1. Writing Student-Centered Learning Objectives Please see Reference Document for references used in this presentation

2. What is a learning objective? Describes what the student will be able to do after the instruction is completed The condition under which the student will be able to do it The criteria for evaluating the student performance ?

3. Why are they important? Learning objectives help the instructor Select the content of instruction Develop an instructional strategy Select and develop instructional materials Assess and evaluate student learning

4. How do you write a LO? Focus on student performance (not teacher performance) Focus on product (not process) Focus on behavior after the instruction (not subject matter) Include only one general learning outcome in each objective

5. Aligned course Aligned Course Assessment Learning Objectives Learning Activities

6. Bloom’s taxonomy Bloom’s taxonomy of educational objectives Three major categories of performance objectives Cognitive domain Psychomotor domain Affective domain

7. Cognitive domain Learning of information and the processes of dealing with that information. Mental “skills,” knowledge. Knowing

8. Psychomotor domain Learning of physical movements such as ballet steps, how to weld, how to drill out a cavity in a molar. Manual or physical skills – skills. Doing

9. Affective domain Learning of beliefs, attitudes, and values, growth in feelings or emotional areas. Feeling

10. Bloom’s Taxonomy

12. Cognitive domain Knowledge Comprehension Application Analysis Synthesis Evaluation

13. Cognitive Domain Evaluation Synthesis (creation) Analysis Application Comprehension Knowledge

14. To recall and memorize Assess by direct questions The object is to test the student’s ability to recall facts, to identify and repeat information provided

15. Basic Knowledge Recall Identify Recognize Acquire Distinguish Define Describe Label List Match Name Recall

16. Comprehension To change from one form to another Assess by having students Restate material in their own words Reorder or extrapolate ideas, predict, or estimate Assessments must provide evidence that the students have some understanding or comprehension of what they are saying

17. Comprehension Translate Extrapolate Convert Interpret Abstract Transform Rewrite Convert Defend Distinguish Explain Give examples Paraphrase Summarize

18. Application To apply or use information in a new situation Assess by presenting students with a unique situation (i.e., one not identical to that used during instruction) and have them apply their knowledge to solve the problem or execute the proper procedure

19. Application Apply Sequence Carry out Solve Prepare Change Construct Operate Generalize Plan Repair Explain Demonstrate Use

20. Analysis To examine a concept and break it down into its parts Assess by presenting students with a unique situation (of the same type but not identical to that used during instruction), and have them analyze the situation and describe the appropriate procedure or solution to the problem

21. Analysis Analyze Estimate Compare Observe Detect Classify Discover Discriminate Identify Explore Distinguish Catalog Investigate Breakdown Order Recognize Determine Illustrate

22. Synthesis To put information together in a unique or novel way to solve a problem Assess by presenting students with a unique situation (NOT of the same type used during instruction), and have them solve a problem by selecting and using appropriate information

23. Synthesis Write Plan Integrate Synthesize Formulate Propose Specify Generate Produce Organize Theorize Design Build Systematize Create Compose

24. Evaluation To make quantitative or qualitative judgments using standards of appraisal Assess by presenting the students with a situation which includes both a problem and a solution to the problem and have them justify or critique the solution

25. Evaluation Evaluate Verify Assess Test Judge Critique Compare Rank Measure Appraise Select Check Defend Justify

26. Psychomotor Domain Imitation Manipulation Precision Articulation Naturalization

27. Psychomotor Domain Naturalization Articulation Precision Manipulation Imitation

28. Affective Domain Receiving Responding Valuing Organizing and conceptualizing Internalizing values (characterizing)

29. Psychomotor Domain Internalizing Organizing Valuing Responding Receiving