How to Write and Use Instructional Objectives
by Norman E. GronlundEdition: 5th
Format: Paperback
Pub. Date: 1994-01-01
Publisher(s): PRENTICE HALL
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Summary
This leading book is a concise and practical resource to writing and using objectives. This adaptable guide tells and shows how to state instructional objectives as intended learning outcomes, and how to use them in teaching and assessment. Expanded coverage in key areas, along with thorough updates, makes it the essential ¿how-to-do-it¿ book regarding instructional objectives. Describes and illustrates how to state instructional objectives in performance terms that clearly define desired learning outcomes (intellectual, affective, and performance skills) and expected student performance. Demonstrates how to use them in planning, teaching, learning, and assessment.
Table of Contents
| How To Write Instructional Objectives | p. I |
| Writing Instructional Objectives as Intended Learning Outcomes | p. 3 |
| What Are Instructional Objectives? | p. 3 |
| Why Use Instructional Objectives? | p. 5 |
| Role of Objectives in Teaching | p. 5 |
| Role of Objectives in Student Learning | p. 6 |
| Role of Objectives in Assessment | p. 7 |
| Role of Objectives in Communicating Instructional Intent to Others | p. 7 |
| Role of Objectives in Evaluating Instruction | p. 7 |
| Focusing on Intended Learning Outcomes | p. 7 |
| Learning Outcomes and the Instructional Process | p. 9 |
| Stating Instructional Objectives as Intended Learning Outcomes | p. 10 |
| What About Conditions and Standards? | p. 13 |
| Obtaining Clear Statements of Instructional Objectives | p. 15 |
| Stating the General Instructional Objectives | p. 15 |
| Selecting the Proper Level of Generality | p. 18 |
| Stating the Specific Learning Outcomes | p. 20 |
| Obtaining a Representative Sample of Specific Learning Outcomes | p. 22 |
| Emphasizing Instructional Intent | p. 23 |
| Keeping the Specific Learning Outcomes Useful for Various Units of Study | p. 24 |
| Making Sure the Specific Learning Outcomes Are Relevant | p. 25 |
| Revising the General Objectives as Needed | p. 25 |
| Getting Started in Preparing Instructional Objectives | p. 27 |
| Obtaining the Proper Orientation | p. 27 |
| Using a Frame of Reference as a Guide | p. 28 |
| Taxonomy of Educational Objectives | p. 29 |
| Alternative Frames of Reference | p. 31 |
| Cautions in Using Any Framework as a Guide | p. 32 |
| Other Guides in Preparing Instructional Objectives | p. 32 |
| Curriculum Guides | p. 32 |
| Books and Special Reports | p. 33 |
| Test Manuals | p. 33 |
| Considerations in Selecting Instructional Objectives | p. 34 |
| Do the Objectives Indieate Learning Outcomes That Are Appropriate to the Instructional Area? | p. 34 |
| Do the Objectives Represent All Logical Learning Outcomes of the Instructional Area? | p. 34 |
| Are the Objectives Attainable by These Particular Students? | p. 34 |
| Are the Objectives in Harmony with the Philosophy of the School in Which the Instruction Is to Be Given? | p. 35 |
| Are the Objectives in Harmony with Basie Principles of Learning? | p. 35 |
| Preparing Instructional Objectives Cooperatively | p. 36 |
| Writing Instructional Objectives For Various Outcomes | p. 39 |
| Writing Objectives for Knowledge, Comprehension, and Application Outcomes | p. 41 |
| Stating Objectives at the Knowledge, Comprehension, and Application Levels | p. 42 |
| Adapting Statements to Areas of Instruction | p. 44 |
| Adapting Statements to Levels of Instruction | p. 45 |
| The Problem of Limiting Objectives to Intellectual Outcomes | p. 47 |
| Writing Objectives for Higher-Level Thinking Skills | p. 49 |
| Making a Useful List of Outcomes | p. 52 |
| Adapting Statements to Areas of Instruction | p. 53 |
| Adapting Statements to Levels of Instruction | p. 53 |
| Affective Components of Thinking | p. 54 |
| Writing Objectives for Affective Outcomes | p. 57 |
| Basing Statements on the Taxonomy Categories | p. 58 |
| Basing Statements on Traditional Categories | p. 59 |
| Adapting Statements to Areas and Levels of Instruction | p. 61 |
| Writing Performance Objectives for Skills and Products | p. 63 |
| Writing Objectives for Procedure Outcomes | p. 64 |
| Writing Objectives for Product Outcomes | p. 66 |
| Focusing on Both Procedure and Product Outcomes | p. 67 |
| Isolating Performance Skills When Writing Objectives | p. 68 |
| Guidelines for Writing and Using Performance Objectives for Skills and Products | p. 69 |
| Writing Performance Objectives for Problem-Solving Projects | p. 71 |
| Stating Objectives for Restricted Problem-Solving Projects | p. 71 |
| Stating Objectives for Extended Problem-Solving Projects | p. 73 |
| Guidelines for Writing and Using Performance Objectives in Problem-Solving Projects | p. 75 |
| Using Instructional Objectives | p. 79 |
| Using Objectives in Teaching | p. 81 |
| Instructional Objectives at the Minimum-Essentials Level | p. 82 |
| Instructional Objectives at the Developmental Level | p. 83 |
| Using Objectives in Instructional Planning | p. 84 |
| Using Objectives to Motivate and Direct Students | p. 86 |
| Using Objectives in Guiding Student Learning | p. 87 |
| Using Objectives in Achievement Testing | p. 89 |
| Preparing the List of Instructional Objectives | p. 90 |
| Outlining the Content | p. 91 |
| Preparing the Table of Specifications | p. 91 |
| Constructing Relevant Test Items | p. 92 |
| Preparing a File of Test Items | p. 94 |
| Using Detailed Specifications for Item Writing | p. 95 |
| Using Objectives in Performance and Affective Assessment | p. 97 |
| Assessing Performance Skills | p. 98 |
| Rating Scales | p. 98 |
| Checklists | p. 99 |
| Scoring Rubrics | p. 101 |
| Assessing Affective Outcomes | p. 102 |
| Using Student Portfolios | p. 104 |
| Guidelines for Preparing and Using Assessment Instruments | p. 104 |
| Checklist for Evaluating the Final List of Objectives | p. 109 |
| Taxonomy of Educational Objectives | p. 111 |
| Illustrative Verbs | p. 119 |
| References | p. 123 |
| Index | p. 125 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
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