WRITING GOALS EDUCATIONAL OBJECTIVES & LEARNING OUTCOMES GOALS

PREWRITING SKILLS SKILL DEVELOPMENT CHILDREN BEGIN BY
%5B442226%5DElectrical_Circuits_-_Extended_Writing
1 SIMON CASE WRITING ASSIGNMENT PART TWO (40 OF

10 STEPS TO WRITING CLEAR DOCUMENTS BY DAVID
17 THEA WRITING PREPARATION GUIDE TABLE OF CONTENTS
2021 LEGAL WRITING SCHOLARSHIP GRANTS SPONSORED BY LWIALWDLEXISNEXIS ANNOUNCEMENT

Writing Goals, Educational Objectives, & Learning Outcomes


WRITING GOALS EDUCATIONAL OBJECTIVES & LEARNING OUTCOMES  GOALS



WRITING GOALS, EDUCATIONAL OBJECTIVES, & LEARNING OUTCOMES

WRITING GOALS EDUCATIONAL OBJECTIVES & LEARNING OUTCOMES  GOALS

Goals


Definition:


A goal:

  1. states a target for a course or program

  2. states the general outcome of a course or program

  3. describes a more general learning outcome

  4. may have several learning objectives


How to write goals:


Examples:

  1. The goal of the art program (course) is to help students acquire relevant art history knowledge, apply it and encourage them to keep working in the field.

  2. The goal of the multimedia course (program) is to present alternatives to expensive software for application in the field of study.

Educational Objectives

Definition:

An educational objective states what the student will learn and be able to accomplish by the end of instruction. It describes a specific behavior which will lead to the desired goal. It is specific and measurable. It has three major components:

1. What the student will be able to do.

2. Conditions needed for the student to accomplish the task.

  1. Norm for evaluating the student performance.


How to write learning objectives:

Learning Objectives emphasize:

  1. students’ performance

2. the end product

3. what students learned


Learning Objectives do not emphasize:

  1. teacher performance

  2. the subject matter

  3. how knowledge was acquired


In order to ensure clear and measurable Learning Objectives, one must focus on:

  1. Performance: Describe what is to be learned in with outcome of performance in mind.

  2. Norm: Describe clearly what outcome is expected and what level of accuracy is expected in order for the learning to be judged adequate.

  3. Settings: Describe the specific circumstances under which the learner is supposed to perform and what tools are to be used


Learning Outcomes

Definition:
Learning outcomes are statements of what a student will be able to do as a result of a learning activity. They are specific, measurable, clear, and assessable statements that define what a student is able to do at the end of a course or completion of a program. These outcomes may involve:

  1. Knowledge (cognitive).

  2. Skills (behavioral).

  3. Attitudes (affective behavior)



All three above statements must show evidence that learning has occurred.

How to write learning outcomes:

When writing learning outcomes:

  1. Focus on what the student can do.

  2. Address the observable outcomes, not what was taught.

  3. Use active verbs since they are easier to measure (see attached list).

  4. Have clear defined expectations concerning the criteria related to the outcome.

    1. Including specific examples of i.e. images, software, tools etc…

    2. Think of the student after they have used or read an artifact, what they should be able to do as a result of using the tools presented for each specific activity.

Example:


  1. Each goal may have several Objectives associated with it.

  2. Each objective will have one learning outcome associated with it.


Goal 1: The Educational Technology course (program) will enable the students to make reliable and accurate assessments of the type of assistive technology needed for a variety of disabilities.


Objective 1: The student will be able to use an appropriate technology to address the needs of autistic children in the classroom.

Objective 2: The student will be able to adapt any assistive technology to address the problems of behavioral problems.


Learning Outcome 1: At the end of the course (program) the student will be able to create lesson plans using Inspiration to teach autistic students how to draw a picture independently.

Learning Outcome 2: At the end of the program the student will be able to create an activity teaching autistic children how to behave in the classroom.






Bloom’s Taxonomy Action Verbs


Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

DEF

Remember 

previously  learned  information.

Demonstrate an understanding of the

facts.

Apply knowledge to actual  situations.

Break down objects or ideas into

simpler parts and find evidence to support generalizations.

Compile component ideas into a

new  whole or  propose  alternative solutions.

Make and defend

judgments based on  internal evidence or

external criteria.

