This presentation emphasizes how objectives are stated. Emphasis is given also on how to match instruction and assessment tasks with objectives.

1. Assessing Learning Objectives
Carlo Magno, PhD.
MCL Consultant

2.  Watch the video sand art

3. Activity 1
 If the person making the sand art is your student who will
do the task, what objective will you set for him/her?

4. Objectives
 At the end of the session the faculty will be able to
improve their course syllabus by:
 Stating objectives with measurable behavioral terms
 Aligning the objectives with the assessment task
 Use appropriate assessment task to provide evidence of
attaining learning objectives.

5. Outcomes-Based Education
 Clearly focusing and organizing everything in an
educational system around what is essential for all
students to be able to do successfully at the end of their
learning experiences.
 This means starting with a clear picture of what is
important for students to be able to do, then organizing
the curriculum, instruction and assessment to make sure
this learning ultimately happens (Spady, 1994).

6. Outcomes-Based Education

7. Where do we get our objectives?
 Needs of students and society
 Mission and vision of the school
 National and International Standards
 Existing programs

8. Considerations in Writing objectives
 1. Objectives are always intended for the learners,
audience, students or participants in a training program.
 2. Objectives are specific and measurable. Each objective
should have a corresponding assessment to test whether
it was met.The following table shows how each objective
will be assessed.
Objective Assessment
Given a microscope with glass slides,
students in the biology class will mount 5
specimens found in the school garden.
Performance assessment in the proper
mounting of atleast 5 specimens.
Given the constructed anemometer, the
grade 4 pupils will record the wind speed
every 5 hours.
Listing of the wind speed every 5 hours
during school time
Given a 1 inch paper clip, the grade 5
students will measure the length, width, and
area of the gym floor.
Measurement of the gym floor.

9. Considerations in Writing objectives
 3. Objectives should be attainable given the parameters
of instruction and learning. For a 40 minute class,
objectives should be realistically accomplished given the
time frame.
 4. General objectives (TO) can be broken down to more
specific objectives (EO)

10. Considerations in Writing objectives
 TO: Uses tools, materials, and equipment associated with the
building trades
 1. Identifies types of materials used in the building trades
(e.g., lumber, metals, piping, bricks, wiring)
 2. Familiar with procedures for maintaining hand and
power tools (e.g., cleaning, adjusting, calibrating, storing)
 3. Uses measuring instruments such as a ruler, tape
measure, chalk line, level, transit, square, volt meter, and ammeter
 4. Operates earth-moving equipment used in preparation
of construction sites
 5. Uses different types of scaffolding
 6. Uses power and hand tools employed in the building
trades (e.g., levels, jig saws, sanders, routers, drills, electrical test
equipment, masonry tools, metal fabrication tools)

11. I. Recognizing Measurable Instructional
Objectives
 Place an “X” before each of those in the following list which are
student objectives stated in measurable terms.
 ___ 1. To develop critical thinking skills.
 ___ 2. To identify those celestial bodies that are known as planets.
 ___ 3. To provide worthwhile experiences for the students.
 ___ 4. To recognize subject and verb in a sentence.
 ___ 5. To tie shoes in a bow, without making a knot.
 ___ 6. To write a summary of factors that led to World War II.
 ___ 7. To fully appreciate the value of music.
 ___ 8. To prepare a critical comparison of the two major political
parties n the United States today.
 ___ 9. To illustrate an awareness of the importance of balanced
ecology by supplying relevant newspaper articles.
 ___ 10. To know all the rules of spelling and grammar.

