Lesson objectives goals assessment
- 1. Writing Learning Objectives By Melinda Tompkins Lewis Clark State College
- 2. By the end of class you should be able to (SWBAT) • Compare and contrast learning objectives vs learning goals • List the components of the “ideal” learning objective • Write a learning objective that contains a Measureable Verb • Develop learning objectives which demonstrate Bloom’s Higher Levels of Thinking.
- 3. Alice in Wonderland Would you tell me please, which way I ought to go from here? Asked Alice.
- 4. “That depends a good deal on where way you want to get to,” said the cat.
- 5. “I don’t much care where,” said Alice. “Then it doesn’t matter which way you go,” said the Cat.
- 6. If you aim at nothing, you will never miss, but you will also never hit the bulls eye.
- 7. Different archers have different styles; so do different teachers You can shoot your arrow (objectives) many ways
- 8. Use Objectives to make sure you reach your goals
- 9. Instructional Objectives • Objectives are statements which describe what the learner is expected to achieve as a result of instruction • They must be identified as specific as possible and provide clear direction to the teacher • They are CLEARLY connected to the Standards • Specific objectives help evaluate learning, by clearly identifying what your outcomes are and you will be able to see them when they are achieved. • They are easily connected to the standards and to the assessments. Aligned
- 10. Instructional Objectives • Are: • SPECIFIC • MEASURABLE • SHORT-TERM • OBSERVABLE • Clearly written statements that indicate the learning or behavior that the student demonstrates during the lesson. • Objectives ARE NOT lists of activities that you want the students to complete! • They ensure that learning is taking place and the teacher knows what is going on!
- 11. Objectives • Identifies the learner • The student will • SWABT – Students will be able to.. or SWDAT – Students will demonstrate the ability to…. • Identifies the Taxonomic Level of Thinking and Performance Outcome • Identify the vowels in a sentence • They are Verbs!! • Observable action
- 12. Characteristics of Learning Objectives • Based on Standards • Collaborative • Learner centered • Specific • Action oriented • Cognitively appropriate • Behavioral • Measurable • Observable • Cognitively appropriate • Behavioral • Measurable • Observable • Understandable • Achievable • Realistic • Understandable • Achievable • Realistic
- 13. Goals • A statement that describes in broad terms what the learner will gain from instruction • They are Broad Generalizations and Big Ideas that you want students to experience • Overall description of what you are going to do • They are NOT Measurable!
- 14. Instructional Objectives •They are the foundation that you use to build on what you teach -- and •They prove that you have met your overall goals for both the course as well as the lesson. •They are VERBS – They are Measurable
- 15. Some Things to Watch • Don’t make it them too Broad or too Complex • Focus on the “Observable” Steer clear of words KNOW LEARN APPRECIATE, UNDERSTAND. We WANT students to achieve those goals, but they are NOT performances that are observable or measurable.
- 16. •Describe instructional outcomes, not activities you want them to complete. •Incorporate Higher Order Thinking Skills • Revisit Bloom’s Taxonomy
- 17. Assessments • These should NOT be the FINAL consideration! • Think about your assessment first! • If you start with the end in mind, you will know exactly what material you need to cover. • I’m sure you have been frustrated at times by tests that didn’t really cover what the core of the lesson was! • Think about what you would accept as evidence that your students have attained the desired knowledge, understanding and skills. • This is often considered a part of the “Backward Design” an instructional model developed by Grant Wiggins and Jay McTighe, that promotes student understanding and engagement.
- 18. Questions for Assessment 1. What do you want the student to be able to do? (Outcome) 2. What does the student need to know in order to do this well? (Curriculum) 3. What activity will facilitate the learning? (Pedagogy) 4. How will the student demonstrate the learning? (Assessment) 5. How will I know the student has done this well? (Criteria)
- 19. Three Types of Assessment • Diagnostic (Gather Info – What students know and can already do) • KWL; Journal Entries, Graphic Organizers; Pre-Tests • Formative (Provide Feedback) • Conferences; Observations; Q& A; First Drafts; Quizzes; Journals • Summative • Unit tests; Projects; Performances; Presentations; Final Copies • Rubric
- 20. Assessing for Understanding • Evidence of a student “understanding” is more of a challenge than evidence that they know the “right answer” • You REALLY understand something when you are able to • Explain it, Make other connections, Systematize and make predictions, Show its meaning or importance, Look at it from other perspectives, and Apply it and Adapt it to different situations.
- 21. Lesson Plans & Assessment • You need to keep in mind that what you assess is CLEARLY connected to your objectives!! • You want to make sure that your objective is accomplished! • You do not assess “behaviors” unrelated to the objective, example • “the student will be assessed by observing if they are paying attention” • This has been an “assessment” that I have frequently seen in Lesson Plans! • It is NOT an ASSESSMENT of Learning! Not in the standards! Not an objective! • How do YOU KNOW they are paying attention or not -- anyway?
- 22. LESSON PLANS – OBJECTIVES – ASSESSMENTS - STANDARDS
- 23. Evaluate Your Lesson Plan • Identify the Goals, Objectives, and Assessments • Evaluate them based on the materials and information from today. • Are they SSSPECIFIC?- Are they VERBS? - Are the MEASURABLE? • Do they focus on OBSERVABLE student behaviors? • Does the Assessment actually ASSESS the learning objective? • If there are Standards – do they Align? • Adjust the lesson plan as needed.