1. Objectives are statements of what we want students to learn as a result of the instruction we provide them. Objectives answer the question “What do we intend for students to learn as a result of instruction?” Within the context of accountability, a second question arises: “How do we know students learned what we intended them to learn?”

2. Objectives, then, provide the basis for the design and implementation of instruction and assessment.

3. Remember This Triangle!!! Assessments Objectives Instructional Activities/ Materials Curriculum Alignment

4. OBJECTIVES National Standards Competencies Goals Standards Content Standards Expectations Aims Academic Standards Indicators

5. State Academic Standards Written by state panels and reviewed by state and national review panelsWritten by state panels and reviewed by state and national review panels Provide the basis for statewide assessmentsProvide the basis for statewide assessments ARE NOT sequenced for instructionARE NOT sequenced for instruction DO NOT prescribe instructional strategiesDO NOT prescribe instructional strategies

6. By using the Taxonomy Table to classify Objectives, Assessment, and Instructional Activities & Materials It is easier to achieve Curriculum Alignment

7. Standards and Indicators Curriculum Alignment Beginning with the revised social studies standards, all indicators (that is, the more specific standards) will include only those verbs included in the revised Taxonomy.

8. Standards & Indicators Curriculum Alignment PACT Assessments Beginning with social studies, PACT items will be written based on the placement of the indicators in the Taxonomy Table.

9. Standards & Indicators Curriculum Alignment PACT Assessments Curriculum Alignment Instructional Activities/ Materials Classroom Assessments Objectives

10. Assessment Hints Incorporate some multiple-choice items in classroom assessments. Incorporate some multiple-choice items in classroom assessments. Include introductory material so students learn to analyze material in terms of more and less important and relevant before answering the question. Include introductory material so students learn to analyze material in terms of more and less important and relevant before answering the question. Find ways of assessing application of procedural knowledge without “showing your work.” Find ways of assessing application of procedural knowledge without “showing your work.”

11. Instructional Hints When teaching Remembering Factual Knowledge, focus attention on important knowledge, use mnemonic devices, and teach memory strategies. When teaching Remembering Factual Knowledge, focus attention on important knowledge, use mnemonic devices, and teach memory strategies. When teaching Understanding Conceptual Knowledge, emphasize defining features, use examples and non- examples, and teach concepts in relation to other concepts. When teaching Understanding Conceptual Knowledge, emphasize defining features, use examples and non- examples, and teach concepts in relation to other concepts. When teaching Applying Procedural Knowledge, focus on sequential nature of procedure, visually display all steps, and use worked out examples of application. When teaching Applying Procedural Knowledge, focus on sequential nature of procedure, visually display all steps, and use worked out examples of application.

12. If teachers have aligned instructional activities & materials as well as their classroom assessments with state standards & indicators, their teaching is more likely to be aligned with the items on PACT and HSAP.

13. Why Alignment is Important Increases validity of assessment Increases validity of assessment Increases opportunity to learn Increases opportunity to learn Permits better instructional decisions to be made Permits better instructional decisions to be made Provides accurate estimates of teaching effectiveness Provides accurate estimates of teaching effectiveness