Preparing Instructional Objectives | p. 1 |
Focusing on Intended Learning Outcomes | p. 3 |
Instructional Objectives as Intended Learning Outcomes | p. 4 |
Levels of Goals and Objectives | p. 5 |
Objectives at the Training Level | p. 5 |
Objectives for Higher-Level Learning Outcomes | p. 6 |
Uses of Instructional Objectives | p. 8 |
Role of Objectives in Teaching | p. 8 |
Role of Objectives in Student Learning | p. 9 |
Role of Objectives in Formative and Summative Assessment | p. 9 |
Role of Objectives in Communicating Instructional Intent to Others | p. 10 |
Role of Objectives in Evaluating Instruction | p. 10 |
Learning Outcomes and the Instructional Process | p. 11 |
Stating Instructional Objectives as Intended Learning Outcomes | p. 12 |
What About Standards? | p. 14 |
Summary | p. 15 |
Exercises | p. 16 |
Obtaining Clear Statements of Instructional Objectives | p. 17 |
Stating the General Instructional Objectives | p. 17 |
Selecting the Proper Level of Generality | p. 20 |
Stating the Specific Learning Outcomes | p. 22 |
Obtaining a Representative Sample of Specific Learning Outcomes | p. 24 |
Emphasizing Instructional Intent | p. 25 |
Keeping the Specific Learning Outcomes Useful for Various Units of Study | p. 26 |
Using Specific Learning Outcomes in Lesson Planning | p. 27 |
Making Sure the Specific Learning Outcomes Are Relevant | p. 28 |
Revising the General Objectives as Needed | p. 28 |
Summary | p. 28 |
Exercises | p. 29 |
Using Objectives in Planning for Teaching and Assessment | p. 31 |
Planning for Instruction | p. 32 |
Planning for Assessment | p. 34 |
Assessment Before Instruction | p. 34 |
Assessment During Instruction | p. 34 |
Assessment at the End of Instruction | p. 35 |
Preparing and Using Assessment Procedures | p. 35 |
Summary | p. 36 |
Exercises | p. 37 |
Content Standards and Instructional Objectives | p. 39 |
Nature of Content Standards | p. 40 |
Need for Instructional Objectives | p. 43 |
Summary | p. 48 |
Exercises | p. 48 |
Considerations in Preparing Instructional Objectives | p. 49 |
Using a Frame of Reference as a Guide | p. 49 |
Taxonomy of Educational Objectives | p. 51 |
Webb's Depth of Knowledge Framework | p. 52 |
Cautions in Using Any Framework as a Guide | p. 53 |
Other Guides in Preparing Instructional Objectives | p. 53 |
Curriculum Guides | p. 53 |
Books and Special Reports | p. 54 |
Test Manuals | p. 55 |
Considerations in Selecting Instructional Objectives | p. 55 |
Do the Objectives Indicate Learning Outcomes That Are Appropriate to the Instructional Area? | p. 55 |
Do the Objectives Represent All Logical Learning Outcomes of the Instructional Area? | p. 55 |
Are the Objectives Attainable by These Particular Students? | p. 56 |
Are the Objectives in Harmony with the Philosophy of the School in Which the Instruction Is to Be Given? | p. 56 |
Are the Objectives in Harmony with Basic Principles of Learning? | p. 56 |
Preparing Instructional Objectives Cooperatively | p. 57 |
Summary | p. 58 |
Exercises | p. 58 |
Writing Instructional Objectives for Various Outcomes | p. 59 |
Writing Objectives for Knowledge, Comprehension, and Application Outcomes | p. 61 |
Stating Objectives at the Knowledge, Comprehension, and Application Levels | p. 63 |
Adapting Statements to Areas of Instruction | p. 64 |
Adapting Statements to Levels of Instruction | p. 65 |
The Problem of Limiting Objectives to Intellectual Outcomes | p. 67 |
Summary | p. 67 |
Exercises | p. 68 |
Writing Objectives for Higher-Level Thinking Skills | p. 69 |
Making a Useful List of Outcomes | p. 70 |
Adapting Statements to Areas of Instruction | p. 72 |
Adapting Statements to Levels of Instruction | p. 73 |
Affective Components of Thinking | p. 74 |
Summary | p. 76 |
Exercises | p. 76 |
Writing Objectives for Affective Outcomes | p. 77 |
Basing Statements on the Taxonomy Categories | p. 78 |
Basing Statements on Traditional Categories | p. 79 |
Adapting Statements to Areas and Levels of Instruction | p. 81 |
Deciding if Affective Outcomes Should Be Stated Separately | p. 81 |
Summary | p. 82 |
Exercises | p. 82 |
Writing Performance Objectives for Skills and Products | p. 85 |
Writing Objectives for Procedure Outcomes | p. 86 |
Writing Objectives for Product Outcomes | p. 88 |
Focusing on Both Procedure and Product Outcomes | p. 89 |
Isolating Performance Skills When Writing Objectives | p. 90 |
Guidelines for Writing and Using Performance Objectives for Skills and Products | p. 91 |
Summary | p. 92 |
Exercises | p. 92 |
Writing Performance Objectives for Problem-Solving Projects | p. 93 |
Stating Objectives for Restricted Problem-Solving Projects | p. 93 |
Stating Objectives for Extended Problem-Solving Projects | p. 94 |
Guidelines for Writing and Using Performance Objectives in Problem-Solving Projects | p. 97 |
Summary | p. 98 |
Exercises | p. 99 |
Using Instructional Objectives in Assessment | p. 101 |
Using Objectives in Achievement Testing | p. 103 |
Preparing the List of Instructional Objectives | p. 104 |
Objectives for a Unit in Economics | p. 104 |
Outlining the Content | p. 105 |
Content Outline for a Unit in Economics (Money and Banking) | p. 105 |
Preparing the Table of Specifications | p. 106 |
Constructing Relevant Test Items | p. 107 |
Using a Simple Table for Item Writing | p. 108 |
Using Detailed Specifications for Item Writing | p. 108 |
Using Objectives for Interpreting Test Results | p. 110 |
Summary | p. 111 |
Exercises | p. 111 |
Using Objectives in Performance and Affective Assessment | p. 113 |
Assessing Performance Skills | p. 114 |
Rating Scales | p. 114 |
Checklists | p. 115 |
Holistic Scoring Rubrics | p. 118 |
Assessing Affective Outcomes | p. 119 |
Rating Scales and Checklists | p. 119 |
Self-Report Method | p. 120 |
Using Student Portfolios | p. 121 |
Guidelines for Preparing and Using Assessment Instruments | p. 122 |
Summary | p. 123 |
Exercises | p. 124 |
Checklist for Evaluating the Final List of Objectives | p. 125 |
Taxonomy of Educational Objectives (Major Categories and Illustrative Objectives) | p. 127 |
Revised Taxonomy of Educational Objectives | p. 134 |
Depth-of-Knowledge by Subject Descriptors | p. 138 |
Illustrative Verbs | p. 143 |
Answers to Exercises | p. 147 |
References | p. 152 |
Index | p. 154 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.