slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
LEARNING ASSESSMENT AND OUTCOMES-BASED TEACHING (Learning) OBJECTIVES Certification 130 (UPR-BT 1999-00) PowerPoint Presentation
Download Presentation

Loading in 2 Seconds...

play fullscreen
1 / 15

LEARNING ASSESSMENT AND OUTCOMES-BASED TEACHING (Learning) OBJECTIVES Certification 130 (UPR-BT 1999-00) - PowerPoint PPT Presentation

  • Uploaded on

LEARNING ASSESSMENT AND OUTCOMES-BASED TEACHING (Learning) OBJECTIVES Certification 130 (UPR-BT 1999-00). Marta Colón de Toro, SPHR Assessment Coordinator CBA-UPRM October 28, 2004. Our Learning Objectives. By the end of this session you will be able to:

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'LEARNING ASSESSMENT AND OUTCOMES-BASED TEACHING (Learning) OBJECTIVES Certification 130 (UPR-BT 1999-00)' - lyndon

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript


Marta Colón de Toro, SPHR

Assessment Coordinator


October 28, 2004

our learning objectives
Our Learning Objectives

By the end of this session you will be able to:

  • Identify major provisions of Certification 130
  • Rewrite your course syllabus according to Certification 130
  • Rewrite course objectives to reflect learning outcomes.
elements of a syllabus according to certification 130

Course Code and Title


Pre/Co requisites and other requirements

Course Description

According to Official Bulletin

Course objectives

Outcomes based

Course Content with Time Distribution

(List specific topics and


Teaching strategies and methodology

Learning Resources

Evaluation Strategies

Grading System


Not more than 5 yrs old, must be available in GL (or MSC)

Rights of handicapped students

ELEMENTS OF A SYLLABUSAccording to Certification 130
instructional objectives
Instructional Objectives…


“Are types of executions that the students can perform after being taught in a way that they show that they have learned what was expected.”

Norman Gronlund



  • Express expectations of what is to be learned in a course
  • Provide a context for what will be learned
course objectives help
The Student

Clarify personal goals

Measure success

Reduce anxiety

Improve studying effectiveness

The Professor

Design relevant classroom material

Design relevant assignments

Design tests/projects

Course objectives help…

Improve Teaching!

Improve Learning!

course goals and objectives

Focuses on the professor’s effort, intent



Focuses on the student’s achievement

“Expose the student to recent research in marine sciences”

“Evaluate recent research in marine sciences”

Course Goals and Objectives
hierarchy of learning goals
Institutional Goals

College Goals

Program Goals

Course Goals

Session Objectives

“Apply scientific inquiry methods.”

“Think logically and critically.”

“…basic and applied research.”

“…apply data collection techniques.”

“list steps in the scientific research process.”

Hierarchy of Learning Goals
complex versus simple objectives
Complex versus Simple Objectives
  • Write one complex objective for each main topic.
    • “Given the data of a job analysis, develop a job description that complies with EEO and ADA guidelines”.
  • Write several simpler objectives within each topic.
    • “Identify pros and cons of different job analysis methods”.
    • “Discuss EEO and ADA provisions for writing job descriptions”.
  • Write 1-2 simple objectives for each class/assignment.
    • “Provide a definition of job analysis”.
    • “Describe the process of analyzing jobs”.
effective learning objectives
Effective Learning Objectives
  • Express them in terms of observable and measurable behavior
    • Facilitates assessment of learning
  • Objectives should answer these questions:
    • What must students do to show that they have learned.
    • What should students be able to do as a consequence of their learning.
good learning objectives address
Good learning objectives address…
  • Whatthe student is expected to do after learning. (performance)
  • The circumstances under which the student will be able to perform.(condition).
  • The level of acceptable performance. (standard)


Basic Elements

using measurable action verbs
Using Measurable Action Verbs

analyze compute classify collaborate

compare appreciate contrast define

demonstrate direct derive designate

discuss display evaluate know

identify infer integrate interpret

justify list understand organize

grasp report respond solicit

state synthesize name explain

levels of learning bloom s taxonomy
Levels of LearningBloom’s Taxonomy
  • Compare & contrast,

critique, justify


  • Adapt, combine, compare, contrast, design, generate


  • Correlate, diagram, distinguish, outline, infer


  • Determine, develop, compute, utilize, conduct


  • Classify, explain, discuss, give examples, summarize


  • Define, describe, list, reproduce, enumerate


let s practice rewriting learning objectives
Let’s Practice!Rewriting Learning Objectives

“At the end of this session you will be able to:

how to get started
How to get started…
  • Identify each general topic of your course
  • Write down what you expect the students to be able to do in regard to each topic.
    • These become the list of course objectives
      • Communicate them to students
      • Use them to develop assignments, exams, etc…
      • Make sure you will be able to measure each objective
  • Consider the level at which they should be able to perform. (Bloom’s taxonomy)
  • Rewrite each objective based on outcomes.
dealing with understand
Dealing with “understand”
  • Always ask yourself…

What would students be able to do if they “understood”?

    • Give examples of …
    • Determine the “correct” method to use…
    • Discuss pros and cons…
    • Identify elements in a given case…
    • Apply the correct technique