How To Write Instructional Objectives | p. I |
Writing Instructional Objectives as Intended Learning Outcomes | p. 3 |
What Are Instructional Objectives? | p. 3 |
Why Use Instructional Objectives? | p. 5 |
Role of Objectives in Teaching | p. 5 |
Role of Objectives in Student Learning | p. 6 |
Role of Objectives in Assessment | p. 7 |
Role of Objectives in Communicating Instructional Intent to Others | p. 7 |
Role of Objectives in Evaluating Instruction | p. 7 |
Focusing on Intended Learning Outcomes | p. 7 |
Learning Outcomes and the Instructional Process | p. 9 |
Stating Instructional Objectives as Intended Learning Outcomes | p. 10 |
What About Conditions and Standards? | p. 13 |
Obtaining Clear Statements of Instructional Objectives | p. 15 |
Stating the General Instructional Objectives | p. 15 |
Selecting the Proper Level of Generality | p. 18 |
Stating the Specific Learning Outcomes | p. 20 |
Obtaining a Representative Sample of Specific Learning Outcomes | p. 22 |
Emphasizing Instructional Intent | p. 23 |
Keeping the Specific Learning Outcomes Useful for Various Units of Study | p. 24 |
Making Sure the Specific Learning Outcomes Are Relevant | p. 25 |
Revising the General Objectives as Needed | p. 25 |
Getting Started in Preparing Instructional Objectives | p. 27 |
Obtaining the Proper Orientation | p. 27 |
Using a Frame of Reference as a Guide | p. 28 |
Taxonomy of Educational Objectives | p. 29 |
Alternative Frames of Reference | p. 31 |
Cautions in Using Any Framework as a Guide | p. 32 |
Other Guides in Preparing Instructional Objectives | p. 32 |
Curriculum Guides | p. 32 |
Books and Special Reports | p. 33 |
Test Manuals | p. 33 |
Considerations in Selecting Instructional Objectives | p. 34 |
Do the Objectives Indieate Learning Outcomes That Are Appropriate to the Instructional Area? | p. 34 |
Do the Objectives Represent All Logical Learning Outcomes of the Instructional Area? | p. 34 |
Are the Objectives Attainable by These Particular Students? | p. 34 |
Are the Objectives in Harmony with the Philosophy of the School in Which the Instruction Is to Be Given? | p. 35 |
Are the Objectives in Harmony with Basie Principles of Learning? | p. 35 |
Preparing Instructional Objectives Cooperatively | p. 36 |
Writing Instructional Objectives For Various Outcomes | p. 39 |
Writing Objectives for Knowledge, Comprehension, and Application Outcomes | p. 41 |
Stating Objectives at the Knowledge, Comprehension, and Application Levels | p. 42 |
Adapting Statements to Areas of Instruction | p. 44 |
Adapting Statements to Levels of Instruction | p. 45 |
The Problem of Limiting Objectives to Intellectual Outcomes | p. 47 |
Writing Objectives for Higher-Level Thinking Skills | p. 49 |
Making a Useful List of Outcomes | p. 52 |
Adapting Statements to Areas of Instruction | p. 53 |
Adapting Statements to Levels of Instruction | p. 53 |
Affective Components of Thinking | p. 54 |
Writing Objectives for Affective Outcomes | p. 57 |
Basing Statements on the Taxonomy Categories | p. 58 |
Basing Statements on Traditional Categories | p. 59 |
Adapting Statements to Areas and Levels of Instruction | p. 61 |
Writing Performance Objectives for Skills and Products | p. 63 |
Writing Objectives for Procedure Outcomes | p. 64 |
Writing Objectives for Product Outcomes | p. 66 |
Focusing on Both Procedure and Product Outcomes | p. 67 |
Isolating Performance Skills When Writing Objectives | p. 68 |
Guidelines for Writing and Using Performance Objectives for Skills and Products | p. 69 |
Writing Performance Objectives for Problem-Solving Projects | p. 71 |
Stating Objectives for Restricted Problem-Solving Projects | p. 71 |
Stating Objectives for Extended Problem-Solving Projects | p. 73 |
Guidelines for Writing and Using Performance Objectives in Problem-Solving Projects | p. 75 |
Using Instructional Objectives | p. 79 |
Using Objectives in Teaching | p. 81 |
Instructional Objectives at the Minimum-Essentials Level | p. 82 |
Instructional Objectives at the Developmental Level | p. 83 |
Using Objectives in Instructional Planning | p. 84 |
Using Objectives to Motivate and Direct Students | p. 86 |
Using Objectives in Guiding Student Learning | p. 87 |
Using Objectives in Achievement Testing | p. 89 |
Preparing the List of Instructional Objectives | p. 90 |
Outlining the Content | p. 91 |
Preparing the Table of Specifications | p. 91 |
Constructing Relevant Test Items | p. 92 |
Preparing a File of Test Items | p. 94 |
Using Detailed Specifications for Item Writing | p. 95 |
Using Objectives in Performance and Affective Assessment | p. 97 |
Assessing Performance Skills | p. 98 |
Rating Scales | p. 98 |
Checklists | p. 99 |
Scoring Rubrics | p. 101 |
Assessing Affective Outcomes | p. 102 |
Using Student Portfolios | p. 104 |
Guidelines for Preparing and Using Assessment Instruments | p. 104 |
Checklist for Evaluating the Final List of Objectives | p. 109 |
Taxonomy of Educational Objectives | p. 111 |
Illustrative Verbs | p. 119 |
References | p. 123 |
Index | p. 125 |
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