12. Bloom’s Taxonomy
Levels of Cognitive, Psychomotor and Affective Domain
Cognitive Affective Psychomotor
Remembering Receiving Imitation
Understanding Responding Manipulation
Applying Valuing Precision
Analyzing Organizing Articulation
Evaluating Characterizing Naturalization
Creating

13. Bloom’s Taxonomy
Cognitive Domain
Cognitive level Instructional Behavioral Term
1. Remembering define, describe, identify, label, enumerate,
match, outline, select, state, name, reproduce
2. Understanding Summarize, paraphrase, rephrase, convert,
estimate, explain, generalize, paraphrase, infer,
rewrite, compute
3. Applying Use, employ, give examples, changes,
demonstrate, modify, predict, show, problem
solving
4. Analyzing Relate, distinguish, differentiate, illustrate,
separates, subdivides, compare, contrast
6. Evaluating Appraise, decide, justify, conclude, criticize,
describe, defend
7. Creating Formulate, compose, produce, categorize,
combine, create, devise, design, generate,
organize, rearrange, reconstruct, reorganize,
revise

14. Bloom’s Taxonomy
Affective Domain
Affective Domain Instructional Behavioral Term
1. Receiving Asks, chooses, describes, follows, gives, holds,
locates, points to, relies, uses
2. Responding Answers, assists, complies, conforms, greets,
performs, practices, presents, recites, reports
3. Valuing Completes, explains, initiates, invites, joins,
justifies, proposes, shares, studies
4. Organization Adheres, alters, arranges, defends, generalizes,
integrates, orders, prepares, relates
5. Characterization Acts, discriminates, displays, influences,
modifies, proposes, qualifies, questions, revises,
serves, solves, verifies

15. Bloom’s Taxonomy
Psychomotor Domain
Psychomotor Domain Behavior
1. Imitation Observes a skill and attempts to repeat it
2. Manipulation Performs skill according to instruction rather
than observation
3. Precision Reproduces a skill with accuracy, proportion
and exactness
4. Articulation Combines more than one skill in sequence with
harmony and consistency
5. Naturalization Completes one or more skills with ease and
becomes automatic with limited physical or
mental exertion

16. II. Classifying Instructional Objectives
According to their Domains
 Classify each of the following instructional objectives by
writing on the blank space the appropriate letter according to
the domain: (C) Cognitive; (P) Psychomotor; (A) affective.
 ____ 1. The students will continue jumping rope until that
student can successfully jump it ten times in succession.
 ____ 2. The student will identify the capitals of all fifty states.
 ____ 3. The student will summarize the history of the
development of the republican party in the United States.
 ____ 4. The student will demonstrate a continuing desire to
learn to use the microscope by volunteering to work with it
during free time.
 ____ 5. The student will volunteer to tidy up the room.

17. II. Classifying Instructional Objectives
According to their Domains
 ____ 6. After reading and analyzing several books, the
student will identify the respective authors.
 ____ 7. The student will translate a favoriteVietnamese
poem into English.
 ____ 8. The student will accurately predict the results
of combining genes from an available gene pool.
 ____ 9. The student will indicate his or her interest in
the subject by voluntarily reading additional books from
the library about dinosaurs.
 ____ 10. The student will make the ring toss in a
minimum of seven in ten attempts.

18. III. Identifying Cognitive Levels of
Questions
 Instruction: Indicate the cognitive level of the following questions.
Write whether they are remembering, understanding, applying,
analyzing, evaluating, and creating.
 _________ 1. What was the name of the organization represented by
officer?
 _________ 2. How are the styles of the two artists similar?
 _________ 3. Which of the poems do you think is the most
interesting?
 _________ 4. What other tools could you use to accomplish the
same task?
 _________ 5. What country lies between China and India?
 _________ 6. How might these rocks be logically grouped?
 _________ 7. Could you explain how these two types of redwood
needles differ?

19. III. Identifying Cognitive Levels of
Questions
 _________________ 8. What do you predict would happen if we mixed
equal amounts of two colored solutions, the red solution with the yellow
solution?
 _________________ 9. With the key words provided, compose an eight
line poem.
 _________________ 10. Describe how these poem makes you feel.
 _________________ 11. Do you suppose everyone feels the same after
reading that poem?
 _________________ 12. What do you think caused the city to move the
location of the zoo?
 _________________ 13. How would the park be different today if it had
been left there?
 _________________ 14. Observe what happens when I pour in the
second liquid.
 _________________ 15. Using what you have learned about silent
letters, circle all the words in the one-page story that use silent letters.

