university of kentucky1 overview write objectives using specific language and action-oriented verbs...

University of Kentucky 1

OverviewOverview Write objectives using specific language Write objectives using specific language

and action-oriented verbsand action-oriented verbs

Identify goals and objectives that need Identify goals and objectives that need revisionrevision

Formulate standards and criteria that link Formulate standards and criteria that link goals and objectives to assessment goals and objectives to assessment practicespractices


GoalsGoals State what the unit desiresState what the unit desires

to haveto have (inputs), (inputs), to beto be (processes), and (processes), and to produceto produce (outcomes) (outcomes)

Frame broad intentionsFrame broad intentions

Are used, primarily, in program planning and Are used, primarily, in program planning and policy makingpolicy making

Lack language that expresses specific Lack language that expresses specific quantity or criteriaquantity or criteria


ExamplesExamples Department A will seek students who can benefit Department A will seek students who can benefit

from its programs and who are serious about from its programs and who are serious about developing their ability to serve their community. developing their ability to serve their community. (input)(input)

Department A will maintain an open academic Department A will maintain an open academic community with active participation in campus community with active participation in campus governance by all interested parties. governance by all interested parties. (process)(process)

Department A will graduate students committed Department A will graduate students committed to serving humanity by becoming active members to serving humanity by becoming active members of their communities. of their communities. (outcome)(outcome)


ObjectivesObjectives

Are clear statements that describe Are clear statements that describe intendedintended outcomes of instructionoutcomes of instruction

Amplify goals and translate them into actionAmplify goals and translate them into action

Focus attention on the Focus attention on the specificspecific types of types of performances that students are expected to performances that students are expected to demonstrate following educational sequencesdemonstrate following educational sequences

Express quantity wherever possible and Express quantity wherever possible and appropriateappropriate


Example 1Example 1

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


Example 2Example 2

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


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

Example 3Example 3


Goals and ObjectivesGoals and Objectives SimilaritiesSimilarities

– articulate values and aims articulate values and aims

– identify intended outcomes of instruction identify intended outcomes of instruction and program participationand program participation

– support decision-makingsupport decision-making

DifferencesDifferences– vary in level of specificityvary in level of specificity

– shape method of assessmentshape method of assessment


Program-Level ObjectivesProgram-Level Objectives

State what students should know and be able State what students should know and be able to do to do

Grow out of department-wide discussionsGrow out of department-wide discussions

Provide a document of what your faculty agrees Provide a document of what your faculty agrees isis the curriculum the curriculum

Are informative to audiences beyond faculty Are informative to audiences beyond faculty (e.g., students, colleagues, employers)(e.g., students, colleagues, employers)


Objectives and OutcomesObjectives and Outcomes

Objectives Objectives

– convey convey intended intended resultsresults

– describe what should be assesseddescribe what should be assessed

Outcomes Outcomes

– are are achievedachieved results results

– describe qualities of student behaviors or describe qualities of student behaviors or products products


““One must know One must know what is to be what is to be assessed before assessed before one knows how to one knows how to assess it.”assess it.”

Erwin, 1991Erwin, 1991


Basic Objective StructureBasic Objective Structure

Objective = (Objective = (VerbVerb) + () + (ObjectObject))

Active Behaviors Products

Skills/Performances

Content/Knowledge

Attitudes/Dispositions


Students will:Students will: write + research reportswrite + research reports

evaluate + political institutionsevaluate + political institutions

analyze + historical documentsanalyze + historical documents

identify + major classical figuresidentify + major classical figures

abstract + professional publicationsabstract + professional publications

translate + graphs into verbal descriptionstranslate + graphs into verbal descriptions


Example 4Example 4

Students will Students will be familiar be familiar with the major with the major theories of the theories of the discipline.discipline.

Does this objective Does this objective convey any information?convey any information?

• Would a student know what Would a student know what was expected of his/her was expected of his/her work?work?

• Would a colleague know the Would a colleague know the focus of your department’s focus of your department’s teaching?teaching?

