Gronlund's Writing Instructional Objectives

by Gronlund, Norman E.; Brookhart, Susan M.

• ISBN13: 9780131755932
• ISBN10: 0131755935
• Additional ISBN(s): 9780131117372
• Edition: 8th
• Format: Paperback
• Copyright: 2020-01-04
• Publisher: Pearson

Summary

Provides a step-by-step guide to writing instructional objectives as intended learning outcomes. The author describes how to state objectives in terms of the type of performance students must demonstrate in order to show that they have achieved the goals of the instructionand illustrates his recommended methods with numerous examples.Describes a specific procedure for writing objectivesone that can be used to achieve all types of learning outcomes and is especially suited to teaching thinking, performance, and problem-solving skills. Stresses the important role of objectives in the teaching-learning assessment process and how they can be used to improve student learning. Includes material on the use of a table of specifications for item writing; information and new illustrations on how to prepare assessment instruments; five chapters on writing objectives for specific skillscognitive, affective, and performance; and two chapters on using objectives in constructing and interpreting achievement assessments.For use as a supplement to elementary, middle-school, secondary, and K-12 general methods teachers who want to become proficient at writing instructional objectives early in their career.

Table of Contents

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
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