Where are we headed?

Writing Measurable Objectives

Entrance Ticket• To begin…

o Please complete …

Today, All Student Will…

• Learn why goals are so important.• Learn what the major parts of a measurable

objective are.• Understand that measurable goals are a part of

the OTES evaluation.• Be able to write measurable goals for lessons.

Today…• Using today’s handouts, all teachers will create

measurable goals that meet the OTES requirement by the completion of class.

Goals Measurable Goals

• Learn why goals are so important.

• Learn what the major parts of a measurable objective are.

• Understand that measurable goals are a part of the OTES evaluation.

• Be able to write measurable goals for lessons.

• Using today’s handouts, teachers will create measurable goals that meet the OTES requirement by the completion of class.

OTES Connection• Instructional Planning: Focus for Learning

o Accomplished• The teacher establishes challenging and measurable goal(s) for

student learning that aligned with the Ohio standards and reflect a range of student learner needs. The teacher demonstrates how the goal(s) fit into the broader unit, course and school goals for content learning and skills.

o Skilled• The teacher demonstrates a focus for student learning, with

appropriate learning objectives that include measurable goal(s) for student learning aligned with the Ohio standards. The teacher demonstrates the importance of the goal and its appropriateness for students

Measurable Goal• Measurable Goal – A statement in specific and

measurable terms that describes what the learning will know or be able to do as a result of engaging in a learning activity.o Has 4 Parts

1. Learner Condition2. Action Word to describe learner performance3. Terminal Performance, course Specific Standards & Learning

Standards4. Measurable Acceptable Performance

Q: Why are goals so important? A: Goals/Objectives give the teacher ways to assess the student’s progress. They also define the scope of the goal. When a

teacher sees that the class has mastered the material, the teacher can move on to other teaching points with confidence. Goals become the pathway for the learning journey…guideposts for both the teacher and student(s).

Q: What are the major parts of a measurable objective? Learner & Condition

Action Word to Describe Learner Performance, (Reference Bloom chart)

Terminal Performance, Course Specific Standards & Learning Standards

Measurable Acceptable Performance

Q: Can I just use any verb in my measurable learning objective? A: You should avoid verbs such as: “know,” “understand,” “internalize,” “grasp,” “to become aware of…,””feel,” “realize,” “comprehend,”

“enjoy,” “appreciate,” etc… because these words are virtually IMPOSSIBLE to measure. Q: Are writing measurable goals part of the OTES evaluation?

A: Yes. Measurable Goals are referred to in the OTES rubric in the Standard Area of: FOCUS for LEARNING Of note: The Instructional Planning Area in OTES references goals and objectives. The new lesson plan template now has a box for

the measurable goal. Q: Are measurable goals written differently between CT and academics? A: No. All parts are the same between disciplines. However, in the COS, (Course

of Study), for each discipline, teachers have “Course Specific Standards,” “Learning Standards” or “Terminal Performance Objectives, aka TPO’s.” These “Course Specific Standards,” “Learning Standards” and “TPO’s” are the goals that YOU as the teacher will have to make measurable. (SIDE NOTE: At times, these standards already have measurable goals.)

Q: How do I do this? A: Just look at the next page…..

Learner (s) & Conditions Related

Action Word to Describe Learner Performance

Terminal Performance ObjectiveCourse Specific Standards

Learning Standards

Measurable Acceptable Performance

Learners: Your studentsConditions: In a large group In a small group Pair-share One-on-one Given a tool Given a topic Given a model Given a writing prompt Given a rubric, worksheet, etc…

Please refer to the REVISED BLOOM’s TAXONOMY Grid and

the Associated Action Verbs(Some objectives already will have

acceptable Action Words in the TPO, Course Specific Standards, Learning

Standards)

Look in your Program/Content Area’s

Course of Study

With _____% accuracy ______ % of the students will be

able to __________ _____% of my students will

perform _____% of the task. With ______ % needing

remediation There are many examples…

Examples: Using textbooks & work sheets students will

Describe and identify Accounting concepts With 80% accuracy based on textbook generated test

The student will Examine Controlled substance issues With a 90 % passage rate in a pass/fail test

Given a client or a mannequin, the student will

Demonstrate Hair cutting sectioning dividing the hair into 4 or 5 parting sections

With a 75 % success rate according to State Board industry standards

Given a rubric, Students will Demonstrate Framing a window With no critical errors and a score of 25 on the rubric.

Students will Analyze How the opening stanza of _________ poem structures the rhythm and meter of the poem and how the themes introduced by the speaker develop over the course of the text

With a 35 % on the first attempt

Given a set of manipulatives, all students will

Arrange The mathematical formula In the correct order

Given a rubric and a science topic, the student will

Design and conduct scientific investigations

With an 85 % completion within a week’s time.

Parts of a Measurable Objective-Formula Sheet

Bloom's taxonomy of cognitive objectives, originated by Benjamin Bloom and collaborators in the 1950's, describes several categories of cognitive learning. These stages can be useful when writing your goals and objectives. Recently Bloom’s was revised from noun form to verb

form. This taxonomy is now referred to as REVISED BLOOM’s. Listed below is a helpful chart describing each level of cognitive complexity and action verbs associated with each learning level. Use a variety of levels to reach your diverse student population.

Writing Objectives for Lesson Plans Using REVISED Bloom’s Taxonomy and Associated Action or Performance Verbs

Learning Level Description Associated Action Verbs

Remembering Ability to recall previously learned material define, describe, state, list, name, write, recall, recognize, label, underline, select, reproduce,

outline, match, retrieve, find…

Understanding Ability to grasp meaning, explain, re-state

ideas or concepts

identify, justify, select, indicate, illustrate, represent, name, formulate, explain, classify,

discuss, summarize,

Applying Ability to use learned material in new situations predict, select, assess, explain, choose, show, demonstrate, construct, compute, use, perform,

implement

Analyzing Ability to separate material into component

parts and show relationships between parts.

analyze, identify, conclude, differentiate, select, separate, compare, contrast, justify, resolve, break down, criticize, interrogate, organize,

discriminate, distinguish

Evaluating Ability to judge the worth of material against

stated criteria and/or rubrics. Justify a decision

or course of action.

judge, evaluate, determine, recognize, support, defend, attack, critique, experiment, avoid,

select, choose, hypothesize, detect, monitor, coordinate, conclude

Creating Ability to generate new ideas, products or ways

of viewing things

design, constructing, plan, produce, invent, devise a procedure

LOW

ER TO HIGHER

-ORDER THIN

KING

Let’s Practice… Directions: Write your goal in the space below. Next, construct a measurable objective by filling in the necessary components in the space provided below.

Finally, write your measurable objective.

What is your Measurable Goal? ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________

Who are the Learners and what, if any, are the conditions?: ________________________________________________________________________________________________________ What action or learning level do I want them to perform (Revised Bloom’s)?: ________________________________________________________________________________________________________ Terminal Performance Objective/Course Specific Standards/Learning Standard): ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ Measurable Acceptable Performance?: ________________________________________________________________________

Question & Answer• Any Questions?

Exit Ticket• Let’s revisit the quiz from the start of class