• Would an employer know Would an employer know what your students could what your students could do?do?


Students will Students will be familiar be familiar with with the major the major theories of the theories of the disciplinediscipline..

Objective = (be familiar Objective = (be familiar with) + (with) + (theoriestheories))

Start with the Start with the object object aspect aspect of the objectiveof the objective

Five major approaches to Five major approaches to conflict resolution are: conflict resolution are: withdrawal, smoothing, withdrawal, smoothing, forcing, compromising, and forcing, compromising, and problem solving.problem solving.


Students will Students will be familiar withbe familiar with withdrawal, withdrawal, smoothing, smoothing, forcing, forcing, compromising, compromising, and problem and problem solving.solving.

Specifying what the Specifying what the department views as department views as the major approachesthe major approaches is an improvement. is an improvement.

Sharpening the verb Sharpening the verb will also make it better.will also make it better.

What does What does be familiar be familiar withwith imply about a imply about a student’s knowledge or student’s knowledge or skills?skills?


Students will Students will be be familiar withfamiliar with withdrawal, withdrawal, smoothing, smoothing, forcing, forcing, compromising, compromising, and problem and problem solving.solving.

Objective = Objective = ((be familiar be familiar withwith)) + (withdrawal...) + (withdrawal...)

Avoid vague phrases: Avoid vague phrases: appreciate, appreciate, understanding, and have understanding, and have awareness of awareness of

Use action verbs: Use action verbs: generalize, produce, or generalize, produce, or evaluateevaluate

Action oriented verbs Action oriented verbs make objectives more make objectives more concreteconcrete


Students will Students will be familiar with be familiar with withdrawal, withdrawal, smoothing, smoothing, forcing, forcing, compromising, compromising, and problem and problem solving.solving.

This objective mightThis objective mightbe revised into two be revised into two objectives.objectives.

Students Students will will summarize… summarize…

Students Students will choose will choose and defend…and defend…


Students will be Students will be familiar with familiar with withdrawal, withdrawal, smoothing, smoothing, forcing, forcing, compromising, compromising, and problem and problem solving.solving.

1.1. Students Students will will summarizesummarize the five the five major approaches to major approaches to conflict resolution: conflict resolution: withdrawal, smoothing, withdrawal, smoothing, forcing, compromising, forcing, compromising, and problem solving.and problem solving.

2.2. Students Students will choose will choose and defendand defend a conflict a conflict resolution approach resolution approach appropriate for a given appropriate for a given situation.situation.


Comment on AssessmentComment on Assessment

Notice that the types of assessments Notice that the types of assessments needed become clearer for the revised needed become clearer for the revised objectives.objectives.

Assessment was not considered in the Assessment was not considered in the writing of the objectives. Instead, as the writing of the objectives. Instead, as the expectations for students were made expectations for students were made clearer, possibilities for assessment clearer, possibilities for assessment were revealed.were revealed.


Quick SummaryQuick Summary

Use action verbsUse action verbs

Use simple language when possibleUse simple language when possible

Describe student rather than instructor Describe student rather than instructor behaviorbehavior

Describe intended outcome rather than Describe intended outcome rather than subject matter coveragesubject matter coverage


Other Objective ComponentsOther Objective Components

Features of objectives that help improve Features of objectives that help improve the link between objectives and the link between objectives and assessment are:assessment are:

– Target groupTarget group

– Conditions/ContextConditions/Context

– Performance Criteria/StabilityPerformance Criteria/Stability


Example 5Example 5

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


Verb: Use active verbs that describe Verb: Use active verbs that describe behaviorbehavior

After analyzing and interpreting information After analyzing and interpreting information from public opinion polls, the graduating from public opinion polls, the graduating journalism major will journalism major will communicate the communicate the resultsresults to at least three different groups in to at least three different groups in written, oral, and graphic forms.written, oral, and graphic forms.


