Overview

1. Overview Write objectives using specific language and action-oriented verbs Identify goals and objectives that need revision Formulate standards and criteria that link goals and objectives to assessment practices University of Kentucky

2. Goals • State what the unit desiresto have (inputs), to be (processes), and to produce (outcomes) • Frame broad intentions • Are used, primarily, in program planning and policy making • Lack language that expresses specific quantity or criteria University of Kentucky

3. Examples • Department A will seek students who can benefit from its programs and who are serious about developing their ability to serve their community. (input) • Department A will maintain an open academic community with active participation in campus governance by all interested parties. (process) • Department A will graduate students committed to serving humanity by becoming active members of their communities. (outcome) University of Kentucky

4. Objectives • Are clear statements that describe intendedoutcomes of instruction • Amplify goals and translate them into action • Focus attention on the specific types of performances that students are expected to demonstrate following educational sequences • Express quantity wherever possible and appropriate University of Kentucky

5. Example 1 Our students will have a series of “hands-on” design experiences throughout the curriculum so that they will be able to effectively apply design principles in a variety of project situations. University of Kentucky

6. Given a policy paper by an unidentified author, students will identify from internal evidence the position taken and the argument being put forth, and develop a counter argument. Example 2 University of Kentucky

7. Example 3 By participation in Problem-Based Learning (PBL), the student will develop an effective clinical reasoning process including the skills of problem synthesis, hypothesis generation, critical appraisal of available information, data analysis, and decision making. University of Kentucky

8. Goals and Objectives • Similarities • articulate values and aims • identify intended outcomes of instruction and program participation • support decision-making • Differences • vary in level of specificity • shape method of assessment University of Kentucky

9. Program-Level Objectives • State what students should know and be able to do • Grow out of department-wide discussions • Provide a document of what your faculty agrees is the curriculum • Are informative to audiences beyond faculty (e.g., students, colleagues, employers) University of Kentucky

10. Objectives and Outcomes • Objectives • convey intended results • describe what should be assessed • Outcomes • are achieved results • describe qualities of student behaviors or products University of Kentucky

11. “One must know what is to be assessed before one knows how to assess it.”Erwin, 1991 University of Kentucky

12. Basic Objective Structure Objective = (Verb) + (Object) Active Behaviors Products Skills/Performances Content/Knowledge Attitudes/Dispositions University of Kentucky

13. Students will: • write + research reports • evaluate + political institutions • analyze + historical documents • identify + major classical figures • abstract + professional publications • translate + graphs into verbal descriptions University of Kentucky

14. Example 4 Students will be familiar with the major theories of the discipline. • Does this objective convey any information? • Would a student know what was expected of his/her work? • Would a colleague know the focus of your department’s teaching? • Would an employer know what your students could do? University of Kentucky

15. Students will be familiar with the major theories of the discipline. Objective = (be familiar with) + (theories) Start with the object aspect of the objective Five major approaches to conflict resolution are: withdrawal, smoothing, forcing, compromising, and problem solving. University of Kentucky

16. Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving. Specifying what the department views as the major approaches is an improvement. Sharpening the verb will also make it better. What does be familiar with imply about a student’s knowledge or skills? University of Kentucky

17. Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving. Objective = (be familiar with) + (withdrawal...) Avoid vague phrases: appreciate, understanding, and have awareness of Use action verbs: generalize, produce, or evaluate Action oriented verbs make objectives more concrete University of Kentucky

18. Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving. This objective mightbe revised into two objectives. Students will summarize… Students will choose and defend… University of Kentucky

19. Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving. Students will summarize the five major approaches to conflict resolution: withdrawal, smoothing, forcing, compromising, and problem solving. Students will choose and defend a conflict resolution approach appropriate for a given situation. University of Kentucky

20. Comment on Assessment • Notice that the types of assessments needed become clearer for the revised objectives. • Assessment was not considered in the writing of the objectives. Instead, as the expectations for students were made clearer, possibilities for assessment were revealed. University of Kentucky

21. University of Kentucky

22. Quick Summary • Use action verbs • Use simple language when possible • Describe student rather than instructor behavior • Describe intended outcome rather than subject matter coverage University of Kentucky

23. Other Objective Components Features of objectives that help improve the link between objectives and assessment are: Target group Conditions/Context Performance Criteria/Stability University of Kentucky

24. Example 5 After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms. University of Kentucky

25. Verb: Use active verbs that describe behavior After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms. University of Kentucky

26. Object: Identify the focus of learning-content, concepts, skills, attitudes After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms. University of Kentucky

27. Target group: Specify subgroups when objective applies differentially After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms. University of Kentucky

28. Conditions: Describes context when students will demonstrate behavior—how, when, where After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms. University of Kentucky

29. Performance Criteria: Identifies levels of acceptable performance After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms. University of Kentucky

30. Performance Stability: Identifies how often the behavior must be observed to be a stable indicator After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms. University of Kentucky

31. Some Typical Problems • Ambiguity • Not logically related to objective • Unrealistically high • Too specific, becoming trivial University of Kentucky

32. Objectives Are Not Fixed • Objectives evolve during curriculum review • Faculty experiences may lead to refinements • Objectives may change due to assessments • Objectives may be refined when faculty begin thinking about operationalizing them for assessments • Assessment results may indicate needed changes in emphasis University of Kentucky

33. Potential Concerns • Objectives limit faculty autonomy • Some consensus is needed at program-level • Objectives are defined and altered as the faculty see fit • Goals and objectives force you to teach only an “assessable” curriculum University of Kentucky

34. A Successful Assessment Program • Involves many but relies heavily on faculty • Has articulated goals and objectives • Involves a wide range of constituent groups University of Kentucky

35. A Successful Assessment Program(continued) • Is careful and deliberate about how data are collected • Analyze and reflect on these data rather than simply tally them • Designs a system for distributing and implementing assessment results University of Kentucky

36. Getting Started • See Handout • Chapter II, Shaping Department Goals and Objectives for Assessment http://www.bsu.edu/IRAA/AA/WB/chapter2.htm, p. 2-3. University of Kentucky

37. Checklist for Evaluating Written Objectives • See Handout • Chapter II, Shaping Department Goals and Objectives for Assessment http://www.bsu.edu/IRAA/AA/WB/chapter2.htm, p. 5. University of Kentucky

38. University of Kentucky

39. University of Kentucky

40. Thank you for attending. • Deborah Moore, Assessment Specialist • 101B Alumni GymOffice of Planning & Institutional Effectiveness • dlmoor2@email.uky.edu • 257-7086 • http://www.uky.edu/LexCampus/; http://www.uky.edu/OPIE/ University of Kentucky