Good morning, everyone.
Today, our group will be discussing Chapter 2: Assessing Learning Outcomes.
In this chapter, we will talk about 12 important terms.
What is assessment learning outcomes?
Assessing learning outcomes is the process of gathering and analyzing
information to determine how well students are achieving the desired knowledge,
skills, and abilities defined by learning objectives. It involves measuring student
performance through various assessments to evaluate their understanding of the
subject matter and their ability to apply learned concepts.
In simply term – checking if the student learned what they were supposed to
learned.
Intro:
Instructional goals and objectives are very important in teaching and assessment.
They guide both the teacher and the students during the learning process. They also
help explain the purpose of the lesson to others, like parents or school leaders.
Teachers use these objectives to check if students have learned well.
Classifying lesson objectives is important because it helps teachers choose the right
teaching methods and materials. The materials must match the lesson so that students
stay interested and motivated. Objectives should be based on the learning outcomes
expected from the lesson.
Purpose of instructional goals and objectives
They give clear direction by showing what students are expected to learn.
They help explain the lesson’s purpose to others like students, parents, and
school leaders.
They guide how to measure if students learned what they were supposed to.
Goals and objectives are different but connected. Both are important when you want
students to learn something in class.
Aspect Goals Objectives Example
1. Scope Broad – covers a wide Narrow – focused on a Goal: Improve
area specific part student performance
in science
Objective: Identify
Aspect Goals Objectives Example
parts of a plant
Goal: Develop
General intention – Precise – clearly writing skills
2. Clarity
overall purpose defined and specific Objective: Write a 3-
paragraph essay
Goal: Build self-
Intangible – not easily Tangible – can be confidence
3. Nature
seen or measured observed or measured Objective: Deliver a
2-minute speech
Goal: Encourage
Abstract – less Concrete – clearly creativity
4. Structure
structured or vague structured and detailed Objective: Draw a
picture from a story
Goal: Understand
Cannot be validated Can be validated – teamwork
5. Validation as is – hard to assess can be tested or Objective: Work
directly observed successfully in a
group activity
Goal: Become fluent
Long-term aim – what Short-term aim – what
in English
6. Time Frame you want to you want to achieve
Objective: Learn 10
accomplish over time soon
new words today
Hard to quantify or Must have a timeline Goal: Love reading
7. Measurability
time – not linked to a – to be completed Objective: Finish 1
and Timing
specific deadline within a time frame book this week
Goals are broad and general statements about what students should learn. They do not
show exact performance or results. Goals usually stay the same for a long time and
only change when really needed.
Examples of goals:
Learn how to solve problems
Develop critical thinking
Be creative
Instructional objectives are clear and specific statements about what students should
be able to do after a lesson or unit. They describe the expected behavior or outcome
from the learners.
A unit of instruction can be:
A two-week lesson on adding and subtracting numbers
A one-week lesson on using correct punctuation
A one-day lesson on naming parts of the body
Examples of instructional objectives:
After the lesson, students should be able to add and subtract numbers up to 20
without mistakes.
Students should be able to use a period and a question mark correctly in simple
sentences.
Students should be able to name at least 5 parts of the human body.
FOUR MAIN THINGS THAT OBJECTIVES SHOULD SPECIFY
1. Audience – "Who?"
Who is expected to do the task?
Example: The student will...
2. Behavior – "What?"
What will the student do? (This should be something you can observe.)
Example: ...read a short story,
...solve 5 math problems,
...identify body parts.
3. Condition – "How?"
Under what situation will they do the task? (What will they use or be given?)
Example:
...using a worksheet,
...after watching a video,
...without using a calculator.
4. Criterion – "How much is enough?"
How well must the student perform? (How correct, complete, or fast?)
Example:
...with no mistakes,
...getting 4 out of 5 answers right,
...in 10 minutes.
