Assessment outline

I. Goals vs. Objectives

A. Both can be confused with each other. Both describe things that a person want to
achieve or attain in relative terms.
B. Goals: Generic actions to improve
1. May not be strictly measured
2. Long term in length of time
3. Ex: I want to sing better
C. Objective: Specific actions to improve
1. More strictly measure
2. Short/Midterm in length of time
3. Ex: I want to sing “It Don’t mean a thing” by Ella to improve my vocal
technique
II. Why objectives are relevant
A. As you know, we are teaching a class on how to properly track the learning progress of a
student or a group of students.
B. Creating objectives is the first step or the foundation of not only creating effective
instruction, but also the basis of what to expect or assess of any student.
C. Without this foundational step, assessment would be extremely difficult.
III. Instructional objectives as learning outcomes
A. They should be made clear and relative easy to follow for students.
1. State general instruction objectives as intended for learning outcomes
2. Then define each general instructional outcome. (Use Diagram Pg. 48 and
51, 10th ed.)
IV. Overly specific objectives to thinking Curriculum
A. Highly specific content can develop a foundation of lower level “essential skills”
1. Decomposition of desired outcomes in small steps allows for a high degree
of specific learning (diagram of page 52, 10th ed.)
2. Providing examples makes learning easier for students (bullet points in pg.
52)
V. Types of learning outcomes
A. Knowledge
1. specific facts
2. terminology
3. concepts/principles
4. methods and procedures
B. Understanding
1. concepts/principles
2. methods/procedures
3. problem situations
 4. written materials, graphs, maps, and numerical data
C. Application
1. Factual info
2. Concepts/principles
3. Methods and procedures
4. Problem-solving skills
D. Thinking Skills
1. Critical thinking
2. Scientific thinking
E. Attitudes
1. Social
2. Scientific
F. General Skills
1. Lab skills
2. Performance skills
3. Communication
4. Computational
5. Social
G. Interests
1. Personal
2. Educational
3. Vocational
H. Appreciations
1. Literature, art, and music
2. Social and scientific
VI. Classifying Educational Outcomes
A. Cognitive Domain: Knowledge outcomes and intellectual abilities/skiils
B. Affective Domain: Attitudes, interests, appreciation and modes of adjustment
C. Psychomotor Domain: perceptual and motor skills
VII. Sources for list of objectives
A. Page 57 in 10th ed.
VIII. Criteria for selecting appropriate objectives.
A. Do the objectives include all important outcomes of the course?
B. Are the objectives in harmony with the content standards of the state and district with
the general goals of the school?
C. Are the objectives in harmony with sound principles of learning?
D. Are the objectives realistic in terms of the abilities of the students and the time and
facilities available?
IX. Make allowance for unanticipated learning outcomes
A. Diagram on Pg. 59, 10th ed.
X. Method of stating
A. Don’t state in teacher’s perspective
B. Don’t state the learning process itself
C. Don’t state course content (All of this should be in the lesson)
D. Don’t use passive verbs like learn (you can’t measure learn)
E. Use verbs like memorize, explain/recite, sing, perform that give a better picture of what
to expect out of the student.

Use our musical talents to our advantage using background music and maybe teaching a
song

Games/ candy

Memes for powerpoint