Educational Goals vs Objectives
True/False – Educational goals are broad, while instructional objectives are specific.
True
Is “students complete a worksheet” a learning outcome or an activity?
Activity
What does assessment aim to measure?
Student learning in relation to objectives.
What’s the lowest level of Bloom’s revised taxonomy?
Remembering
In SMART objectives, what does the “M” stand for?
Measurable
Give one example of an educational goal.
“Students will develop critical thinking skills.”
State one learning outcome for a science experiment.
“Students will correctly record temperature changes during an experiment.”
What are the three stages of classroom measurement?
Planning, gathering evidence, interpreting results.
Name the level: “Students design an experiment to test osmosis.”
Creating
Write one objective using the ABCD model.
“Given a map (Condition), students (Audience) will identify five Caribbean islands (Behavior) with 90% accuracy (Degree).”
Rewrite this broad goal into a specific objective: “Students will understand the Haitian Revolution.”
“By the end of the lesson, students will describe two causes of the Haitian Revolution with 80% accuracy.”
Convert this activity into a learning outcome: “Students draw a diagram of the cell.”
“Students will label five parts of a plant cell correctly on a diagram.”
Match: Formative vs Summative – Which happens during learning and which after?
Formative = during learning; Summative = after learning.
Which level involves “justifying a decision”?
Evaluating
Which SMART element ensures objectives are practical in real classrooms?
Achievable
What’s the main difference between “goal” and “objective”?
Goals = broad intentions; Objectives = specific, measurable steps.
Which is easier to measure: outcomes or activities? Explain.
Outcomes, because they show what students learned rather than what they did.
Define “assessment target.”
A specific skill, knowledge, or behavior that assessment is designed to measure.
Place these in order: Apply, Evaluate, Remember, Analyze.
Remember → Apply → Analyze → Evaluate
Transform this vague objective into a SMART one: “Students will know photosynthesis.”
“By the end of class, students will describe the process of photosynthesis in three steps with 80% accuracy.”
Why are objectives more useful than goals for classroom assessment?
Because objectives are measurable and observable, making assessment possible.
Give an example where the activity and outcome might look similar but differ in assessment.
“Students write an essay.” Outcome: “Students will argue for or against renewable energy using at least three supporting points.”
Give one example of how measurement ensures fairness in grading.
Using a rubric with clear criteria for all students.
Give one affective domain example at the “Valuing” level.
“Students will show respect for cultural diversity by participating in group discussions.”
Break down the ABCD in this objective: “Given a microscope, the student will correctly identify 3 cell structures with 90% accuracy.”
A (Audience) = the student
B (Behavior) = identify cell structures
C (Condition) = given a microscope
D (Degree) = 3 structures with 90% accuracy