope of assessment. L.O. is
assessable. L.O. represents a
skill or content area that
student must be able to be
successful at demonstrating
by the end of the course.
Reasoning for choosing L.O.
is clear but is not supported
by evidence. Discussion on
what faculty/dept. hope to
learn from the assessment of
the specific student learning
objective is included but is
superficial.
Methods of assessment
discussion were almost
complete. Only one or two of
the following were missing:
description of assessment
tool, assessment process,
time-line, number of students,
and number of sections to be
assessed.
Discussion on measurement
criteria/targets was complete.
Measurement criteria/target
benchmarks or standards
were not always clear as to
how they can be used to
indicate students achieved
objective.
Reasoning for choosing L.O.
is clear and is supported by
evidence. Discussion on what
faculty/dept. hope to learn
from the assessment of the
specific student learning
objective is included and is
detailed.
Methods of assessment
discussion were complete. All
of the following were
addressed: description of
assessment tool, assessment
process, time-line, number of
students, and number of
sections to be assessed.
Discussion on measurement
criteria/targets was complete.
Measurement criteria/target
benchmarks or standards
were clear as to how they can
be used to indicate students
achieved objective.
Student
L.O. identified is not currently
Learning
part of the course syllabus or
Objective (L.O.) a L.O. was not identified.
L.O. is identified but is too
broad for assessment and/or
L.O. identified is not
assessable in format it is
written (e.g. Leads with
‘Understand, knows or
includes terms ‘knowledge’).
L.O. does not represent a skill
or content area that student
must be able to be successful
at demonstrating by the end
of the course.
L.O. identified can be further
teased apart to narrow scope
of assessment. L.O. is
assessable. L.O. represents a
skill or content area that
student must be able to be
successful at demonstrating
by the end of the course.
L.O. is identified in ways that
are appropriately narrow for
scope of assessment. L.O. is
assessable. L.O. represents a
skill or content area that
student must be able to be
successful at demonstrating
by the end of the course.
Module 4: Developing Goals and Objectives
Instructor’s Notes
Rubric: Guidelines for Evaluating Behavioral Objectives
This is an example of how to create clear guidelines for evaluation and grading of behavioral objectives.
What counts?
Competent Work
Common Mistake
Needs to be
revised
Missed the Point
Objectives are
measurable
Objectives are
measurable and
include specific
information about
what the student will
be able to do,e.g.
how well, how
many, to what
degree
Objectives are too
general and don't
include specific
information on what the
student will be able to
do, e.g.. how well, how
many, to what degree
Objective are not
measurable
Objectives are not
universally measurable and
do not include what the
student will be able to do
Objectives
require high
levels of
cognition
Objectives reflect
high levels of
cognition according
to Bloom's
Taxonomy
All the objectives
require low levels of
cognition such as
"demonstrates
understanding,"or
"identifies"
Objectives should
include at least one
of the verbs in the
levels 3-6 of
Bloom's Taxonomy
Objectives don't use verbs
to describe what the
student will be able to do
The learning
objectives
should be
achievable
The objectives listed
are realistic given
the time and level of
the target audience
There are too many
objectives
Objectives are too
difficult
Objectives don't use verbs
to describe what the
student will be able to do
Are the goals
The leaning
The learning objectives
The learner can't
The learner doesn't want to
Objectives don't
describe what the
student will be able
to do
of interest to
the learner?
objectives are of
interest to the
learner
don't make the intrinsic
and external motivation
clear to the learner
understand the
learning objectives
complete the tasks in the
learning objectives
• Compare and contrast learning objectives vs.
learning goals.
• List the 3 parts of the “ideal” learning objective.
• Write learning objectives that contain a
measurable verb and communicate clearly to the
student.
• Develop learning objectives which demonstrate
Bloom’s higher levels of thinking.
A learning objective or behavioral objective, if you prefer, is much more
specific than a goal. According to Mager, the ideal learning objective
has 3 parts:
