CLEAR OBJECTIVES AND SOUND
ASSESSMENTS: DETERMINING
STUDENT ACHIEVEMENT
Adjunct Faculty Retreat
February 2, 2013
Gail Niklason, Ed.D.
Louise R. Moulding, Ph.D.
OBJECTIVES
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Do
Describe student actions – what do you want
students to know or be able to do?
 Contain a verb that accurately represents student
action
 Specify content
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Do not
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describe what you are going to do, produce, or present
SAMPLES
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Students who successfully complete this course
should learn the following:

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Conceptual understandings of physics in the areas of
electricity, magnetism, optics, and modern physics.
Students will acquire…

Knowledge regarding the influence of the family,
culture, school and other social systems on the
growth and development of the child.
MORE SAMPLES
Describe appropriate emergency procedures in a
variety of exercise settings.
 Find, access, use and cite library and internet
information.
 Demonstrate an understanding of current
theories of second-language acquisition research.
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TAXONOMY OF OBJECTIVES

Remember
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memorizing;
recognizing;
recalling identification and
recall of information
Who, what, when, where, how ...?
 Describe

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Understand (Comprehend)
interpreting;
 translating from one medium to another;
 describing in one's own words;
 organization and selection of facts and ideas

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Retell...
TAXONOMY OF OBJECTIVES

Apply
problem solving;
 applying information to produce some result;
 use of facts, rules and principles

How is...an example of...?
 How is...related to...?
 Why is...significant?

TAXONOMY OF OBJECTIVES

Analyze
subdividing something to show how it is put together;
 finding the underlying structure of a communication;
 identifying motives;
 separation of a whole into component parts

Classify...according to...
 Outline/diagram...
 How does...compare/contrast with...?
 What evidence can you list for...?

TAXONOMY OF OBJECTIVES

Evaluate

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making value decisions about issues;
resolving controversies or differences of opinion;
development of opinions, judgments or decisions

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Do you agree...? Why?
What is the most important...?
How would you decide about...?
What criteria would you use to assess...?
Create
creating a unique, original product that may be in verbal
form or may be a physical object;
 combination of ideas to form a new whole
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What would you predict/infer from...?
How would you create/design a new...?
What might happen if you combined...?
What solutions would you suggest for...?
OBJECTIVE TABLE FOR REVISED
TAXONOMY
Factual
Remember
Understand
Apply
Analyze
Evaluate
Create
Procedural
Conceptual
Metacognitive
ALIGNMENT OF OBJECTIVES TO
ASSESSMENT
Bloom’s taxonomy and its revision by Anderson &
Krathwohl provide guidance to the type of
assessment items used by objective.
 Simple objectives are best assessed with selected
response.
 Complex objectives, those requiring analysis of
concepts, are best assessed with constructed
response or products/projects.

ALIGNING OBJECTIVE TYPE WITH
ASSESSMENT TYPE
Factual
Remembering
Procedural
Conceptual
Metacognitive
Selected Response
Constructed Response
Constructed Response
Projects
Understanding
Applying
Analyzing
Evaluating
Creating
UPTS
Standard 2: Plan curriculum and
design instruction to enhance
student learning
Course Objective
1. Design and articulate instruction
based on the Utah Core Curriculum
standards
2. Select instructional goals based on
student achievement data and knowledge
of students
3. Use research-based instructional
Standard 3: Engage and support all
strategies to enhance student learning of
students in learning
content
4. Reflect on teaching and learning
Evidence
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TWS Objectives
TWS Contextual Factors

Lesson Plans

TWS Design for Instruction
TWS Instructional DecisionMaking
TWS Reflection

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Standard 4: Assess and evaluate
student learning
Standard 5: Demonstrate
professionalism
5. Assess learning goals based on Utah
Core Curriculum standards
6. Use multiple sources of formal and
information assessment to verify student
learning
7. Communicate feedback on learning
progress to students and
parents/guardians
8. Maintain professional demeanor and
appearance
Unpacking the Standards
Unit Overview
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Alignment Assignment
Summative Assessment
Rubric
TWS Assessment Plan
TWS Analysis of Student Learning
Attendance
Peer Teaching
Disclosure Statement
PURPOSE OF ASSESSMENT

Formative
Formative informs
 Provides information to both the teacher and the
student about progress toward objectives


Summative
Content is expected to be mastered
 Results are for decision-making about student
achievement

TYPE OF ASSESSMENT

Norm Referenced
Student performance is compared to others
 Purpose is to rank and sort students
 Someone will get an A and someone will fail


Criterion Referenced
Student performance is compared to criteria
 Purpose is to determine if student is proficient
 Everyone could get an A or everyone could fail
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