Full Description
A unique and classic text, Gronlund's essential "how to" text again provides a step-by-step guide to writing instructional objectives as intended learning outcomes. The author describes how to state objectives in terms of the type of performance students must demonstrate in order to show that they have achieved the goals of the instruction-and illustrates his recommended methods with numerous examples. Gronlund's is a specific procedure for writing objectives-one that can be used to achieve all types of learning outcomes and is especially suited to teaching thinking, performance, and problem-solving skills. The book stresses the important role of objectives in the teaching-learning-assessment process-starting from state content standards-and how objectives can be used to improve student learning. The improvements made to this revision only enhance its usefulness and reputation as the best guide on the market for writing instructional objectives and using them in teaching and assessment.
Contents
PART I PREPARING INSTRUCTIONAL OBJECTIVESChapter 1 Focusing on Intended Learning OutcomesInstructional Objectives as Intended Learning OutcomesLevels of Goals and ObjectivesUses of Instructional ObjectivesLearning Outcomes and the Instructional ProcessStating Instructional Objectives as Intended Learning OutcomesWhat About Standards?Chapter 2 Obtaining Clear Statements of Instructional ObjectivesStating the General Instructional ObjectivesSelecting the Proper Level of GeneralityStating the Specific Learning OutcomesObtaining a Representative Sample of Specific Learning OutcomesEmphasizing Instructional IntentKeeping the Specific Learning Outcomes Useful for Various Units of StudyUsing Specific Learning Outcomes in Lesson PlanningMaking Sure the Specific Learning Outcomes are RelevantRevising the General Objectives as NeededChapter 3 Using Objectives in Planning for Teaching and AssessmentPlanning for InstructionPlanning for AssessmentChapter 4 Content Standards and Instructional ObjectivesNature of Content StandardsNeed for Instructional ObjectivesChapter 5 Considerations in Preparing Instructional ObjectivesUsing a Frame of References as a GuideOther Guides in Preparing Instructional ObjectivesConsiderations in Selecting Instructional ObjectivesPreparing Instructional Objectives CooperativelyPART II WRITING INSTRUCTIONAL OBJECTIVES FOR VARIOUS OUTCOMESChapter 6 Writing Objectives for Knowledge, Comprehension, and Application OutcomesStating Objectives at the Knowledge, Comprehension, and Application LevelsAdapting Statements to Areas of InstructionAdapting Statements to Levels of InstructionThe Problem of Limiting Objectivesd to Intellectual OutcomesChapter 7 Writing Objectives for Higher-Level Thinking SkillsMaking a Useful List of OutcomesAdapting Statements to Areas of InstructionAdapting Statements to Levels of InstructionAffective Components of ThinkingChapter 8 Writing Objectives for Affective OutcomesBasing Statements on the Taxonomy CategoriesBasing Statements on Traditional CategoriesAdapting Statements to Areas and Levels of InstructionDeciding If Affective Outcomes Should be Stated SeparatelyChapter 9 Writing Performance Objectives for Skills and ProductsWriting Objectives for Procedure OutcomesWriting Objectives for Product OutcomesFocusing on Both Procedure and Product OutcomesIsolating Performance Skills When Writing ObjectivesGuidelines for Writing and Using Peformance Objectives for Skills and ProductsChapter 10 Writing Performance Objectives for Problem-Solving ProjectsStating Objectives for Restricted Problem-Solving ProjectsStating Objectives for Extended Problem-Solving ProjectsGuidelines for Writing and Using Performance Objectives in Problem-Solving ProjectsChapter 11 Using Objectives in Achievement TestingPreparing the List of Instructional ObjectivesOutlining the ContentPreparing the Table of SpecificationsConstructing Relevant Test ItemsUsing a Simple Table for Item WritingUsing Detailed Specifications for Item WritingUsing Objectives for Interpreting Test ResultsChapter 12 Using Objectives in Performance and Affective AssessmentAssessing Performance SkillsAssessing Affective OutcomesUsing Student PortfoliosGuidelines for Preparing and Using Assessment Instruments
