Writing Objectives

Presented by:

Hilary Kissel, B.J. Miller, & Hollie Young

What is Assessment? Assessment is the systematic basis for making inferences about the learning and development of students. Assessment is one component of program evaluation

Why Assess Learning & Development in Student Affairs?

Demonstrate importance of Student Affairs to higher education community

We are committed to preparing students to become educated and enlightened citizens who will lead productive and meaningful lives. JMU Mission Statement

Promote student development

Developmental goals related to academic goals

Make Assessment Meaningful

Think about why you go to work everyday. How do you want your students to be transformed as a result of your program? Expand your conceptualization of your programs goals and objectives beyond the cognitive domains. Include complex constructs, orientations, values, and attitudes.

Establishing Objectives

Stages of the Assessment Process

Selecting/ Designing Instruments

Collecting Information

Analyzing/ Maintaining Information

Using Information

Establishing Objectives

This is the hardest step! In order to create a successful assessment program, clear program goals and objectives must be established and agreed upon. Objectives drive the assessment process; assessment methods are based on the objectives that are being measured

Workshop Objectives

Upon completion of the workshop, participants will be able to:

Write the correct definition of objective. State three reasons why objectives are written for courses or programs. Name the four parts of a good objective. Rewrite a poorly written objective so that it conforms to the ABCD method.

Why Does My Program Need Objectives?

Provide focus Provide a means for assessing student success Allow for self-evaluation

Objectives not tied to the mission? Impossible!

Program objectives should always agree with the programs mission and philosophy Objectives are the vehicle for measuring the different components of the mission and philosophy Since mission statement and philosophy should highlight the most important aspects of a program, they are natural focuses of assessment

Using Objectives to Design Assessments

Objectives dictate the type of assessment to conduct Looking at the action verb in the objective should indicate the appropriate means of measuring that objective

Example: recognize: may indicate matching, multiple choice, etc. lower-level thinking Example: demonstrate: may indicate a performance assessment, or higher-level demands

Assess ALL Objectives

EVERY objective MUST be measured Data must be available to show evidence that each objective has been measured

Data can come from standardized objective measures, performance assessments, checklists, or other methods

Assessing Objectives

All of the objectives need not be assessed each year Decide which objectives to assess in a given year based on program needs or decision-making Some objectives may be assessed more than others

What is an objective?

Objectives refer to expected or intended student outcomes Specific knowledge, skills, or attitudes that students are expected to achieve through their college experience
CARS Website

Goals vs. Objectives

General expectations of student outcomes

Can be broad and vague

Example: Students will understand the General Education requirements at JMU.

Statement of what students should be able to do, or how they should change developmentally, as a result of instruction or program More specific; measurable

Example: Upon completion of orientation, students will be able to list the five General Education clusters.

Trice (2000) pp. 21-22

Goals and Objectives

Goals can be seen as the broad, general expectations for the program Objectives can be seen as the means by which those goals are met
PROBLEM: Some program objectives are written as broad and unmeasurable

Goals and Objectives: Example

Goal: Understand the concepts that contribute to career decision-making.

Objective 1: Upon completion of the career and life planning course, students will be able to match a list of JMU majors to appropriate career choices. Objective 2: Upon completion of the career and life planning course, students will be able to state their own work personality as measured by the Work Abilities, Values, and Interests (WAVI) Inventory.

Write objectives that specify

Behavior or activity to be performed by the student Conditions under which this behavior takes place Minimum level of acceptable performance

Sax (1989), p.65

Student-Focused Outcomes

Objectives should be worded to express what the student will learn, know, or do as a result of instruction or how the student will change developmentally as a result of program NOT what the instructor or program will do for the student BAD Objective: Provide students with knowledge about how the library works. BETTER Objective: After taking the Research Methods course, students will be able to demonstrate their knowledge of how the library works by finding ten sources for a research paper in Carrier Library.

Reasonable Objectives

Objectives should be reasonable; that is, they should reflect learning or development that the student can accomplish in the course or program.

