1. University of Kentucky1 Overview Write objectives using specific language and action-oriented verbs Write objectives using specific language and action-oriented verbs Identify goals and objectives that need revision Identify goals and objectives that need revision Formulate standards and criteria that link goals and objectives to assessment practices Formulate standards and criteria that link goals and objectives to assessment practices

2. University of Kentucky2 Goals State what the unit desires to have (inputs), to be (processes), and to produce (outcomes) State what the unit desires to have (inputs), to be (processes), and to produce (outcomes) Frame broad intentions Frame broad intentions Are used, primarily, in program planning and policy making Are used, primarily, in program planning and policy making Lack language that expresses specific quantity or criteria Lack language that expresses specific quantity or criteria

3. University of Kentucky3 Examples Department A will seek students who can benefit from its programs and who are serious about developing their ability to serve their community. (input) Department A will seek students who can benefit from its programs and who are serious about developing their ability to serve their community. (input) Department A will maintain an open academic community with active participation in campus governance by all interested parties. (process) Department A will maintain an open academic community with active participation in campus governance by all interested parties. (process) Department A will graduate students committed to serving humanity by becoming active members of their communities. (outcome) Department A will graduate students committed to serving humanity by becoming active members of their communities. (outcome)

4. University of Kentucky4 Objectives Are clear statements that describe intended outcomes of instruction Are clear statements that describe intended outcomes of instruction Amplify goals and translate them into action Amplify goals and translate them into action Focus attention on the specific types of performances that students are expected to demonstrate following educational sequences Focus attention on the specific types of performances that students are expected to demonstrate following educational sequences Express quantity wherever possible and appropriate Express quantity wherever possible and appropriate

5. University of Kentucky5 Example 1 Our students will have a series of “hands-on” design experiences throughout the curriculum so that they will be able to effectively apply design principles in a variety of project situations.

6. University of Kentucky6 Example 2 Given a policy paper by an unidentified author, students will identify from internal evidence the position taken and the argument being put forth, and develop a counter argument.

7. University of Kentucky7 By participation in Problem-Based Learning (PBL), the student will develop an effective clinical reasoning process including the skills of problem synthesis, hypothesis generation, critical appraisal of available information, data analysis, and decision making. Example 3

8. University of Kentucky8 Goals and Objectives Similarities Similarities –articulate values and aims –identify intended outcomes of instruction and program participation –support decision-making Differences Differences –vary in level of specificity –shape method of assessment

9. University of Kentucky9 Program-Level Objectives State what students should know and be able to do State what students should know and be able to do Grow out of department-wide discussions Grow out of department-wide discussions Provide a document of what your faculty agrees is the curriculum Provide a document of what your faculty agrees is the curriculum Are informative to audiences beyond faculty (e.g., students, colleagues, employers) Are informative to audiences beyond faculty (e.g., students, colleagues, employers)

10. University of Kentucky10 Objectives and Outcomes Objectives Objectives –convey intended results –describe what should be assessed Outcomes Outcomes –are achieved results –describe qualities of student behaviors or products

11. University of Kentucky11 “One must know what is to be assessed before one knows how to assess it.” Erwin, 1991

12. University of Kentucky12 Basic Objective Structure Objective = (Verb) + (Object) Active Behaviors Products Skills/Performances Content/Knowledge Attitudes/Dispositions

13. University of Kentucky13 Students will: write + research reports write + research reports evaluate + political institutions evaluate + political institutions analyze + historical documents analyze + historical documents identify + major classical figures identify + major classical figures abstract + professional publications abstract + professional publications translate + graphs into verbal descriptions translate + graphs into verbal descriptions

14. University of Kentucky14 Example 4 Students will be familiar with the major theories of the discipline. Does this objective convey any information? Would a student know what was expected of his/her work? Would a colleague know the focus of your department’s teaching? Would an employer know what your students could do?

15. University of Kentucky15 Students will be familiar with the major theories of the discipline. Objective = (be familiar with) + (theories) Start with the object aspect of the objective Five major approaches to conflict resolution are: withdrawal, smoothing, forcing, compromising, and problem solving.

16. University of Kentucky16 Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving. Specifying what the department views as the major approaches is an improvement. Sharpening the verb will also make it better. What does be familiar with imply about a student’s knowledge or skills?

17. University of Kentucky17 Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving. Objective = (be familiar with) + (withdrawal...) Avoid vague phrases: appreciate, understanding, and have awareness of Use action verbs: generalize, produce, or evaluate Action oriented verbs make objectives more concrete

18. University of Kentucky18 Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving. This objective might be revised into two objectives. Students will summarize… Students will choose and defend…

19. University of Kentucky19 Students will be familiar with withdrawal, smoothing, forcing, compromising, and problem solving. 1. Students will summarize the five major approaches to conflict resolution: withdrawal, smoothing, forcing, compromising, and problem solving. 2. Students will choose and defend a conflict resolution approach appropriate for a given situation.

