[Link] of Writing Instructional Objectives (1.3+1.
4)
There are Two Main Ways to Write Objectives
Method Key Idea Who Favours It
Only observable behaviour Use words that describe seeing the student do Robert Mager
something
General + behaviour Start with a general idea, then give specific Gronlund
examples examples of what the student does
Mager’s Method (3 parts)
1. Terminal behaviour – What the student will do at the end (use action verbs like: write, solve, identify,)
2. Conditions – What the student is given or not given (e.g., "with a calculator" or "without a book")
3. Criteria – How well the student must do it (e.g., "7 out of 10 correct" or "within 10 minutes")
Example:Given10 math [Link] a calculator, the student will correctly solve 8 out of 10 problems.
· Solve = terminal behaviour (action verb – observable)
· Given 10 problems + without a calculator = conditions
· 8 out of 10 correct = criteria
Gronlund’s Method (2 parts)
1. General Objective – A broad, non-observable goal (e.g., "Understand rock types")
2. Sample of Specific Behaviours – Examples of observable actions (e.g., "names 3 types of rocks" )
Three Elements of a Specific Objective (Mager’s list)
1. Terminal Behaviour – Action verb (observable)
2. Conditions – What is allowed or not allowed
3. Criteria – Level of acceptable performance
The main goal is clear communication of the learning outcome.
Terminal Behaviour (Activity)
What the student will DO at the end of the lesson. It must be observable and Use action verbs – not vague
words.
Vague (Not observable) Action Verb (Observable)
Know Write, list, name, solve
Understand Draw, identify, explain
Learn Calculate, demonstrate, match
Types of Conditions (5 types)
1. Range of problems
2. Range of methods
3. Equipment
4. Reference materials
5. Environmental conditions
Types of Criteria (3 types)
1. Number / proportion / percentage correct
2. Tolerance (how exact)
3. Time limit
2. Structure of the Cognitive Process Dimension of the Revised Taxonomy
1.0 Remember 1.1 Recognizing
1.2 Recalling
2.0 Understand 2.1 Interpreting
2.2 Exemplifying
2.3 Classifying
2.4 Summarizing
2.5 Inferring
2.6 Comparing
2.7 Explaining
3.0 Apply 3.1 Executing
3.2 Implementing
4.0 Analyze 4.1 Differentiating
4.2 Organizing
4.3 Attributing
5.0 Evaluate 5.1 Checking
5.2 Critiquing
6.0 Create 6.1 Generating
6.2 Planning
6.3 Producing
Original Taxonomy
Teacher-Made tests are used Page 39
to discriminate between students
to rank them in order of success, achievement, or lack of it
to guide teaching and planning
to measure the extent to which pupils have mastered subject matter
to serve a guidance function
to motivate students
to provide instruction
to evaluate the method of teaching adopted by the teacher
Test construction:
should begin when the planning for teaching is being done
should be properly based on the formulation of well-defined and explicit performance objectives
must take pains to ensure that the emphasis of the test is parallel to that of the planning and teaching.
Two types of tests most frequently used in the schools are:
essay tests
objective tests
Essay Tests
Test pupils' attitudes as opposed to their knowledge of content, and their communication skills.
Test small groups rather than large ones because of the difficulty in correcting them.
Two Types of Essay Tests
Short-answer essay question (which is usually well-defined in terms of its structure and
requirements)
Open-ended, discussion-type question (which requires the students themselves to supply the structure
and organization)
Objective Tests
Objective tests are useful:
When the teacher has many students in the groups
When he wishes to use the test again
When a high degree of impartiality and objectivity in scoring is necessary
When speed and efficiency are necessary
Two types of objective tests
Free-response type (Simple recall question / Completion question)
Limited-response type (Alternative-response questions) (True-False, Matching, and Multiple-Choice
questions)