Week2 Learning Objectives

Assessment in Schools

Instructional Objectives &Learning Outcomes

Intelligence

Are you brainless? Jar Jar Binks: I speck! Qui-Gon Jinn: The ability to speak does not make you intelligent.

What is Intelligence? [2-8 to 2-15]

Gospel Foundations

Abr. 3:19 And the Lord said unto me: These two facts do exist, that there are two spirits, one being more intelligent than the other; there shall be another more intelligent than they; I am the Lord thy God, I am more intelligent than they all.

D&C 93:36 The glory of God is intelligence, or, in other words, light and truth.

Gospel Foundation

D&C 130:18-19 Whatever principle of intelligence we attain unto in

this life, it will rise with us in the resurrection. And if a person gains more knowledge and

intelligence in this life through his diligence and obedience than another, he will have so much the advantage in the world to come.

Educational Achievement

1. What is learning?Relatively permanent changes in behavior, ability, knowledge/understanding that occur as the result of experience or instruction.

2. How will you know Learning has occurred?When we see changes in behavior or evidence of understanding.

Educational Achievement

What does achievement mean [see 2-7]

1. Being able to recall important facts and information on demand.

2. Being able to perform discrete skill like reading, writing, speaking, or computing.

view from behavior psychology

Educational Achievement What does achievement mean [see 2-7]

1. Understanding concepts & principles.

2. Ability to think independently, formulate questions, inquire, solve problems, create new processes, evaluate ones thinking & that of others

3. Exercise discernment and judgment in matters of taste and preference

view from Philosophy & Cognitive Science

Taxonomy of Educational Objectives

Cognitive Domain: Knowledge outcomes, intellectual ability & skills

Affective Domain: Attitudes, Interests, Values, Emotions, Social norms

Psychomotor Domain: (motor skills)

Physical Performance, Ability & Behaviors

[pg. 55; Appendix G]

Multiple Intelligences (Gardner)

Intelligence Type Description

Visual-Spatialrespond to visual cues and they like to invent and design. Can easily visualize concepts and apply them quickly

Bodily-Kinestheticenjoy dramatics, role-playing, dancing, and physical expression. Moves body very easily and uses movement to learn. Enjoy athletics.

Interpersonalsocial and are in tune with the feelings of others. They make excellent leaders, can help their peers, and work cooperatively with others. Prefers to work in groups.

Logical-Mathematical

enjoy number games, problem solving, pattern games, and experimenting. They also do well with writing that involves exposition, argumentation, definition, classification, and analysis. Easily picks up and applies math concepts

Verbal - Linguisticsensitive to the meanings, sounds, and rhythms of words. They love reading, poetry, tongue twisters, puns, humor, puzzles, and riddles.

MusicalEasily picks up pitch, melodies and rhythms. Appreciate and excel in music

NaturalisticLikes to be outside, appreciates nature, easily recognize and classify elements from the natural world

Intrapersonalself-motivated and self-aware. Detailed, accurate self-knowledge. Like to work independently

Spiritual recognition of the spiritual (D&C 46:11-33)Also suggests - Spiritual and Moral Intelligence

Something you will need to decide

What are schools for? and

What purpose should testing have in schools?

Test Maker Troubles

What to Measure How to Measure it

The quality of an achievement test depends on how well both these problems are solved

Test Maker Troubles

What we should measure is usually determined by the content standards

How we should measure depends on the nature of the what is being measured and the performance standards

QUESTION (CHOOSE THE BEST ANSWER)

NCLB legislation requires states to align test with standards. Which best describes the type of standards use by most states

A.Content standardsB.Performance standardsC.Federal Education StandardsD.All the above

Utah Core Curriculum

http://www.uen.org/core/

http://www.education.com/reference/article/Ref_U_Pass_Tests/

Cognitive Domain Outcomes

Knowledge - remembering Comprehension - understanding Application – procedural concepts Analysis – breaking into parts Synthesis – combining, new ideas Evaluation – judging

value/usefulness

Revised Blooms TaxonomyCognitive Domain Outcomes

Remembering – recognize & recall Understanding – interpret, classify,

infer, explain, compare, summarize Applying – execute, implement Analyzing – differentiate, organize Evaluating – critique, judge Creating – plan, generate, produce

CategorizingCognitive Domain Outcomes

Lower Level Learning Remembering Understanding Applying

Higher Level Learning Applying Analyzing Evaluating Creating

Types of Knowledge [2-21]

Factual – terms, details Conceptual – classifications, principles Procedural – skills, techniques,

method MetaCognitive – strategies, self-

knowledge

Memory and Knowledge

Episodic Knowledge – tacit, experiential

Declarative Knowledge – semantic, facts & information

Procedural Knowledge – knowing how, following process

Conceptual or Conditional Knowledge – knowing why, adaptive, creative

Affective Domain Outcomes

Receiving – attendance only Responding – limited participation Valuing – involved and committed Organization – Integrating into one

life Characterization – Acting

consistently

Psychomotor Domain Outcomes

Perception – cues guide motor activity Set – mental physical emotional readiness to

act/perform Guided Response – imitation, meets set

criteria

Mechanism – habitual response, confidence & proficiency

Complex Overt Response – skillful performance of complex physical tasks

Adaptation – use or fit to unique situations Origination – creating new movements

Practice

Exercise 2 handout

Next Class

Chapter 3 Learning Objectives