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Objectives
FAQs
Q:
If we have a list of goals, why are objectives needed?
A:
The objectives represent specific learner outcomes that must
be achieved to meet the goals.
Each program should have a list of objectives, along with
a list of objectives (learner outcomes) for each course in
the rogram. Clear course objectives serve as a guide for making
sound judgments with respect to content selection, nstructional
strategies, classroom activities and the nature of field placements.
There should always be a close link between that which is
taught and that which is assessed.
Q:
What are the characteristics of a well-written objective?
A:
An objective should contain specific learner outcomes that
can be measured.
Sample
Objectives:
- Ninety
per cent of the students taking the Praxis specialty test
will achieve the state mandated minimum score.
-
On the Assessment of Student Teacher Preparation Instrument
for university supervisors, at least 80% of students will
score “strong” to “very strong”
on both designing and implementing unit and lesson plans.
Resources:
Q:
How can we make sure that the objectives are aligned with
our goals?
A:
The objectives should be written with the goals in mind. A
good question to ask with respect to each goal is, "What
must be done to achieve this goal?" The answer(s) can
then be written in the form of an objective.
Q:
How can we make sure the objectives for each course are aligned
with program objectives?
A:
When courses are developed or revised, program objectives
should be used as a guide for the development or revision
of course objectives.
Q:
How can we make sure course objectives are communicated to
new faculty?
A:
Objectives should be placed on each course outline.
Q:
How can course objectives be communicated to students?
A:
(1) Objectives should be listed on the syllabus for the course.
(2) Course content, projects, and activities should be aligned
with the objectives.
Q:
Is there a procedure to ensure that program objectives are
addressed in all sections of a course?
A:
In some departments, faculty members submit a copy of the
syllabus that is used for each course they teach. These copies
are submitted to the chairperson of the department and can
be examined for linkage to program goals/objectives. In other
departments, new faculty members and adjuncts may be asked
to submit a copy of the syllabus used for each course they
teach.
Q:
Some of the tests our students take are not developed by us
and may not be tied to our program objectives. How can we
make sure our students perform well on them?
A:
If student scores are weak in a particular area that can be
linked to some of the existing program objectives, the area
should be matched with the proper course or courses. The content
and class activities in those courses should be improved to
help the students master the area. If the scores are weak
in an area that is not linked by any of the existing goals
and/or objectives, faculty should discuss the possibility
of writing an objective to address the weakness. If a new
objective is written, it should be matched with the proper
course or courses.
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