Objectives and Assessments
Objectives are the goals that a facilitator (or learner) has before starting a learning session. These goals might be simple facts or understanding, or more complex ways of synthesizing the information. Bottom line, they are the things we’re supposed to learn by the end of the lesson.
Assessments are the ‘measurement of progress towards the learning goal’ (Simonson, et al. 2009, pg. 266). An assessment doesn’t have to be a test. It could be something like
- Participating in a discussion forum or chat session
- Preparing a report or presentation
- Writing an essay
- Completing an activity such as a worksheet or a game
- Reflecting on my own learning
- Evaluating the course for the instructor or school
Assessments are not just about demonstrating what has been learned. Often times, they are the key that turns the lock on understanding. In other words, they can be what moves a learner from reading/hearing information to understanding/synthesizing that information.
Aligning Assessments and Objectives
As a technical writer/instructional designer, it is very important for me to make sure that my objectives and assessments work together. Simonson et al (2009) citing Dick, Carry, & Carry (2004), point out that the best time to develop assessments is in parallel with the objectives, so that “the assessment activities are matched to expectations and instruction is then based on assessment plans” (pg. 266). Creating the lesson content prior to the assessments risks a mismatch between the objectives and the assessments. Simonson et al comment that “teaching to the test becomes a desirable basis for instruction because the test (whatever form it takes) is a measure of what is considered important.” (pg. 266)
However, “teaching to the test” seems to me like I’m cheating – the students and their learning. I want them to know more than what appears on a list of objectives, or what they demonstrate during an assessment. Bond (2005) in his essay, Teaching to the Test, was quite helpful for me. To summarize, he says that teachers who drill their students solely on the content of standardized tests are ‘dishonest’ and ‘unsavory’, and the practice prevents facilitators from knowing what the learner has really accomplished.
Aligning a Lesson
As an exercise, I aligned the objectives and the assessments for a lesson previously presented to my learners. Using Bloom’s Taxonomy, as updated by Anderson & Krathwohl (2000), I reviewed the three parts of the lesson: objectives, content, and the assessment. I found that to bring everything into alignment, I needed to add some objects, and create an additional assessment activity. Click here to view the finished work.
Grading Rubrics
Grading Rubrics are one way that T/F/Ts and learners can assess objectively whether learning has taken place. Since a rubric is made available at either the beginning of the course, or at the time an assignment is given, the learner has a path that guides him to the grade he desires.
This is the rubric that combines the discussion board policy outlining the expectations for their behavior, and the assessment of their performance.
The rubric below provides an outline of how you are expected to participate and how you will be graded for your participation. You choose the grade you want, and then make sure each of your posts fulfills the requirements.
|
Category |
Unacceptable |
Acceptable |
Exceeds Expectations |
|
Promptness and Frequency |
You received reminders to participate
0 Points |
You post to the discussion within 3 days, and contribute to each your colleague’s posts within 2 days of their posting. 60 Points |
You post to the discussion the day it opens, and contribute to each of your colleague’s posts the same day as they post. 125 Points |
|
Relevancy |
Your responses are off topic, are sketchy, or are limited to “cheerleading”
0 Points |
Your responses are on topic, may add new information, ask questions, challenge assumptions; they may include “cheerleading”
60 Points |
Responses show investigation outside the strict boundaries of the topic; could be a tangential, but relevant, topic; increases the breadth or depth of the discussion; they are supportive of your colleague’s learning. In each discussion, at least two of your posts (to your colleagues) are a challenge/counter-challenge, and one of your posts augments their position. 125 Points |
|
Written Expression |
Your responses have typos, poor sentences, or incomplete thoughts
0 Points |
Your responses have correct spelling, grammar, and punctuation.
60 Points |
Your writing shows style and grace – it is easy to read and follow the thoughts. Ideas presented are in a logical, interesting or engaging manner 125 Points |
|
Involvement in the Learning Community |
You respond little or not at all; you are an outsider looking in.
0 Points |
You answer all of the facilitator’s questions, and many of your colleague’s posts; you share relevant information from your own life to illustrate a point
60 Points |
You engage with your colleagues more than with the facilitator. You demonstrate that you are collaborating with everyone to learn the topic by coming to consensus on areas of disagreement, augmenting a position with additional relevant theories, etc. 125 Points |
(after Harrison, 2008 )
