Download Using Learning Objectives for Course and Curriculum Improvement

Using Learning Objectives for
Course and Curriculum
Improvement
Dr. Donald Carpenter
Best Assessment Practices VI
Introduction
•
Learning Objective: a statement of specific
observable actions a student should be able to
perform after a period of time
Upon completion of this [course, chapter, week,
lecture], you should be able to [calculate, solve,
estimate, describe, design] the …
•
•
Instructional Objectives or Educational
Objectives
Program
Course
Unit
Examples:
• At the end of this lecture you should be able to
calculate velocity in a pipe using DarcyWeisbach and Hazen-Williams equations.
• At the end of this class period you should be able
describe the function of the kidney in a human
body.
• At the end of this course you be able to generate
a business plan for a new venture.
• At the end of this session you should be able to
explain why we feel fine in 70 degree air but cool
in 70 degree water.
Action Verb
• Avoid using words like “know”, “understand”, or
“appreciate”
• Action Verbs that are:
–
–
–
–
Measurable
Observable
Definable
Understandable
• Use action verbs at different levels of
thinking/performance (Bloom’s Taxonomy)
Bloom’s Taxonomy
•
Six defined levels of learning for the cognitive
domain:
–
–
–
–
–
–
•
•
Knowledge – recognize or recall information
Comprehension – understand the meaning of
information
Application – use the information appropriately
Analysis – break the information into components
Synthesis – put components together to form new
ideas
Evaluation – judge the worth of ideas
Lower Level vs. Higher Level
Verb usage does not guarantee desired level
Bloom’s Taxonomy
•
Five defined levels of learning for the affective
domain:
–
–
–
–
–
•
Receiving – willingness to attend and receive
information
Responding – actively participate
Valuing – the value a student attaches to an idea or
object
Organization – organizing different ideas, objects, or
values
Characterization – characterize a value
Verb usage does not guarantee desired level
Why use Learning Objectives?
• Identify critical material
•
•
•
•
Course or Curriculum
Course Organization
Curriculum Planning
Eliminate excessive duplication of material
• Facilitate course activities
• Consider delivery of material
• Improve student learning (Bloom’s Taxonomy)
• Provide a guide for student learning
Why use Learning Objectives?
• Communication:
• Informs adjuncts or new faculty of course
expectations
• Informs colleagues what students should be able to
accomplish (pre-requisite)
• Informs students of what they are expected to
accomplish upon course completion
• Provide for assessment of course performance
• Assessment of student learning (direct vs. indirect)
• Accreditation
Learning Objective Example
• At the end of the course I should instill upon
the student a comprehension of the design
process.
• At the end of the course you should
comprehend the design process.
• At the end of the course the student should be
able to apply the design process.
• At the end of the course the student should be
able to apply the design process for
completion of a freeway interchange.
Learning Objective Example
• To demonstrate to students how to set up the
laboratory equipment
• By the end of this laboratory section you should be
able to,
identify the piece of laboratory equipment to be used during this
section (wind tunnel)
describe verbally and in writing the steps to be followed in
setting up the wind tunnel for use
list the necessary precautions when using the wind tunnel
demonstrate to the instructor the ability to set-up the wind
tunnel and perform the drag coefficient experiment
Objective: Learn the symbols
depicted on this weather map.
References
• How To Write and Use Instructional Objectives –
Norman E. Gronlund, Prentice-Hall, 2000.
• Taxonomy of Educational Objectives – B.S. Bloom,
Longman, 1994.
• A Taxonomy for Learning, Teaching, and Assessing –
Lorin Anderson and David Krathwohl, AWL, 2001.
• Objectively Speaking, Chemical Engineering
Education – Richard Felder and Rebecca Brent, 1997.
Student Learning Objectives and the use of Action Verbs
Learning Objectives are statements of specific observable actions a student should be
able to perform after a period of time. They are often referred to as Instructional,
Teaching, or Educational Objectives. Typically, a learning objective has the form:
Upon completion of this [course, chapter, week, lecture], you should be able to
[calculate, solve, estimate, describe, design] the …
For example:
At the end of this course you be able to generate a business plan for a new
entrepreneurial venture.
Well-written objectives clarify the expectations of the faculty in terms of measurable or
observable student performance. These statements describe the ability of students to
demonstrate they have indeed learned what was expected of them.
When writing learning objectives, it isn't sufficient to just write 'understand' or 'know' . . .
because the expectation of anticipated learning outcomes is not clearly defined.
Therefore, action verbs should be used when writing objectives. Additionally, if
objectives are not sufficiently well defined, both testing and assessment based on those
objectives is unlikely to be effective at determining if students have mastered the required
topic.
When using action verbs for teaching objectives the verbs should be:
1.
2.
3.
4.
Measurable
Observable
Definable
Understandable
When defining action verbs, thought should be given to the different levels of
learning/performance and how the verb can be applied to the different domains. For
example, the cognitive domain has six defined levels (knowledge, comprehension,
application, analysis, synthesis, and evaluation) as defined by Bloom and Krathwohl.
The first three levels are considered lower level thinking skills while the second three are
considered higher level thinking skills. Higher order thinking skills are what we would
like our students to be able to reach, yet, many of them do not. The cognitive domain is
the domain we are typically dealing with in engineering courses, however, the affective
domain is frequently important too.
ACTION VERBS for the COGNITIVE DOMAIN (intellectual
outcomes)
1. KNOWLEDGE
define, describe, identify, label, list, match, outline, reproduce, select,
state
2. COMPREHENSION
convert, defend, distinguish, estimate, explain, extend, generalize,
give example, infer, paraphrase, predict, rewrite, summarize
3. APPLICATION
change, compute, demonstrate, discover, manipulate, modify, operate,
predict, prepare, produce, relate, show, solve, use
4. ANALYSIS
break down, differentiate, discriminate, distinguish, identify, illustrate,
infer, outline, point out, relate, select, separate, subdivide
5.SYNTHESIS
categorize, combine, compile, compose, create, devise, design,
explain, generate, modify, organize, plan, rearrange, revise, rewrite,
summarize, tell, write
6. EVALUATION
appraise, compare, conclude, contrast, criticize, discriminate, explain,
justify, interpret, relate, summarize, support
ACTION VERBS for the AFFECTIVE DOMAIN (emotional outcomes)
RECEIVING (willingness to attend)
ask, choose, describe, follow, give, hold, identify, locate, name, point
to, select, reply, use
RESPONDING (active participation)
answer, assist, compile, conform, discuss, greet, help, label, perform,
practice, present, read, recite, report, select, tell, write
VALUING (worth or value a student attaches to a particular
object)
complete, describe, differentiate, explain, follow, form, initiate, invite,
join, justify, propose, read, report, select, share, study, work
ORGANIZATION (bringing together different values)
adhere, alter, arrange, combine, compare, complete, defend, explain,
generalize, identify, integrate, modify, order, organize, prepare,
relate, synthesize
CHARACTERIZATION BY A VALUE
act, discriminate, display, influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve, use, verify
NOTE: the use of these verbs DOES NOT guarantee the learning
objectives are at the desired level!