Documente Academic
Documente Profesional
Documente Cultură
congruency of: Objectives, Individual Professional Activities (PD, IPDPs)---Your Own Action Items, and/or School & Department Goals/Mission Statement.
specific. y An objective is a foreseen end that gives direction to an activity (John Dewey, 1977) y An objective is an end toward which action is oriented, a condition or state of being to be reached. It reflects how the situation will be changed, improved or maintained. (Boyle)
y An objective is a statement which specifies, in
measurable terms, the changes we expect in our target audiences as a result of our programs.
Objectives
4
y Definition
A statement in specific and measurable terms that describes what the learner will know or be able to do. Students will be able to construct a five paragraph essay that follows the guidelines of the Florida Writes rubric within a 45-minute timed writing session in English class and explain the components in their essay that warrant the highest score.
y Example
Orienting Question
(measurable)
y Personal actions to achieve
Parts of an Objective
7
EXAMPLE: Students will be able to construct a five paragraph essay that follows the guidelines of the Florida Writes rubric within a 45minute timed writing session in English class and explain the components in their essay that warrant the highest score.
y Measurable verb Construct Explain y Criteria 5 paragraphs Within 45-minutes y Conditions In their English class
Sources of Objectives
y y y y
Expressed---Needs Assessments, Surveys Analysis of Data Research Results Policy, Legislation, Dictates
Depth of Knowledge
y Adapted from the model used by Norman Webb, University of
assessment/standard task
Descriptive, not a taxonomy---Not the same as difficulty
to measure the depth and breadth of the state academic content standards for a given grade level (U.S. Department of Education, 2003, p. 12 y Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB)
y Provides cognitive processing ceiling (highest level
Recall and Reproduction: Level 1 Skills & Concepts: Strategic Thinking: Extended Thinking: Level 2 Level 3 Level 4
Blooms Taxonomy
14
y Levels of Cognition Knowledge (verbal recall) Comprehension Application Analysis Synthesis Evaluation
Evaluation
Knowledge
Applying Blooms
Using the story Goldilocks and the Three Bears
y Knowledge List the items used by Goldilocks while y y y y y
she was in the Bears house. Comprehension Explain why Goldilocks liked Baby Bears chair the best. Application Demonstrate what Goldilocks would use if she came to your house. Analysis Compare this story to reality. What events could not really happen. Synthesis Propose how the story would be different if it were Goldilocks and the Three Fish. Evaluation Judge whether Goldilocks was good or bad. Defend your opinion.
Level 1 (Recall)
Knowledge Comprehension
Inputs Activities People Involvement People Reactions Knowledge, Attitudes, Skills, Aspirations Change (KASA) Behavior Change End Result (SEEC-Social, Economic, Environmental, Civic)
Levels of Objectives
*Inputs *Activities *Participation *Reactions *Knowledge, Attitudes, Skills & Aspirations (Behavioral intentions) *Behavioral or Practice Change *Social, Economic & Environmental Conditions
behavior change (Level 6) y May also include policy changes, decisions made, etc.
y Resources or Inputs (Level 1) y Activities (Level 2) y Participation of target audience (Level 3) y Meets micro needs
Objective:
35 Young Men of Tomorrow members will practice communication skills in relationships with parents or peers during the week of Sept. 15 as documented by their sponsors communication logs.
Objective:
100% of science teachers who attended my science safety workshop will implement recommended safety practices all of the time after completing the program, as documented by district safety inspector. Half of the teachers attending my math workshops will implement at least one manipulative method for introducing a math concept this year as evidenced by lesson plans, observation, and follow-up on MLP.
General Format
To (increase/decrease) (what) by (% number) among (whom) by (when) as measured by (how do you know). Note: Under certain extreme conditions, in the short-term, you may want to maintain (not increase/decrease) a problem at a certain level that has been steadily getting worse.
Measurable: A Technique
y Who will change? Assigned audience/s y What specific change will take place as a result of
your program? Specific target y When will the change take place? Timed y How will you know the change has taken place? Measurable. What standard or method will you use to know that the condition has changed. y Meaningful and Realistic are taken into account at every step of objectives development
assessment process. y Objectives are Future Focused. y Remember, outcome objectives relate to outcomes and not processes.
For example, OCSD is planning a new program for recently arrived ELLs.