1. A measurable verb
2. The important condition (if any) under which the performance is to
occur and
3. The criterion of acceptable performance.
• Consistent with the goals of the
curriculum
• Clearly stated
• Clearly measurable
• Realistic and doable
• Appropriate for the level of the learner
• Worthy (Important stuff)
BLOOM'S TAXONOMY OF LEARNING OUTCOMES Knowledge is defined as the remembering of previously learned material
represents the lowest level of learning
involves recalling or reciting: facts, observations, or definitions
Comprehension is defined as the ability to grasp the meaning of material
represents the lowest level of understanding
involves explaining, interpreting, or translating
Application refers to the ability to use learned material in new and concrete situations
requires higher level of understanding than comprehension
involves applying: rules, methods, laws, principles
Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood
represents a higher level than previous categories because of requirement of understanding of both the content and structural form of the material
involves analyzing relationships, distinguishing between facts and inferences, evaluating data relevance
Synthesis refers to the ability to put parts together to form a new whole
represents creative behaviors, with emphasis on the formulation of new patterns or structures
involves proposing plans, writing speeches, creating classification schema
Evaluation is concerned with the ability to judge the value of material for a given purpose
represents highest level because of inclusion of elements of all other categories plus conscious value judgments based on criteria
involves judging logical consistency, adequacy of data support for conclusions
Should the LO be included in this course?
Is the LO appropriate for the learner’s level of ability (cognitive, affective, psychomotor)?
Does the LO clearly articulate what the student must do to demonstrate competence?
Does the verb used in the LO reflect an observable behavior that can be measured?
Has an assessment method been created that will validate mastery of the LO?
CHECKLIST FOR EVALUATING LEARNING OBJECTIVES
1. The learning objective
__
addresses students.
__
contains an action verb for the appropriate domain and level of learning.
__
specifies the circumstances (optional).
__
stipulates the criteria or standard for performance (optional).
2. The learning objective is
__
specific
__
measurable
__
action-oriented
__
appropriate for the domain and level of learning
__
aligned with program objectives and/or accrediting standards
__
realistic
__
time-framed
What are the 2 qualities of a useful objective?
Useful objectives are those that clearly communicate an intended instructional outcome. Objectives always state a performance, describing what
the learner will be doing when demonstrating mastery of the objective. Useful objectives have two components:
1.
Performance – An objective always states what a learner is expected to do in order to demonstrate mastery of the objective.
2.
Criterion – If possible, the objective describes the criterion of acceptable performance by describing how well the learner must perform in
order to be considered acceptable.
4 Elements of a Measurable Objective:
WHO will do WHAT and HOW MUCH (HOW WELL) by WHEN
How can objectives help students engage with the content at a higher order of thinking?
When writing objectives, you need to consider not only the content that is being taught but the cognitive skills you want students to utilize. Do you
want students to simply be able to recall information or do you want them to explain, interpret, analyze or evaluate information? By asking for certain
types of performance in your objectives, you can help students use higher order cognitive skills. Bloom’s taxonomy identifies verbs that can require
student to use a variety of cognitive skills. The taxonomy is a great tool that can be used to create objectives (See Appendix B for Bloom’s
Taxonomy).
Summary: Goals are broad, generalized statements about what is to be learned. Think of them as a target to be reached or “hit”. Learning
objectives are specific, measurable, short-term, observable student behaviors.
Checklist for Evaluating Learning Objectives:
1.
Does the objective describe an intended instructional outcome?
2.
Is the intended outcome described in terms of student performance?
3.
Does the objective describe how well the student must perform in order to be considered acceptable? An example would be that you would
like the student to be able to explain the information, but the student will not be held responsible for being able to compare and contrast it to other
information.
What are common problems instructors encounter when writing objectives?
1.
False objectives. These statements often look and sound like objectives but they contain no performances. Rather than performances, these
objectives often describe abstract states of being (appreciating, valuing, and understanding).
“Students will have a thorough understanding of biostatistics.”
2.
Practice exercises. These statements describe a classroom activity or exercise rather than an instructional outcome.
“Students will be able to discuss patient case histories.”
3.
Instructor performance. These statements describe what the instructor is expected to do rather than what the students are expected to do.
“The instructor will help students recognize…”
4.
False Criteria. Sometimes otherwise useful objectives will include criteria that include little or no information about the quality of
performance. Make sure that criteria say something about the quality of individual student performance and provide a real standard.
The functions of objectives are to:
•
Provide direction and parameters for a learning session
•
Direct choice of content
•
Direct choice of assignments
•
Suggest effective instructional methods
•
Communicates purpose to others involved (learners, administrators, curriculum oversite committees)
•
Drive evaluation methods
•
Enable evaluation, thereby demonstrating effectiveness of curriculum
Measurable objectives allow for refinement of curricular content and guide selection of instructional and assessment methods. Objectives must be
measurable and specific in order to determine if the goal was achieved. More specifically, an objective is a description of a performance that
learners should be able to demonstrate in order to be considered competent in a given area. An objective describes the intended instructional result,
not the process of instruction. In other words, learner achievement describes what a student or group of students will know or do as a result of
instruction.