VERB

  • Arrange 

  • Count

  • Define

  • Describe 

  • Duplicate 

  • Draw

  • Enumerate

  • Find

  • Identify 

  • Label 

  • List 

  • Match 

  • Memorize 

  • Name 

  • Order 

  • Outline 

  • Quote

  • Read

  • Recite

  • Recognize 

  • Record

  • Relate 

  • Recall 

  • Repeat 

  • Reproduce 

  • Select 

  • Sequence

  • State 

  • Tell

  • View

  • Write


  • Classify 

  • Convert 

  • Defend 

  • Describe 

  • Discuss 

  • Distinguish 

  • Estimate 

  • Explain 

  • Express 

  • Extend 

  • Generalized 

  • Give example(s)

  • Identify 

  • Illustrate

  • Indicate 

  • Infer 

  • Interpret

  • Locate 

  • Make sense of

  • Paraphrase 

  • Predict 

  • Recognize 

  • Report

  • Restate

  • Rewrite 

  • Review 

  • Select 

  • Summarize 

  • Trace

  • Translate 

  • Understand


  • Act

  • Administer

  • Apply 

  • Articulate

  • Assess

  • Change 

  • Chart

  • Choose 

  • Collect

  • Compute 

  • Construct

  • Contribute

  • Control

  • Demonstrate 

  • Determine

  • Develop

  • Discover 

  • Dramatize

  • Draw

  • Employ 

  • Establish

  • Extend

  • Illustrate 

  • Imitate

  • Implement

  • Interpret 

  • Manipulate 

  • Modify 

  • Operate 

  • Paint

  • Participate

  • Practice 

  • Predict 


  • Prepare

  • Produce 

  • Provide

  • Relate 

  • Report

  • Schedule 

  • Select

  • Show 

  • Sketch 

  • Solve 

  • Transfer

  • Use 

  • Write 

  • Utilize


  • Analyze 

  • Appraise 

  • Breakdown 

  • Calculate 

  • Categorize

  • Characterize 

  • Classify

  • Compare 

  • Contrast 

  • Correlate

  • Criticize 

  • Debate

  • Deduce

  • Diagram 

  • Differentiate 

  • Discriminate 

  • Distinguish 

  • Examine 

  • Experiment 

  • Focus

  • Identify 

  • Illustrate 

  • Infer 

  • Limit

  • Model 

  • Outline 

  • Point out 


  • Prioritize

  • Question 

  • Recognize

  • Relate

  • Research 

  • Select 

  • Separate 

  • Subdivide 

  • Test 

  • Adapt

  • Anticipate

  • Arrange

  • Assemble 

  • Categorize

  • Collaborate 

  • Collect 

  • Combine 

  • Communicate

  • Compare

  • Compile

  • Comply 

  • Compose 

  • Construct 

  • Create 

  • Design 

  • Develop 

  • Devise 

  • Explain

  • Express 

  • Facilitate

  • Formulate 

  • Generate 

  • Incorporate

  • Individualize

  • Initiate

  • Integrate

  • Intervene

  • Invent

  • Make up

  • Model

  • Modify

  • Negotiate

  • Organize

  • Perform

  • Plan 

  • Prepare 

  • Pretend

  • Produce

  • Progress

  • Propose

  • Rearrange 

  • Reconstruct 

  • Reinforce

  • Relate 

  • Reorganize 

  • Revise 

  • Rewrite 

  • Set up 

  • Structure

  • Substitute

  • Summarize 

  • Synthesize 

  • Tell 

  • Validate

  • Write 

  • Appraise 

  • Argue 

  • Assess 

  • Attach 

  • Choose 

  • Compare 

  • Conclude 

  • Contrast 

  • Criticize

  • Critique

  • Defend 

  • Decide

  • Describe 

  • Discriminate 

  • Estimate 

  • Evaluate 

  • Explain 

  • Judge 

  • Justify 

  • Interpret 

  • Relate 

  • Predict 

  • Prioritize

  • Prove

  • Rank

  • Rate 

  • Reframe

  • Select 

  • Summarize 

  • Support 

  • Value 




229 ENGLISH 207 INTRODUCTION TO CREATIVE WRITING POEMS THIS
2UNIT SYLLABUS SCIENTIFIC WRITING HRP 214 WINTER 2012
3 ED 515 WRITING FOR SCHOLARLY PUBLICATION IN THE


Tags: goals are, arrived. goals, goals, educational, outcomes, writing, objectives, learning