WRITING
GOALS, EDUCATIONAL OBJECTIVES, & LEARNING OUTCOMES
Goals are where you want to go.
Objectives are how you get there.
Outcomes are proof that you have arrived.
Goals
Definition:
A goal:
states a target for a course or program
states the general outcome of a course or program
describes a more general learning outcome
may have several learning objectives
How to write goals:
Examples:
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.
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.
Norm for evaluating the student performance.
How to write learning objectives:
Learning Objectives emphasize:
students’ performance
2. the end product
3. what students learned
Learning Objectives do not emphasize:
teacher performance
the subject matter
how knowledge was acquired
In order to ensure clear and measurable Learning Objectives, one must focus on:
Performance: Describe what is to be learned in with outcome of performance in mind.
Norm: Describe clearly what outcome is expected and what level of accuracy is expected in order for the learning to be judged adequate.
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:
Knowledge (cognitive).
Skills (behavioral).
Attitudes (affective behavior)
All three above statements must show evidence that learning has occurred.
Example:
Each goal may have several Objectives associated with it.
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 |
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Knowledge |
Comprehension |
Application |
Analysis |
Synthesis |
Evaluation |
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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. |
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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
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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
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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
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Prepare Produce Provide Relate Report Schedule Select Show Sketch Solve Transfer Use Write Utilize
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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
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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
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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
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