Useful objectives are those that clearly communicate an intended instructional outcome. Objectives always state a performance, describing what
the learner will be doing when demonstrating mastery of the objective. Useful objectives have two components:
1.
Performance – An objective always states what a learner is expected to do in order to demonstrate mastery of the objective.
2.
Criterion – If possible, the objective describes the criterion of acceptable performance by describing how well the learner must perform in
order to be considered acceptable.
4 Elements of a Measurable Objective:
WHO will do WHAT and HOW MUCH (HOW WELL) by WHEN
How can objectives help students engage with the content at a higher order of thinking?
When writing objectives, you need to consider not only the content that is being taught but the cognitive skills you want students to utilize. Do you
want students to simply be able to recall information or do you want them to explain, interpret, analyze or evaluate information? By asking for certain
types of performance in your objectives, you can help students use higher order cognitive skills. Bloom’s taxonomy identifies verbs that can require
student to use a variety of cognitive skills. The taxonomy is a great tool that can be used to create objectives (See Appendix B for Bloom’s
Taxonomy).
Checklist for Evaluating Learning Objectives:
1.
Does the objective describe an intended instructional outcome?
2.
Is the intended outcome described in terms of student performance?
3.
Does the objective describe how well the student must perform in order to be considered acceptable? An example would be that you would
like the student to be able to explain the information, but the student will not be held responsible for being able to compare and contrast it to other
information.
What are common problems instructors encounter when writing objectives?
1.
False objectives. These statements often look and sound like objectives but they contain no performances. Rather than performances, these
objectives often describe abstract states of being (appreciating, valuing, and understanding).
“Students will have a thorough understanding of biostatistics.”
2.
Practice exercises. These statements describe a classroom activity or exercise rather than an instructional outcome.
“Students will be able to discuss patient case histories.”
3.
Instructor performance. These statements describe what the instructor is expected to do rather than what the students are expected to do.
“The instructor will help students recognize…”
4.
False Criteria. Sometimes otherwise useful objectives will include criteria that include little or no information about the quality of
performance. Make sure that criteria say something about the quality of individual student performance and provide a real standard.
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Behavioral Objectives Checklist
Do each of the objectives describe what the student will have done when they complete the course?
Categorize the verbs in the objectives according to Bloom’s taxonomy? Does at least one objective fall into categories three through six?
Application (3) Analysis (4) Synthesis (5) Evaluation (6)
Do your objectives describe "to what degree" or "how much" or "how well" a student must demonstrate the skill or knowledge?
What is the most exciting part of the skill you are teaching? Can you incorporate or emphasize that element more in your goals and objectives?
If you have more than fifteen objectives you probably need to cut back on the content of your course.
Review and compare your goals and objectives with those of a courses you have evaluated.
ß Compare your goals and objectives with those of courses similar to yours. What can be improved in the other course’s goals and objectives? Do
your goals and objectives need revision?
Questions for Formulating Significant Learning Goals
"A year (or more) after this course is over, I want and hope that students will
.”
Foundational Knowledge
•
What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and
remember in the future?
•
What key ideas (or perspectives) are important for students to understand in this course?
Application Goals
•
What kinds of thinking are important for students to learn?
•
Critical thinking, in which students analyze and evaluate
•
Creative thinking, in which students imagine and create
•
Practical thinking, in which students solve problems and make decisions
•
What important skills do students need to gain?
•
Do students need to learn how to manage complex projects?
Integration Goals
•
What connections (similarities and interactions) should students recognize and make…:
•
Among ideas within this course?
•
Among the information, ideas, and perspectives in this course and those in other courses or areas?
•
Among material in this course and the students' own personal, social, and/or work life?
Human Dimensions Goals
•
What could or should students learn about themselves?
•
What could or should students learn about understanding others and/or interacting with them?
Caring Goals
•
What changes/values do you hope students will adopt?
Feelings?
Interests?
Ideas?
"Learning-How-to-Learn" Goals
•
What would you like for students to learn about:
•
how to be good students in a course like this?
•
how to learn about this particular subject?
•
how to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning
it?
. Learning Goals and Feedback & Assessment
Issues to address include:
•
How well do your assessment procedures address the full range of learning goals?
•
Is the feedback giving students information about all the learning goals?
•
Do the learning goals include helping the students learn how to assess their own performance?