20. Stating Objectives
 “From a standing still position on a level, hard surface
(condition), male students (audience) will jump
(behavior) at least two feet (criterion).”
 “Given two hours in the library without notes
(condition), students in the high reading group
(audience) will identify (behavior) five sources on the
topic “national health insurance” (Criterion).

21. Criteria inWriting Objectives
 1. Behavior – Specific behavior as indicated by action verbs
(summarize, enumerate, compare, defend, justify).
 2. Audience – Description of the students who are expected
to demonstrate the behavior.
 3. Criterion – Description of the criteria used to indicate
whether the behavior has been demonstrated (e. g. answering
8 out of 10 questions correctly; judgment of writing based on
grammar, spelling, sentence construction, and organization).
 4. Condition – Circumstances, equipment, or material used
when demonstrating the behavior (e. g., with or without class
notes, open book, using graph paper, given a calculator).

22. IV. Identifying Cognitive Levels of
Objectives
 Instruction: Indicate the cognitive level of the following
objectives.Write whether they are remembering,
understanding, applying, analyzing, evaluating, and creating.
 1. State the domain and range of a given function
 2. Solve systems of linear equations in two variables by
the graphical method
 3. Simplify complex fractions
 4. Multiply and divide rational algebraic expression
 5. Assess hazards of working with chemicals
 6. Classify the properties of substances as to physical or
chemical and extrinsic or intrinsic
 7. Cite evidence of chemical changes

23. IV. Identifying Cognitive Levels of
Objectives
 8. Write Lewis symbols for atoms, ions, ionic compounds, and
covalent compounds
 9. Use comprehension strategies while reading a selection
 10. Write purpose statements for reading
 11. Write brief notes, symbols , and abbreviations in textbook
margins to point out important ideas
 12. Note correctly alphabetical and numerical data listened to
 13. Find the topic sentence of a paragraph
 14. Determine the effect of a changed angle between the
current and magnetic field to the magnetic force
 15. Observe reflection of a single ray of light from a plane
mirror

24. Constructive Alignment
 Objective: Interpret a table showing the population density of
the world (Understanding)
Test Item: Given a bar graph, report the years where the
population increased and decreased, describe the pattern of
growth each year and provide possible explanations for the
growth pattern.
 Objective: Draw a picture using the principle of balance.
(Creating,)
Test Item: Draw a picture in the box showing the principle of
balance.
 Objective: Recognize fallacies in an argument (Understanding)
Test item: Read the given article and list down five fallacious
statements found.
 Objective: Run in a 100-yard dash (psychomotor)
Performance Assessment: Students need to complete a run
in 100 yard dash.

25. Example 1: Constructive alignment
 Classify materials based on its ability to absorb water,
float, sink, undergo decay
 Item:
 Which of the following materials will float in water?
 A. Styrofoam
 B. foam
 C. metal
 D. glass

26. Example 2: Constructive Alignment
 Demonstrate proper disposal of waste according to the
properties of its materials
 Performance task
 Final Output: A slide show with illustrations showing proper
disposal of materials.
 Task: Take a photo on how to properly dispose the following
materials: plastic bottles, food scrap, papers. Present the
picture in class and explain the procedure.
 Criteria: Accuracy of disposal procedure, ability to explain,
clarity of illustrations

27. V. Matching Items with Criterion Item
 Instruction: Indicate whether the matching of the objective and
item is suitable.
 1. Objective: Given a performance of an instrumental or vocal
melody containing a melodic or rhythmic error, and given the
score for the melody, be able to point out the error.
 Criterion item: The instructor will play the melody of the
attached musical score on the piano and will make an error
either in rhythm or melody. Raise your hand when the error
occurs.
 Is the item Suitable? ___Yes
____ No
____Can’t tell

28. V. Matching Items with Criterion Item
 2. Objective: Given mathematical equations containing
one unknown, be able to solve for the unknown.
 Criterion Item: Sam weighs 97 kilos. He weighs 3.5 kilos
more than Barrey. How much does Barry weigh?
 Is the item Suitable? ___Yes
____ No
____Can’t tell

