1. Bloom, Assessment & Aims and Objectives Module: ES204 Lecturers – Dr Justin Rami

2. The Foundations Aims and objectives are synonymous with any process that seeks to set specific, realisable goals in a given field. essential building blocks on which any teaching / learning session is based Every session you plan in your teaching will need an aim and at least one objective 7/8/2016

3. How we Learn Educational writers such as Benjamin Bloom have created three categories under which to group what we learn. These are commonly known as: “Domains of Learning” 7/8/2016

4. Domains of Learning Knowledge Skills Attitudes Cognitive Psychomotor Affective Three categories or domains are normally identified as 7/8/2016

5. The Knowledge (Cognitive) Domain Learning behaviours that require students to engage in “thinking skills” Examples of teacher instructions leading to this define terms select a suitable material to do x summarise what you have just heard Key element is that students are being asked to think through an idea 7/8/2016

6. Cognitive Domain 7/8/2016

7. Cognitive Domain 7/8/2016

8. The Skills (Psychomotor) Domain This relates to students ability to “do things” Performance usually involves manipulation of objects/tools/specialist equipment Driving a forklift truck Making a chair Typing a letter Virtually all scientific experiments 7/8/2016

9. Psychomotor Domain 7/8/2016

10. Psychomotor Domain 7/8/2016

11. The Attitudinal (Affective) Domain Involves students mastering their attitudes/feelings/emotions towards other people/ideas or things Show safety in on the factory floor Display an appropriate attitude towards a troublesome trainee 7/8/2016

12. Affective Domain 7/8/2016

13. Affective Domain 7/8/2016

14. Aims General statements of intent Teacher sets out what they hope to achieve in a lesson or series of lessons Normally broad in phrasing and can deal with the General Direction-Overall Purpose Major Change-Main outcomes Philosophy, Values 7/8/2016

15. Aims (examples) To enable trainees come to an understanding of the process customer service To develop a confidence in trainees in the use of the telephone To provide trainees with an opportunity to use skype/facetime 7/8/2016

16. Questions to ask Is the aim general enough? Is is expressed simply, clearly, economically? Does the content relate to the ability and previous experience of the class? Can you generate an appropriate number of objectives from it? Is is realistic and attainable in terms of facilities and time involved? 7/8/2016

17. In summary: Aims Should normally be broad ranging Should normally be non-specific Can cover more than one domain of learning Are usually medium to long term Can be difficult in themselves to observe and measure 7/8/2016

18. Objectives Are specific steps to be taken to achieve the aim Objectives Specify What the student will learn What they will be able to do Much theory written about them- through this module and other curriculum related modules we will explore them in greater detail 7/8/2016

19. Why do we use Objectives? Useful for Communicating what is intended to be learned Trainers in Training Teachers in Teaching Learners in learning Improving teaching/training Ensuring that learning has taken place Assessing the learning that has taken place 7/8/2016

20. Difference between aims and objectives Aims Broad, General Cover more than one domain of learning Are usually long term Can be difficult to measure Objectives Specific Cover one domain of learning (K/S/A) Can be short term Should be easily measurable Necessary for assessment 7/8/2016

21. THRESHOLD AND TYPICAL LEARNING OUTCOMES Very few learning outcomes are binary – i.e. achieved or not achieved. We know that students will demonstrate different degrees of competence with respect to any learning outcome, from those who just about gain minimal competence, to those who demonstrate mastery. This is no different from systems we are familiar with where trainees who have achieved anything from 40% to 100% are deemed to have demonstrated competence, albeit at different levels. 7/8/2016

22. THRESHOLD AND TYPICAL LEARNING OUTCOMES In a learning outcomes context this becomes most important when writing the outcomes in the first place. Its important that the assessment designer understands what the appropriate level of achievement is for particular outcomes. Two main approaches tend to be used to express expected levels of achievement ; Threshold and Typical achievement. 7/8/2016

23. THRESHOLD AND TYPICAL LEARNING OUTCOMES Threshold If learning outcomes are written to reflect a threshold level of achievement then this should describe the minimum competence necessary to demonstrate ability with respect to that outcome. Anything below this level would be deemed to have failed to demonstrate a requisite level of achievement. 7/8/2016 Typical Frequently (and this is the case of the Award Descriptors in the NFQ) learning outcomes are written to reflect a ‘typical’ degree of achievement. In this situation there is room for students to demonstrate a lower achievement and still have demonstrated competence.

24. Moving beyond the ‘Typical’ 7/8/2016

25. Using assessment criteria to motivate students 7/8/2016 In order to motivate students further, it can be helpful to use grading assessment criteria: while your learning outcomes have established the minimum requirement to pass a module, and can be linked to the minimum standard to fulfil a particular assessment criterion, grading criteria indicate what a student must demonstrate to achieve a higher grade. You will then have a set of statements to help you differentiate the level of a students’ performance. The idea behind this is that, rather than focusing on the threshold level stated in the outcomes, students can see the criteria for a First, or a Distinction, and will shift their focus to the highest level.

26. Using assessment criteria to motivate students 7/8/2016 Grading criteria of this sort not only encourage students to aim higher, but also give them greater confidence in the objectivity and transparency of the marking process