Chapter-3

Chapter-3 - Reasoning Thinking skills Authentic? So, shoot...

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How to get those outcomes… Instructional Goals and Objective: Foundation for Assessment Linn and Gronlund Chap 3
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Why a chapter on objectives? Let’s look at the TN Framework http://www.state.tn.us/education/ Stump the Chump Name your state Things that vary… Grade level Subject variations Specificity Emphasis Back to Ed Week
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Let’s write some for your classroom… What do we expect students to be able to do at the end of instruction? Products v Process It’s PRODUCT with objectives Are they measurable? Are they observable? Are there set conditions?
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How Specific? Very specific makes for easy assessment Cognitive Theory asks: Understanding Problem solving
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Unformatted text preview: Reasoning Thinking skills Authentic? So, shoot for the middle Taxonomies They hit Cognitive Affective Psychomotor Bloom Appendix G How to choose objectives 1. Does it specify the important parts of the course? 2. Are they politically feasible? 3. Are you being rational? 4. Are they realistic? (kind of like #3) OK, but now for the real world comments if I havent been cynical enough To finish off There are two types of objectives General Specific Heres how to: (p58) State the general instructional objectives State the specific learning outcomes Now for an exercise...
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Chapter-3 - Reasoning Thinking skills Authentic? So, shoot...

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