Three Written Measurable Learning Outcomes
Writing instructional objectives should be kept dimple and straightforward. Kubiszyn and Borich (2010) states, “an instructional objective should be a clear and concise statement of the skills or skills that the students will be expected to perform” (p.110). In addition, an instructional objective must be stated in observable, behavioral terms which include an action verb that specifies a learning outcome. The learning objectives below consist of three written measurable learning outcomes for a hypothetical unit of study for first grade level in Language Arts, Science, and Social Studies.
Grade Level: First
A Language Arts Unit on the Alphabet
This three-to-four week language arts unit allows students to explore the alphabet through activities based on their individual readiness levels. Throughout, the students will be exposed to various alphabet books as they work towards creating their own books. In addition, students will be involved in a variety of large-and-small group activities designed to increase their grasp of letter sound and their ability to apply them. Because it presents information fundamental to literacy, this unit is a good one to use at the start of a school year.
The title of this unit is All About the ABCs/ABC Art Project
Measurable Objective: The student will create ABC products using various art materials (alphabet sponges and stencils, magazines, newspapers).
A Science Unit on the Functions of Plant Parts for a first grade class
This hands-on, three to four week science unit invite students to explore plant growth and survival. During this unit students will be allowed to ask questions and devise ways to find answers as they discover why plants are important. They will also observe plant growth to learn about a plant’s life cycle.
The title of this unit is What Plants Need
Measurable Objective: The student will identify the names and functions of plant parts: root, stem, leaf, flower, and seed, and make observations and record changes in the life cycle of a plant.
A Social Studies Unit on Needs, Wants, and Community Helpers
This three-to-four week social studies unit opens up with a review of the basic about what a community is and then, through a variety of hands-on-activities, delves into the concept of interdependence within a community. It helps students to develop an understanding of people’s interactions within a community, their community responsibilities, and the ways which they others in the community.
Measurable Objective: The student will explain the different components of a community, and be able to compare, contrast, and evaluate community roles.
Reference
Kubiszyn, T. & Borich, G. D. (2010), Educational testing and measurement: Classroom application and practice (9th ed.). United States: John Wiley and Sons, Inc.
Blog Assignment
Terrance Riley
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Bridget Griggs
October 29, 2012
Blog Assignment: Thought Process and Rationale of Test Items and Essay Items
The selection of my item format was determined by my instructional objectives. The test items that I selected were multiple choice items. I decided to use multiple choice items because they can be used to measure a variety of simple-to-complex outcomes. The questions that I used are well constructed and have the capability to assess higher-level thinking abilities. The test questions can be scored easily and students are provided the opportunity to select from more than one answer choice. I tried to include distractors so that the student must engage in some problem solving in order to select the correct response from the answer choices. These selected-response items can be used effectively by teachers to drive defensible inferences about students’ cognitive status (Popham, 2007), that is knowledge and skills teachers typically try to promote in their students.
The vocabulary used in the test essay items is suitable for the students who will be taking the test. The test items are presented in a direct-question forum. One strength of the multiple choice items is that they contain several answers differing in their relative correctness. The essay items can be used to measure a student’s possession of knowledge or a student’s ability to engage in higher levels of thinking.
Furthermore, multiple choice items are unique among objective test items, because they allow you to measure behavior at the higher level of the taxonomy of educational objectives. The test questions can be scored easily and students are provided the opportunity to select from more than one answer choice
References
Kubiszyn, T. & Borich, G. D. (2010), Educational testing and measurement: Classroom application and practice (9th ed.). United States: John Wiley and Sons, Inc.
Popham, W. J. (2008). Classroom assessment: What teachers need to know? (5th ed.). Boston: Pearson.
