Relate Different Levels of Learning Objectives to Assessment
The Best Choice...according to the experts
Dwyer 1991 – "If the objective to be taught is at the rule/principle level, [then] the test items [should] have been designed to measure specifically the type of learning specified in the objective and taught in the instruction."
Rationale
After writing learning objectives, you should to think about how to assess the students' achievement of the different learning objectives.
- Different learning objectives define the scope and methods of assessment.
- Relating different levels of objectives with assessment instruments and all items that are graded will make sure you achieve your specific objectives.
- Busy students need to know what they must do to achieve in the course: What are the assignments? What are the projects? How will they be graded
Basic Information
Relate different levels of objectives to assessment
What you teach should determine how you need to assess learning. You should tie your objectives with your assessment to achieve the expected results (Dwyer, 1991).
Mismatched Content and Assessment
The graphic below (Adapted from Dwyer 1991) shows a mismatch of the objectives, instruction and assessment. In this case:
- Objectives were set to problem-solving,
- The students were assessed with problem-solving.
- But only lower levels of learning, such as concepts, were presented to students.
Because of this students who have not been exposed to problem-solving tecniques related to the course will more than likely have low-achievement when working on problem-solving assignments or problem-solving questions on an exam.
Congruent (Matched) Objectives and Assessment
In contrast, the graphic below (Adapted from Dwyer) shows one example of matching your objectives with instruction.
- Set your objectives to teach problem-solving.
- Design your instruction and learning activities to teach or demontratie problem-solving.
- Assess the students at the problem-solving level.
This will make sure you are measuing what you are teaching.
Create Assessment Instruments for different types of objectives
The links below will show how assessments can be matched for different types of learning objectives.
References
Dwyer, F. M.(1991). A paradigm for generating curriculum design oriented research questions in distance education. Second American Symposium Research in Distance Education, University Park, PA: Pennsylvania State University.
Heinrich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996). Instructional Media and Technologies for Learning. Englewood Cliffs, NJ: Merrill.
Huitt, W. (2000). Bloom
et al.'s taxonomy of the cognitive domain.
Retrieved May
14, 2003 from
http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
Kizlik, B. (2003). How to write effective behavioral
objectives. Boca Raton, FL: Adprima.
Retrieved May 14, 2003 from
http://www.adprima.com/objectives.htm
Lohr, L (no date).Objectives, sequencing, strategies,
Retrieved May 14, 2003 from http://www.coe.unco.edu/LindaLohr/home/et502_cbt/Unit3/Unit3_menu.htm
SOGC Org (No date). Writing instructional objectives: The what, why how and when.
Retrieved May 14, 2003, from http://www.sogc.org/conferences/pdfs/instructionalObj.PDF