29. V. Matching Items with Criterion Item
 3. Objective: Be able to demonstrate familiarity with
sexual anatomy and physiology
 Criterion Item: Draw and label a sketch of the male and
female reproductive systems.
 Is the item Suitable? ___Yes
____ No
____Can’t tell

30. V. Matching Items with Criterion Item
 4. Objective: Given any one of the computers in our product
line, in its original carton, be able to install and adjust the
machine, preparing it for use. Criteria:The machine shows
normal indication, and the area is free of debris and cartons
 Criterion item: Select one of the cartons containing one of our
model XX computers, and install it for the secretary in Room
45. Make sure it is ready for use and the area is left clean.
 Is the item Suitable? ___Yes
____ No
____Can’t tell

31. V. Matching Items with Criterion Item
 5. Objective: When given a set of paragraphs (that use
words within your vocabulary), some of which are missing
topic sentences, be able to identify the paragraph without
topic sentences.
 Criterion Item: Turn to page 29 in your copy of Silas
Marner. Underline the topic sentence of each paragraph
on that page.
 Is the item Suitable? ___Yes
____ No
____Can’t tell

32. Forms Assessment
 Formative assessment
 Summative assessment
 Major exams
 Quizzes
 Projects – student papers
 Test
 Performance-based
 Rating scales
 Rubrics
 Inventories
 Checklist used for observations
 Surveys
 Standardized tests

33. Types of Assessment
 Selected Response
 Binary Choices
 Multiple Choice
 MatchingType
 Constructed Response “Supply Test”
 Short Form answers - identification
 Completion – fill in the blanks, cloze test
 Essay
 Alternative Forms
 Performance-based
 Authentic-based
 Portfolio Assessment

34. Features of performance assessment
 Intended to assess what it is that students know and can do
with the emphasis on doing.
 Have a high degree of realism about them (authentic).
 Involve: (a) activities for which there is no single correct
answer, (b) assessing groups or individuals, (c) testing that
would continue over an extended period of time, (d) self-
assessment of performances.
 Likely use open-ended tasks aimed at assessing higher level
cognitive skills.

35. Performance assessment
 Bring testing methods
more in line with
instruction.
 Assessment should
approximate closely what
it is students should know
and be able to do.

36. Characteristics of performance-based
assessment
 Students perform, create, construct, produce, or do
something.
 Deep understanding and/or reasoning skills are needed and
assessed.
 Involves sustained work, [often days and weeks].
 Calls on students to explain, justify, and defend.
 Performance is directly observable.
 Involves engaging in ideas of importance and substance.
 Relies on trained assessor’s judgments for scoring
 Multiple criteria and standards are prespecified and public
 There is no single correct answer.
 If authentic, the performance is grounded in real world
contexts and constraints.

37. Learning Targets
 Skills
 Communication and presentation skills
 Ex: Speaking
1. Speaking clearly, expressively, and audibly
a. Using voice expressively
b. Speaking articulately and pronouncing words correctly
c. Using appropriate vocal volume
2. Presenting ideas with appropriate introduction, development,
and conclusion
1. Presenting ideas in an effective order
2. Providing a clear focus on the central idea
3. Providing signal words, internal summaries, and transitions

38. Learning Targets
3. Developing ideas using appropriate support materials
a) Being clear and using reasoning processes
b) Clarifying, illustrating,exemplifying,and documenting ideas
4. Using nonverbal cues
a. Using eye contact
b. Using appropriate facial expressions, gestures, and body movement
5. Selecting language to a special purpose
a. Using language and conventions appropriate for the audience

39. Learning Targets
 Psychomotor skills
 Fine motor: cutting papers with scissors, drawing a line tracing,
penmanship, coloring drawing, connecting dots
 Gross motor:Walking, jumping, balancing, throwing, skipping,
kicking
 Complex: Perform a swing golf, operate a computer, drive a car,
operate a microscope
 Visual: Copying, finding letters, finding embedded figures,
identifying shapes, discrimination
 Verbal and auditory: identify and discriminate sounds, imitate
sounds, pronounce carefully, blend vowels

