Assignment Four -- Developing Performance/Instructional Objectives & Assessment Items

Due Peer Review Nov 4

Points: 100

Grading Rubric

 

In assignment 3, you identified the instructional goal and subordinate & entry skills for the goal(s). In this assignment, you will write performance/instructional objectives for each goal and step in your instructional product and one assessment item for each objective.

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4.1 Performance Objectives -- also known as behavioral objectives

Objectives are the backbone of your instruction. Here, you define exactly what your learner will be able to do after completing the instruction.

There are two types of objectives that concern us:

• Terminal Objective -- what you have when you convert the instructional goal(s) into a performance objective
• Subordinate Objective -- what you have when you write objectives describing the individual skills necessary to complete the instructional goal

Objectives are your map to building the instruction--they describe your instructional intent.

There are three parts each objective must contain:

1. Behavior (B)-- the skill that includes any actions, content, or concepts -- what "behavior" the learner should be able to demonstrate after completing the instruction
2. Conditions (CN) -- the tools and resources available to the learner when performing the skill
3. Criteria (CR) -- the acceptable level of performance to be considered successful

An example:

Given three square boxes and rulers (CN), the learners will be able to measure the height of each box (B) at 90% accuracy (CR).

Procedure:

1. Read Chapter 6
2. Edit your instructional goal(s) to reflect the context of the learning environment
3. Write three-part objectives (B, CN, CR) in your goal analysis, including the subordinate skills.
4. Write objectives for entry skills.
5. Label each part of the objective as B for behavior, CN for condition,and CR for criteria (as shown above). Also, beside the objective, write the domain of learning in Bloom's Taxonomy it falls within.
6. You may use 2 or even three sentences to describe your objective adequately.

See Table 6.2 on p. 115 and table 6.6 on p. 124 for help. Use the rubric on p. 127 to evaluate your objectives.

Deliverable -- 50 points

Objectives and assessment items should be written in a table format, like this:

Skill	Objective	Assessment Item(s)
1	Objective 1	Test item
2	Objective 2	Test item
3	Objective 3	Test item
Instructional Goal	Terminal Objective	Test item

 

Write an objective and assessment item for your instructional goal and each skill in your subordinate skill analysis.

This is a http://www.naacls.org/docs/announcement/writing-objectives.pdf , along with an extensive list of performance verbs.

This is a similar guide, but more specific to our textbook.

 

4.2 Assessment Items

Systematic instructional design includes two types of assessment: (1) how successful were the students in learning, and (2) how effective was the instruction. In this part of the assignment, you will generate criterion-referenced assessment instruments for each of the learning objectives.

Use the conditions, behavior, and criteria in each objective to determine the best format for the assessment instrument. Then, write one instrument for each objective. Pay close attention to Chapter 6 as you develop the assessment items. You can include your assessment items in your table of objectives, listing each assessment item under each objective, or you may make a separate list.

In Dick & Carey's list of test types, you will be writing assessment items for what they consider practice tests -- tests that assess content already taught to students. Here are potential assessment items formats to consider:

• Essay
• Fill-in-the-blank
• Completion
• Multiple-choice
• Matching
• Product checklist
• Live performance checklist

Be careful to match the learning domain and assessment item type. Here's some advice:

1. Verbal Information - Verbal skill objectives generally call for simple objective-style test items. This includes short-answer, matching, and multiple-choice.
   
   
2. Intellectual Skills - Intellectual skills objectives require either objective-style test items, the creation of some product, or a performance of some sort. The product or performance would need to be judged by a checklist of criteria.
   
   
3. Attitudes - Attitude objectives are more problematic since there is not usually a way to directly measure a person?s attitude. Assessment items generally involve observing learners in action and inferring their attitudes, or having learners state their preferences on a questionnaire.
   
   
4. Psychomotor Skills - Psychomotor objectives are usually assessed by having the learner perform a set of tasks that lead to the achievement of the goal. It also requires a checklist or rating scale so that the instructor can determine if each step is performed properly.