Assessing learning starts with clear and focused learning objectives. As you build your Assessment Plan, it will become clear that your current course objectives will need to become more focused.

A useful tutorial for writing learning objectives at various levels of cognition is found at: Learning Objectives and Teaching:

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• Writing Effective Examinations
• Selecting Behavioral Verbs

Some Examples:

Example 1:

Course Objective:

The learner will be able to operate a personal computer and use the three main software packages.

Here the objective is not focused in such a way that it can be assessed. The objective needs to clearly state the knowledge that is expected and clearly define the way that specific elements of knowledge will be evaluated. In addition the performance standard needs to be explained by either specifying some scoring rubric or state that specific elements of the exam will be linked to this learning objective with appropriate standards of performance specified.

Before you start clarifying your Learning Objectives it is a useful exercise to revisit Bloom's Taxonomy.

Ask yourself, what is it that I really want the students to demonstrate and at what level of cognitive learning?

The objective should:

1. State the learning outcome or behavior in clear terms using verbs that can be tested.
2. State how will this learning outcome be performed or demonstrated and the conditions involved.
3. State what standard of performance must be met.

Better Objectives

Course Objectives: Introduction to Computer Applications

1. After completing this class, the student will:
   1. Given a personal computer, Word, and printer, create a two-page document that is correctly formatted with no spelling mistakes. Spell check the document by using the spell checker. No spelling mistakes are allowed.
   2. Given a personal computer, printer, and Excel, create a spreadsheet that incorporates basic math formulas. Demonstrate proficiency with function keys by using COUNTA and SUM functions to calculate the function on a column of numbers.
   3. Given a personal computer, printer, and PowerPoint, create a presentation with at least 10 slides. Embed at least four clip arts into the slide presentation. Two must be from PowerPoint's clipart collection, and two must be from an outside source (e.g. Paintbrush, web).
2. These learning outcomes will be demonstrated on specific elements of assignments to be completed the last week of class. The student will have until the following class period to complete the assignment.
3. 80% of students will score at least a 3 on the scoring rubric and 60% will score at least a 4.

Example 2:

Course Objectives: Art Appreciation

1. Students will be introduced to works of art and will begin to develop an understanding and appreciation of the visual arts.
2. We will explore the context and purposes of art, learn some related vocabulary, and examine basic elements and techniques.
3. Students will begin to learn to make meaning of visual works of art.

Again the objective is not focused in such a way that it can be assessed. The objective needs to clearly state the knowledge that is expected and clearly define the way that specific elements of knowledge will be evaluated. The objectives need to be in verbs which can be tested.

Better Objectives:

Course Objectives: Art Appreciation

Course Goals and Performance Objectives:

After completing this class, the student will be able to:

1. Define and utilize art vocabulary
2. Identify major museums and galleries
3. Critique major works of art
4. Identify:
   1. influential artists
   2. art styles
   3. art historical periods
   4. mediums, techniques and materials

Note the verbs, you can establish standards to test if they have developed an art vocabulary. For example you could specify specific questions on an exam and set the standard that on those questions the 60% of the students will have correct answers on 7 or 10 vocabulary terms.You can test if the student can identify major museums, galleries, artists, styles, historic periods, art mediums or techniques in the same way. You can build a scoring rubric for art criticism. It would be better if these objectives stated the conditions of testing and what would be given to the students, but they are assessable objectives.

For more examples like this see: http://www.stjohns.edu/academics/provost/assessment/write

Concepts adapted from:

How to Write Learning Objectives.(nd) Department of Assessment, Skidmore College. http://www.skidmore.edu/administration/assessment/How_to_Write_Learning_Objectives.htm

Template for Writing Objectives:

The following is a useful Template for creating learning objectives in your Assessment Plan:

1. After the course the learner will be able to perform the following tasks or demonstrate knowledge gained:
   1. ____________ (verb that can be tested)
   2. ____________ (verb that can be tested)
2. The task must be performed under the following conditions:
   1. ____________ What is the evaluation situation (Exam) and What is given? Or not given?
   2. ____________ What can be used? (calculator, Internet etc.)
3. The learners must accomplish the task to the following standards:
   1. ____________
   2. ____________

Here are some good verbs to use in objectives:

define, state, summarize, identify, explain, calculate, convert, demonstrate, develop, solve, formulate, analyze, construct, compare, contrast, diagram, illustrate, write, outline, evaluate, prioritize, defend, rank, elaborate, support, question, praise, join, defend, challenge, attempt draw, operate, lift, throw, hit, list, ...

If you are using subjective evaluations such as an essay question on your Final Exam or base your assessment on student papers or products, it will be important to develop a scoring rubric and establish performance standards that you would expect students to attain.

Rubric

A specific set of criteria that clearly define for both student and teacher what a range of acceptable and unacceptable performance looks like. Criteria define descriptors of ability at each level of performance and assign values to each level. Levels referred to are proficiency levels which describe a continuum from excellent to unacceptable product.