40. Learning Targets
 Products
 Write promotional materials
 Report on a foreign country
 Playing a new song

41. Variation of authenticity
Relatively authentic Somewhat authentic Authentic
Identify the materials
used in dressing a
wound
Give the steps in
dressing a wound
Dresses the wound of a
patient
Tell the use of a
thermometer
Records temperature in
a chart
Uses the thermometer
on a patient and records
it.
Explain the steps on
taking blood pressure
Show how to take the
blood pressure using a
sphygmomanometer
Get the blood pressure
of a patient.

42. Complexity of task
 Restricted-type task
 Narrowly defined and require brief responses
 Task is structured and specific
 Ex:
 Construct a bar graph from data provided
 Demonstrate a shorter conversation in French about what is on a
menu
 Read an article from the newspaper and answer questions
 Flip a coin ten times. Predict what the next ten flips of the coin will
be, and explain why.
 Listen to the evening news on television and explain if you believe the
stories are biased.
 Construct a circle, square, and triangle from provided materials that
have the same circumference.

43. Constructing Performance Based tasks
 Extended-type task
 Complex and elaborate
 Often include collaborative work with small group of students.
 Requires the use of a variety of information
 Examples:
 Design a playhouse and estimate cost of materials and labor
 Plan a trip to another country: Include the budget and itinerary, and
justify why you want to visit certain places
 Conduct a historical reenactment (e. g. impeachment trial of ERAP)
 Diagnose and repair a car problem
 Design an advertising campaign for a new or existing product

44. Identifying Performance Task Description
 Prepare a task description
 Listing of specifications to ensure that essential if criteria
are met
 Includes the ff.:
 Content and skill targets to be assessed
 Description of student activities
 Group or individual
 Help allowed
 Resources needed
 Teacher role
 Administrative process
 Scoring procedures

45. Performance-based Task Question Prompt
 Task prompts and questions will be based on the task
descriptions.
 Clearly identifies the outcomes, outlines what the
students are encourage dot do, explains criteria for
judgment.

46. Performance Criteria
 What you look for in student responses to evaluate their
progress toward meeting the learning target.
 Dimensions of traits in performance that are used to
illustrate understanding, reasoning, and proficiency.
 Start with identifying the most important dimensions of
the performance
 What distinguishes an adequate to an inadequate
demonstration of the target?

47. Example of Criteria
 Learning target:
 Students will be able to write a persuasive paper to encourage
the reader to accept a specific course of action or point of
view.
 Criteria:
 Appropriateness of language for the audience
 Plausibility and relevance of supporting arguments.
 Level of detail presented
 Evidence of creative, innovative thinking
 Clarity of expression
 Organization of ideas

48. Example of Performance-based task
 Final Product
 Chemists are often required to determine the
concentration of unknown acidic or basic solutions.You
will be provided with an unknown solution that is either
acidic or basic. Your problem is to design an experiment,
using the materials (and/or others) listed below, to
determine the concentration of the unknown solution
provided. Express your concentration of the unknown
material in moles of H+ (aq) per liter or moles of OH-
(aq) per liter of solution.

49. Task
 a) Under the heading PROCEDURE list in order the steps of the procedure
you will use to solve the problem.You may include a diagram to help
illustrate your plans for the experiment. Include any safety procedures you
would follow.
 b) Construct a DATA TABLE or indicate any other method that you could
use to record the observations and results that will be obtained.
 Materials
 2 beakers, 100 ml 1 burette, 50 ml 4 Erlenmeyer flasks, 250 ml
 1 filter funnel, small 1 graduated cylinder, 50 ml 1 burette stand
 safety goggles calculator 1 wash bottle of distilled
watre
 1 white tile hydrochloric acid, 0.1 mol/L sodium hydroxide, 0.1
mol/L
 phenolphthalein indicator bromothymol blue indicator unknown solution