20. University of Kentucky20 Comment on Assessment Notice that the types of assessments needed become clearer for the revised objectives. Notice that the types of assessments needed become clearer for the revised objectives. Assessment was not considered in the writing of the objectives. Instead, as the expectations for students were made clearer, possibilities for assessment were revealed. Assessment was not considered in the writing of the objectives. Instead, as the expectations for students were made clearer, possibilities for assessment were revealed.

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22. University of Kentucky22 Quick Summary Use action verbs Use action verbs Use simple language when possible Use simple language when possible Describe student rather than instructor behavior Describe student rather than instructor behavior Describe intended outcome rather than subject matter coverage Describe intended outcome rather than subject matter coverage

23. University of Kentucky23 Other Objective Components Features of objectives that help improve the link between objectives and assessment are: Features of objectives that help improve the link between objectives and assessment are: –Target group –Conditions/Context –Performance Criteria/Stability

24. University of Kentucky24 Example 5 After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms.

25. University of Kentucky25 Verb: Use active verbs that describe behavior After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms.

26. University of Kentucky26 Object: Identify the focus of learning- content, concepts, skills, attitudes After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms.

27. University of Kentucky27 Target group: Specify subgroups when objective applies differentially After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms.

28. University of Kentucky28 Conditions: Describes context when students will demonstrate behavior—how, when, where After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms.

29. University of Kentucky29 Performance Criteria: Identifies levels of acceptable performance After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms.

30. University of Kentucky30 Performance Stability: Identifies how often the behavior must be observed to be a stable indicator After analyzing and interpreting information from public opinion polls, the graduating journalism major will communicate the results to at least three different groups in written, oral, and graphic forms.

31. University of Kentucky31 Some Typical Problems Ambiguity Ambiguity Not logically related to objective Not logically related to objective Unrealistically high Unrealistically high Too specific, becoming trivial Too specific, becoming trivial

32. University of Kentucky32 Objectives Are Not Fixed Objectives evolve during curriculum review Objectives evolve during curriculum review –Faculty experiences may lead to refinements Objectives may change due to assessments Objectives may change due to assessments –Objectives may be refined when faculty begin thinking about operationalizing them for assessments –Assessment results may indicate needed changes in emphasis

33. University of Kentucky33 Potential Concerns Objectives limit faculty autonomy Objectives limit faculty autonomy –Some consensus is needed at program- level –Objectives are defined and altered as the faculty see fit Goals and objectives force you to teach only an “assessable” curriculum Goals and objectives force you to teach only an “assessable” curriculum

34. University of Kentucky34 A Successful Assessment Program 1. Involves many but relies heavily on faculty 2. Has articulated goals and objectives 3. Involves a wide range of constituent groups

35. University of Kentucky35 A Successful Assessment Program (continued) 4. Is careful and deliberate about how data are collected 5. Analyze and reflect on these data rather than simply tally them 6. Designs a system for distributing and implementing assessment results

36. University of Kentucky36 Getting Started See Handout See Handout –Chapter II, Shaping Department Goals and Objectives for Assessment http://www.bsu.edu/IRAA/AA/WB/chapter2. htm, p. 2-3. http://www.bsu.edu/IRAA/AA/WB/chapter2. htm http://www.bsu.edu/IRAA/AA/WB/chapter2. htm

37. University of Kentucky37 Checklist for Evaluating Written Objectives See Handout See Handout –Chapter II, Shaping Department Goals and Objectives for Assessment http://www.bsu.edu/IRAA/AA/WB/chapter2. htm, p. 5. http://www.bsu.edu/IRAA/AA/WB/chapter2. htm http://www.bsu.edu/IRAA/AA/WB/chapter2. htm

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40. University of Kentucky40 Thank you for attending. Deborah Moore, Assessment Specialist Deborah Moore, Assessment Specialist 101B Alumni Gym Office of Planning & Institutional Effectiveness 101B Alumni Gym Office of Planning & Institutional Effectiveness dlmoor2@email.uky.edu dlmoor2@email.uky.edu dlmoor2@email.uky.edu 257-7086 257-7086 http://www.uky.edu/LexCampus/; http://www.uky.edu/OPIE/ http://www.uky.edu/LexCampus/; http://www.uky.edu/OPIE/ http://www.uky.edu/LexCampus/