IDENTIFYING TEST

OBJECTIVES

Ero dela VegaIII-21 BSE Biology

WRITING INSTRUCTIONAL OBJECTIVES

Instructional objective:- a concise statement of

the skill that you student will be expected to perform after a unit of instruction.

COMPLETE INSTRUCTIONAL OBJECTIVES INCLUDES

1. Observable learning outcome2. Any special conditions under

which the behavior must be displayed, and

3. The performance level considered to be indicative of mastery.

“IDENTIFYING LEARNING

OUTCOMES”LEARNING OUTCOMES

VS.LEARNING ACTIVITIES

Learning outcomes:

- Learning outcomes are statements of a learning

achievement and are expressed in terms of what the learner is

expected to known understand and be able to do on completion of

the award or module.

EXAMPLE (1) By the end of the semester

the child will identify pictures of words that sound alike.

“Learning Outcomes”

EXAMPLE (2)

The child will demonstrate an appreciation of poetry.

“Learning outcomes”

EXAMPLE (3)The student will subtract one digit numbers with

80% accuracy.

“Learning Outcomes”

Learning Activities:

- Activities that enable the student(s), through observation or

participation, to achieve the learning objectives.

- Means that lead to a learning outcome

EXAMPLE (1)

The student will practice the multiplication tables.

“Learning activities”

The student will dance “Love on Top.”

“Learning Activities”

EXAMPLE (2)

WHAT DO LEARNING OUTCOMES CONSIST OF: Learning outcomes should describe

“the results of the learning rather than the learning process itself”.

Action verbs in learning outcomes should convey precisely the core of the outcome.

All learning outcome statements should:

- be as simple as possible - be of maximum relevance and utility - communicate clearly what a learner is expected to achieve - relate to previous “level” of learning outcome statements.

“IDENTIFYING OBSERVABLE

AND DIRECTLY

MEASURABLE LEARNING

OUTCOMES”

“The student will show a knowledge of punctuation.”

“Immeasurable, and unobservable learning

outcome”

Instructional objectives are specific, measurable

statements of the outcomes of instructions that indicate

whether instructional intents have been achieved.

EXAMPLES OF OBSERVABLE AND OBSERVABLE OUTCOMES: OBSERVABLE UNOBSERVAB

LE a.Listb.Recitec.Changed.Draw

a.Valueb.Appreciatec.Knowd.Understand

EXAMPLESCircle the initial sound of words. - Observable

Be familiar with the law. - Unobservable

Add two digit numbers on paper. - Observable

EXAMPLESAppreciate art decoration. - Unobservable

Really understand set theory - Unobservable

Recite the names of the character in Tom Sauyer. - Observable

STATING CONDITION

An instructional objective describes any special conditions in which the learning will take place.

Conditions must be stated explicitly in the objective if the observable learning outcome take place at a particular time, place with particular materials.

EXAMPLES: Given a calculator, multiply two-digit

number correct to the nearest whole number .

Given a typed list, correct any typographical errors.

Given a list of six scrambled words, arrange the words to form a sentence.

STATING CRITERION

LEVELS

An instructional objective indicates how well the behavior is to be performed.

The criterion level of acceptable performance specifies how many of these items the student must get correct for him or her to have passed the objective.

EXAMPLES: Given 20 two-digit number, the

student will compute all answers correctly.

Given 20 two digit addition problems, the student will compute 90% correctly.

Remember, criterion levels need not always be specified in terms of percentages items answered correctly:

a. number of items correct

b. number of consecutive items correct

c. essential features included

d. completion within a prescribed time limit

CHECKLIST FOR

WRITTEN OBJECTIVES

YES NO

1.Are the objectives composed of only learning outcomes, and not learning activities?

a.If yes, go to Step 2b.If no, eliminate the learning

activities or replace them with the learning outcomes.

YES

NO

2. Are the learning outcomes stated in overt observable terms?

a.If yes, go to step 3b.If no, replace the unobservable outcomes

with indicates of the outcomes. Remember, because this almost always results in more specific objectives, you may have to write several overt objectives to adequately “sample” the covert learning outcome.

YES

NO

3. Now that you have all overt learning outcomes listed, are they the simplest and most direct ways to measure the learning outcomes?a.If yes, you now have a useful list of

instructional objectives that will serve as a basis for a content-valid test.

b.If no, rewrite the indirect or complicated means of measurement so that they are as simple and direct as possible. Once you have done so you have the basis for a content-valid test.

REFERENCE: http://

www.uarctic.org/dm_documents/Learning_Outcomes_7KSYP.pdf

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