Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
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. |