Object: Identify the focus of learning-Object: Identify the focus of learning-content, concepts, skills, content, concepts, skills, attitudesattitudes

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


Target group: Specify subgroups when Target group: Specify subgroups when objective applies differentiallyobjective applies differentially

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


Conditions: Describes context when Conditions: Describes context when students will demonstrate students will demonstrate behavior—how, when, wherebehavior—how, when, where

After analyzing and interpreting After analyzing and interpreting informationinformation from public opinion polls, the from public opinion polls, the graduating journalism major will communicate graduating journalism major will communicate the results to at least three different groups in the results to at least three different groups in written, oral, and graphic forms.written, oral, and graphic forms.


Performance Criteria: Identifies levels of Performance Criteria: Identifies levels of acceptable acceptable performance performance

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


Performance Stability: Identifies how often the Performance Stability: Identifies how often the behavior must be behavior must be observed to be a stable observed to be a stable indicator indicator

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


Some Typical ProblemsSome Typical Problems

AmbiguityAmbiguity

Not logically related to objectiveNot logically related to objective

Unrealistically highUnrealistically high

Too specific, becoming trivialToo specific, becoming trivial


Objectives Are Not FixedObjectives Are Not Fixed Objectives evolve during curriculum reviewObjectives evolve during curriculum review

– Faculty experiences may lead to Faculty experiences may lead to refinements refinements

Objectives may change due to assessmentsObjectives may change due to assessments

– Objectives may be refined when faculty Objectives may be refined when faculty begin thinking about operationalizing them begin thinking about operationalizing them for assessments for assessments

– Assessment results may indicate needed Assessment results may indicate needed changes in emphasischanges in emphasis


Potential ConcernsPotential Concerns

Objectives limit faculty autonomyObjectives limit faculty autonomy

– Some consensus is needed at program-Some consensus is needed at program-levellevel

– Objectives are defined and altered as the Objectives are defined and altered as the faculty see fitfaculty see fit

Goals and objectives force you to teach only Goals and objectives force you to teach only an “assessable” curriculuman “assessable” curriculum


A Successful Assessment ProgramA Successful Assessment Program

1.1. Involves many but relies heavily on facultyInvolves many but relies heavily on faculty

2.2. Has articulated goals and objectivesHas articulated goals and objectives

3.3. Involves a wide range of constituent groupsInvolves a wide range of constituent groups


A Successful Assessment ProgramA Successful Assessment Program(continued)(continued)

4.4. Is careful and deliberate about how data are Is careful and deliberate about how data are collectedcollected

5.5. Analyze and reflect on these data rather than Analyze and reflect on these data rather than simply tally themsimply tally them

6.6. Designs a system for distributing and Designs a system for distributing and implementing assessment resultsimplementing assessment results


Getting StartedGetting Started

See HandoutSee Handout

– Chapter II, Shaping Department Goals and Chapter II, Shaping Department Goals and Objectives for Assessment Objectives for Assessment http://www.bsu.edu/IRAA/AA/WB/chapter2.http://www.bsu.edu/IRAA/AA/WB/chapter2.htmhtm, p. 2-3., p. 2-3.


Checklist for Evaluating Checklist for Evaluating Written ObjectivesWritten Objectives

See HandoutSee Handout

– Chapter II, Shaping Department Goals and Chapter II, Shaping Department Goals and Objectives for Assessment Objectives for Assessment http://www.bsu.edu/IRAA/AA/WB/chapter2.http://www.bsu.edu/IRAA/AA/WB/chapter2.htmhtm, p. 5., p. 5.


Thank you for attending.Thank you for attending.

Deborah Moore, Assessment SpecialistDeborah Moore, Assessment Specialist

101B Alumni Gym101B Alumni GymOffice of Planning & Institutional Office of Planning & Institutional EffectivenessEffectiveness

[email protected]@email.uky.edu

257-7086257-7086

http://www.uky.edu/LexCampus/http://www.uky.edu/LexCampus/; ; http://www.uky.edu/OPIE/http://www.uky.edu/OPIE/

university of kentucky1 overview write objectives using specific language and action-oriented verbs...

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