BAD Objective: Students will demonstrate openmindedness for all cultures by strongly agreeing with all of the items on the Open-Mindedness Inventory (OMI). BETTER Objective: Upon completion of the Study Abroad program, participants will show an increase in open-mindedness through a 10-point increase on the OMI.

Observable, Measurable Objectives

Student learning and development should be assessed with an observable, measurable objective. Objectives such as know and understand are not observable.

BAD Objective: Students will know about JMUs alternative spring break program. BETTER Objective: Students will be able to describe JMUs ASB program. OR: Students will be able to evaluate the impact of the ASB program.

Specific Objectives

Objectives should specify the criterion of acceptable student performance.

BAD Objective: The student will learn how to take better notes. BETTER Objective: Students from the study skills course will demonstrate mastery of note-taking techniques by correctly using at least three different note-taking methods for classroom lectures.

Subject Matter vs. Developmental Objectives

Subject Matter:

Developmental:

Discipline-related subject matter that students are expected to learn such as vocabulary, principles, and theories

Cognitive developmental objectives higher-order thinking skills Affective developmental objectives attitudinal, personal and social dimensions nurtured through the college experience

Erwin (1991), pp. 37-39

Developmental Objectives

Can be difficult to assess

Measured only indirectly through behavior that represents the attitude or value Usually takes longer than one semester for people to change developmentally Terms or constructs may be vague
Erwin (1991), p. 43

Blooms Taxonomy
Level
Less complex

Description
Recognize facts, terms, and principles Explain or summarize in ones own words Relate previously learned material to new situations Understand organizational structure of material; draw comparisons and relationships between elements

1. Knowledge 2. Comprehension 3. Application 4. Analysis

5. Synthesis
More complex

Combine elements to form a new original entity

Make judgments about the extent to which material satisfies criteria

6. Evaluation

Bloomin Verbs
Blooms Level
1. Knowledge 2. Comprehension 3. Application

Verbs
match, recognize, select, compute, define, label, name, describe restate, elaborate, identify, explain, paraphrase, summarize give examples, apply, solve problems using, predict, demonstrate

4. Analysis
5. Synthesis 6. Evaluation
Trice( 2000) p. 81; Grendler (1999), p. 69

outline, draw a diagram, illustrate, discriminate, subdivide

compare, contrast, organize, generate, design, formulate support, interpret, criticize, judge, critique, appraise

Verbs for Developmental Objectives

acclaims agrees argues attempts avoids challenges cooperates defends disagrees disputes engages in helps joins participates in praises resists shares volunteers

Example: Upon completion of service learning orientation, freshmen will volunteer for community service at least 10 hours per semester.
From Magers Tips on Instructional Objectives

Another Example

It may take more than one objective to get at a sense of social responsibility. Example: Upon completion of service learning orientation, freshmen will show a ten-point increase on the Social Responsibility Index (SRI).

The ABCD Method

A = Audience

What population are you assessing? What is expected of the participant? Under what circumstances is the behavior to be performed? How well must the behavior be performed? To what level?
From How to Write Clear Objectives

B = Behavior

C = Conditions

D = Degree

The ABCD Method: Example

Audience
Behavior Degree

Students
Develop a positive attitude 2-point increase on survey

Condition Given the opportunity to work in groups

Objective: Given the opportunity to work in groups, students will develop a positive attitude towards working in groups, as measured by a two-point increase on an attitudinal survey given at the beginning and end of the course.
Adapted from How to Write Clear Objectives

Common Mistakes

Vague behavior

Example: Have a thorough understanding of particle physics.

Gibberish

Example: Have a deep awareness and thorough humanizing grasp on

Example: Train students on how and where to find information.
From Magers Tips on Instructional Objectives

Instructor behavior

Summary

Ask yourself: What is the intended result of the program in terms of the participant? Objectives will answer:

What should the participant be able to do? Under what conditions? How well?

Summary

Write student-oriented learning and development objectives Use action verbs that are measurable ALL objectives MUST be assessed Be realistic Be specific