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CLARITY OF LEARNING TARGETS - Creating Classroom Lesson Objectives That are SMART

A simple acronym used to set objectives is called SMART objectives. SMART stands for: 1. Specific Objectives should specify what they want to achieve. What do the students need to learn? 2. Measurable You should be able to measure whether you are meeting the objectives or not. An objective must be measurable. Only an objective that affects behavior in a measurable way can be optimally effective. How will you know you've progressed? 3. Attainable - Are the objectives you set, achievable and attainable? An objective must be attainable with the resources that are available. It must be realistic. 4. Result Oriented The objective should be central to the goals of the teaching learning process. 5. Time-bounded When do you want to achieve the set objectives?

BEHAVIORAL TERMS denote something that can be observed through the behavior of students.

LEARNING TARGETS TO BE CLARIFIED 1. COGNITIVE TARGETS 2. SKILLS COMPETENCIES AND ABILITIES TARGETS 3. PRODUCT, OUTPUT and PROJECT TARGETS 1. COGNITIVE TARGETS (K-CApASE) (RUnApAnEvaC)* KNOWLEDGE Remembering Acquisition of facts

COMPREHENSION Understanding Understanding of facts Transfer of knowledge from one field to another Breaking down of concept into ANALYSIS Analyzing components SYNTHESIS Valuing, judgment, worth of the Evaluating concept Putting together components to EVALUATION Creating summarize concept 2. SKILLS COMPETENCIES AND ABILITIES TARGETS Skill Specific task that a student can proficiently do (e.g. Skill in translating word problems to math sentence) Competency Clustered skills (e.g. Solving word problems) Ability Clustered competencies categorized as cognitive, psychomotor, and affective abilities 3. PRODUCTS, OUTPUTS AND PROJECT TARGETS APPLICATION Applying
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Good Teaching Practice is to STATE THE OBJECTIVE Well-designed Objectives are Measurable measured through assessment Lesson Objectives are Best When Aligned to Activities Learning targets must be stated in BEHAVIORAL TERMS
*BLOOMS REVISED TAOXONOMY (Lorin Anderson)

Tangible and concrete evidence of a students ability.


Need to clearly specify the level of workmanship of projects y Expert y Skilled y Novice

Appropriateness of Assessment Methods


1. Written-Response Instruments
y y y Objective tests appropriate for assessing the various levels of hierarchy of educational objectives Essays can test the students grasp of the higher level cognitive skills Checklists list of several characteristics or activities presented to the subjects of a study, where they will analyze and place a mark opposite to the characteristics.

2. Product Rating Scales y Used to rate products like book reports, maps, charts, diagrams, notebooks, creative endeavors y Need to be developed to assess various products over the years 3. Performance Tests- Performance checklist y Consists of a list of behaviors that make up a certain type of performance - Used to determine whether or not an individual behaves in a certain way when asked to complete a particular task 4. Oral Questioning appropriate assessment method when the objectives are to: -Assess the students stock knowledge and/or - Determine the students ability to communicate ideas in coherent verbal sentences. 5. Observation and Self Reports - Useful supplementary methods when used in conjunction with oral questioning and performance test.

2.1 Split-half method - Calculated using the 2.1.1 Spearman-Brown prophecy formula 2.1.2 Kuder-Richardson KR 20 and KR21 - Consistency of test results when the same test is administered at two different time periods 2.1.3 Test-retest method 2.1.4 Correlating the two test results 3. Fairness assessment procedure needs to be fair, which means: - Students need to know exactly what the learning targets are and wat method of assessment will be used - Assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out poor and slow learners - Freedom from teacher-stereotyping

4. Practicality and Efficiency


- Teachers should be familiar with the test, - does not require too much time - implementable 5. Ethics in Assessment right and wrong - Conforming to the standards of conduct of a given profession or group - Ethical issues that may be raised 5.1. Possible harm to the participants. 5.2. Confidentiality. 5.3. Presence of concealment or deception. 5.4. Temptation to assist students.

Properties of Assessment Methods

1. Validity appropriateness, correctness, meaningfulness and usefulness of the specific conclusions that a teacher reaches regarding the teaching-learning situation. 1.1 Content validity content and format of the instrument i. Students adequate experience ii. Coverage of sufficient material iii. Reflect the degree of emphasis 1.2 Face validity outward appearance of the test, the lowest form of test validity 1.3 Criterion-related validity the test is judge against a specific criterion 1.4 Construct validity the test is loaded on a construct or factor 2. Reliability consistency, dependability, stability which can be estimated by

*BLOOMS REVISED TAOXONOMY (Lorin Anderson)

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