"to reduce the rate of retention among ELLs. A specific percentage increase would be needed, too. y Providing information is an activity (strategy) to enable the objective to be achieved.
y Too specific to be meaningful y Too broad to be measurable y Too many to be manageable y Too few to be comprehensive y Too arbitrary to be relevant y Too boilerplate or cookie-cutter
to be individualized
Comparison
26
y Goal
Students will gain an appreciation and understanding of the value of applying the Florida Writes rubric to their own writing. Students will be able to construct a five paragraph essay that follows the guidelines of the Florida Writes rubric within a 45-minute timed writing session in their English class and explain the components in their essay that warrant the highest score.
y Objective
Purposes of Objectives
y Address the needs of y Communicate the
your target public y Provide direction to your program or activity y Useful in selecting learning experiences and program methods
expected or predicted results or changes to key stakeholders y Forms the basis for the evaluation if it is written in measurable terms
Levels of Objectives
28
y What is the level of this objective? Participants will be able to name the three parts of a behavioral objective. y What is the level of this objective? Participants will be able to write a behavioral objective that contains a measurable verb, condition, and criteria.
y Not So Specific: The learner will be able to: orally discuss the elements of a story y More Specific: The learner will be able to: orally present a short storys parts in a logical sequence (Setting, Characters, Conflict, Resolution), chronologically develop the elements, summarize the actions of the protagonist and antagonist, as well as highlight any details that may have been influenced by the authors background or experiences.
clear focus y Meaningful relates to identified needs y Measurable- definite means to measure to see if change occurred. Can observe it empirically y Assigned to a specific target audience y Realistic- can be accomplished y Timed- specific time to be achieved by
aim y Typically associated with quantifiable information, but can be qualitative y Ex: Expected level of improvement in math for an academic enrichment program as evidenced by pre and post program math test scores
Clearly state the issue, the target group, the time and place of the program. Poorly stated goal : The districts Title I program will reduce the number of ELLs retained. Clearer goal : As a strategy for reducing retention rates, ELLs will participate in an intensive supplementary instructional after-school program which will focus on supplementary instruction on grade level benchmarks using effective ESOL strategies.
personally provide writing workshops in 10 of our schools that are aligned with a need reflected in their disaggregated school data which will result in a 5% overall increase in Level 6 writing scores in those schools.
will be changed and by howmuch. Setting this clearly at the startmakes it easier to evaluate: y Example of a non-measurable objective
y Example of a measurable objective Within 6 weeks of running an evening family literacy program in each of the districts 6 high schools, the attendance rate of participants will increase by 5% and survey results will indicate a 50% increase in the number of families that have implemented reading strategies at home as evidenced by reading logs.
program can achieve in terms of the scale/scope of what is being done, the time and resources available: y Unrealistic: The percent of ELLs scoring at Level 1 will be reduced 50% at the end of the project period. y Realistic: When compared to the baseline, there will be a statistically significant reduction (5%) in the number and percent of ELLs scoring at Levels 1 & 2 in reading.
relevant to the goals. Remember objectives are the building blocks/steps toward meeting the goals: y Not Very relevant:
80% of the middle school students who received supplementary services funded by this project will gain at least one level as measured by the FCAT in reading.
y More relevant An analysis of end of the year reading scores for ELLs will demonstrate that at least 80% of the middle school students will gain at least one level as measured by the FCAT in reading.
the timeframe in which the program/activities, as well as expected changes, will take place: y At the conclusion of the program, there will be a 7% (statistically significant) increase, when compared to baseline data, in the proportion of ELLs who have mastered listening, speaking, reading & writing in English.
What is a Goal?
A Goal is a general statement of a desired state toward which a program is directed.
Goals
39
y Definition
A statement that describes in broad terms what the learner will do. Students will gain an appreciation and understanding of the value of applying the Florida Writes rubric to their own writing.
y Example
Goal Writing
performance.
y Goals must address reasonable, broader outcomes. y Goals provide the logical connection between
Sample
Goal
Objective
Strategy
the adequate career information on a weekly basis. y Your SMMART Objective might be: By 5/31/09, 90% of middle schools in OCSD will have implemented career information units for their middle school students. y One of your Strategies might be: By 1/15/09, create & distribute packets to middle school principals educating them about the benefits of career information units for middle school students.
SMMART Report
44
Adam will be able to add two digit numbers with regrouping with 80% accuracy. He will also be able to subtract two digit numbers without re-grouping with 70% accuracy. We will continue to work on subtraction with and without borrowing. Please continue to practice the basic subtraction facts with Adam.
Long-term but still realistic Based on expected achievements of program or actions Deals with determinants of proficiency that can be measured (ex. level of understanding of math/science, speaking, reading & writing) Deals with determinants of academic achievement that can be measured (FCAT Levels) Do not happen immediately-measured after many months Dependent upon some action (strategies) personally undertaken to improve student achievement SMMART!
References
y Guion, Lisa A., Baugh, E. & Marcus, J.
(2006). Writing SMMART objectives. EDIS. Florida Cooperative Extension Service, University of Florida. Publication # FY824 y Impact Statements, Michigan Agricultural Experiment Station, available at http://www.maes.msu.edu/intranet/Report_impa ct.htm#Example2 y Rockwell, K & Bennett, C (1995) Targeting Outcomes of Programs, available at http://citnews.unl.edu/TOP/english/index. html