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INSTRUCTIONAL OBJECTIVES
Provide direction for the instructional process (by clarifying the intended learning outcomes
Convey instructional intent to others ( pupils, parents, other school personnel, the public)
Provide a basis for evaluating pupil learning ( by describing the performance to be measured)
Content Validity
Stage 3 Tests
School Administration
Teachers
Are shared with superintendent through the school board and Are translated into educational goals by program coordinators, and goals are then Translated into school, classroom , and student objectives by principals and teachers
Copyright Allyn & Bacon 2006
Instructional Objectives
Specific statements of a learner behavior or outcomes that are expected to be exhibited by students after completing a unit of instruction. A unit of instruction may, for example, mean: a six-week lesson on Kapampangan culture a class period on subtracting with borrowing Example: By Friday, the students will be able to recite the names of the months in order
Copyright Allyn & Bacon 2006
An intended outcome of instruction that has been stated in terms of specific and observable pupil performance(e.g. Identifies details that are explicitly stated in a passage). S set of specific learning outcomes describes a sample of the types of performance that learners will be able to exhibit when they have achieved a general instructional objective( also called specific objectives, performance objectives, behavioral objectives and measurable objectives)
Pupil Performance Any measureable or observable pupil response in the cognitive, affective or psychomotor area that is a result of learning
Educational Objectives
The identification and statement of educational objectives is the first step in developing tests. Educational objectives are simply educational goals; that is what you hope the students will learn or accomplish.
Educational objectives are also referred to as instructional or learning objectives.
Scope refers to how broad or narrow an objective is. There are limitations associated with objectives at either end of this continuum and in practice it is probably best to strike a balance between the two extremes.
Domain refers to the type of ability or characteristic being measured (i.e., cognitive, affective, or psychomotor domain). Blooms Taxonomy provides a useful way of describing the complexity of a cognitive objective by classifying it into one of six hierarchical categories ranging from the most simple to the most complex.
Blooms Taxonomy
A taxonomy of cognitive objectives developed by Bloom, Englehart, Furst, Hill and Krathwohl ( 1956) is commonly referred to as Booms taxonomy. This taxonomy provides a useful way of describing the complexity of an objective by classifying it into one of the six hierarchical categories ranging from the most simple to the most complex.
Example
Name each state capital.
Summarize, interpret, or explain material Use general rules and principles to solve new problems. Reduction of concepts into parts and explain the relationship of parts to the whole.
Summarize the use of symbols on a map. Write directions for traveling by numbered roads using a map.
Synthesis
Construct a map of a
hypothetical country with given characteristics.
Evaluation
Evaluate the usefulness of a map to enable travel from one place to another.
Format typically refers to the use of a behavioral versus nonbehavioral format. Behavioral objectives specify activities that are observable and measurable. Nonbehavioral objectives specify activities that are unobservable and not directly measurable.
The method of ensuring congruence between classroom instruction and test content is the development and application of a table of specifications, which is also referred to as a test blueprint.
Categories
Comprehension Application Total 1 2 4 Percentage 4% 8% 16%
6 6
6 6
24% 24%
6 18 72%
6 25
24%
100%
Based on Content Areas (Number of Items) Level of Objective Content Areas Knowledg Comprehension Applicatio Analysis Synthesi Evaluation e n s Total
Based on Content Areas (Percentages) Level of Objective Content Areas Scales of Measurement Measures of Central Tendency Measures of Variability 10% Correlation & Regression 6.7% 10% 6.7% 6.7% 30% 10% 10% 30%
Knowledge Comprehension Application Analysis Synthesis Evaluation
Total
6.7%
6.7%
6.7%
20%
10%
10%
20%