50. Criteria
Yes NO A. Procedures for investigation
1. Detailed
procedure/experimentally
feasible
Method includes details which will clearly
result in accurate determination of
concentration of unknown, including steps
below and repeated trials.
2. Sequence to plan
Suggests method to determine molarity of
unknown solution
3. General strategy
First identifies unknown solution as an acid
or base using appropriate indicator, then
suggests titration using neutralizing solution.
4. Safety procedures
Safety goggles should be worn; care in
handling acids and bases.
5. Use of equipment/diagram
Appropriate equipment and materials are
suggested, especially use of burette and
indicator.

51. Criteria
Yes No B. Plan for recording and
organizing observations/data
1. Space for manipulation of data
or qualitative description
Could include space for averaging data;
stipulation of indicator used.
2. Matched to plan
Plan is comprehensive so that all
observations and data generated by plan
may be recorded; e.g., space for repeated
trials is included.
3. Organized sequentially
Organized so that recording follows data
as generated.
4. Labelled fully (units included)
All columns and rows are identified;
correct units of measurement are used.
5. Variables identified
Solution used to titrate unknown is
indicated as acid or base.

52. Rating Scales
 Indicate the degree to which a particular dimension is
present.
 Three kinds:
 Numerical
 Qualitative
 Combined Qualitative and Quantitative

53. Rating Scale
 Numerical Scale
 Numbers of a continuum to indicate different level of
proficiency in terms of frequency or quality
Example:
Complete Understanding 5 4 3 2 1 No understanding
Clear organization 5 4 3 2 1 No organization
Fluent reader 5 4 3 2 1 Emerging reader

54. Rating Scale
 Qualitative scale
 Uses verbal descriptions to indicate student performance.
 Provides a way to check the whether each dimension was
evidenced.
 Type A: Indicate different gradations of the dimension
 Type B: Checklist

55. Rating Scale
 Example of Type A:
 Minimal, partial, complete
 Never, seldom, occasionally, frequently, always
 Consistent, sporadically, rarely
 None, some, complete
 Novice, intermediate, advance, superior
 Inadequate, needs improvement, good excellent
 Excellent, proficient, needs improvement
 Absent, developing, adequate, fully developed
 Limited, partial, thorough
 Emerging, developing, achieving
 Not there yet, shows growth, proficient
 Excellent, good, fair, poor

56. Rating Scale
 Example of Type A: Checklist

57. Rating Scale
 Holistic scale
 The category of the scale contains several criteria, yielding a
single score that gives an overall impression or rating
Example
level 4: Sophisticated understanding of text indicated with
constructed meaning
level 3: Solid understanding of text indicated with some
constructed meaning
level 2: Partial understanding of text indicated with
tenuous constructed meaning
level 1: superficial understanding of text with little or no
constructed meaning

58. Example holistic scale

59. Analytic scale
 Analytic Scale
 One in which each criterion receives a separate score.
Example
Criteria Outstanding
5 4
Competent
3
Marginal
2 1
Creative ideas
Logical organization
Relevance of detail
Variety in words and
sentences
Vivid images

60. Rubrics
 When scoring criteria are combined with a rating scale, a
complete scoring guideline is produced or rubric.
 A scoring guide that uses criteria to differentiate between
levels of student proficiency.

61. Example of a rubric

62.  Rubrics should answer the following questions:
 By what criteria should performance be judged?
 Where should we look and what should we look for to judge
performance success?
 What does the range in the performance quality look like?
 How do we determine validity, reliability, and fairly what scores
should be given and what that score means?
 How should the different levels of quality be described and
distinguished from one another?
Rubric

63. Workshop
 Work in groups by department and write the course
requirements by indicating the assessment tasks that
matches the objectives.
 Ensure that the major requirement is aligned with the
objective
 Organize the presentation in a table:
 Group presentation and feedback will follow.
Course Objective AssessmentTask

64. Download
 http://www.slideshare.net/crlmgn/assessing-learning-
objectives