This is an example of how to create clear guidelines for evaluation and grading of behavioral objectives.
Objectives are measurable. |
Objectives are measurable and include specific information about what the student will be able to do,e.g. how well, how many, to what degree |
Objectives are too general and don't include specific information on what the student will be able to do, e.g.. how well, how many, to what degree
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Objective are not measurable Objectives don't describe what the student will be able to do |
Objectives list the topics that will be covered rather than what the learning outcomes are |
Objectives require high levels of cognition. |
Objectives reflect high levels of cognition according to Bloom's Taxonomy. |
All the objectives require low levels of cognition, such as "demonstrates understanding,"or "identifies." |
Objectives should include at least one of the verbs in levels 3-6 of Bloom's Taxonomy. |
Objectives don't use verbs to describe what the student will be able to do. |
The learning objectives should be achievable. |
The objectives listed are realistic given the time and level of the target audience . |
There are too many objectives. |
Objectives are too difficult. |
Objectives don't use verbs to describe what the student will be able to do. |
Are the goals of interest to the learner? |
The learning objectives are of interest to the learner. |
The learning objectives don't make the intrinsic and external motivation clear to the learner. |
The learner can't understand the learning objectives. |
The learner doesn't want to complete the tasks in the learning objectives. |