performance assessment of students using instructional objectives

PERFORMANCE ASSESSMENT OF STUDENTS USING

INSTRUCTIONAL OBJECTIVESAuthor : Dr.N.Asokan, PrincipalCo-Author : K.S.Raja Muthu Kumar, HOD-MechanicalMount Zion College of Engg. & Tech, Pudukottai, Tamil Nadu. 622 507

OBJECTIVES1. What is important for the students to learn in the limited school

and class room time available? (Learning question)

2. How does one plan and deliver instruction that will result in high levels of learning for large numbers of students? (Instruction question)

3. How does one select or design assessment instruments and procedure that provide accurate information about how well students are learning? (Assessment question)

4. How does one ensure that objectives, instruction and assessment are consistent with one another? (Alignment question)

LEVEL OF OBJECTIVE

Global Educational Instructional

Scope Broad Moderate NarrowTIME NEEDED TO LEARN

One or more years (often many)

Weeks or months

Hours or days

PURPOSE OR FUNCTION

Provide visionDesign curriculum

Prepare lesson plans

EXAMPLE OF USE

Plan a multiyear curriculum (e.g., elementary reading)

Plan units of instruction

Plan daily activities, experiences, and exercises

TAXONOMY FRAMEWORKKNOWLEDGEDIMENSION

THE COGNITIVE PROCESS DIMENSION1.

REMEMBER2.

UNDERSTAND3.

APPLY4.

ANALYZE

5.EVALUAT

E

6.CREATE

A.FACTUAL

KNOWLEDGE

B. CONCEPTUALKNOWLEDGE

C. PROCEDURALKNOWLEDGE

D. META-

COGNITIVEKNOWLEDGE

(Adopted from Anderson et al., 2001, p17.)

METHODOLOGY• 56 students of first year undergraduate

Mechanical Engineering - 2008 – 2009

• First unit of Engineering Mechanics subject.

• Specifying Instructional Objectives from University syllabus (affiliated system) in terms of the classification of the Taxonomy table.

FORMAT FOR STATING OBJECTIVES

• The student will be able to, or learn to verb noun

• Verb indicated the cognitive process and

• Noun indicates the knowledge.

SPECIFIC INSTRUCTIONAL OBJECTIVES1) To understand the importance of Units & Dimensions2) To list the Laws of Mechanics

2.1) To define Lami’s theorem2.2) To define Parallelogram Law of forces2.3) To define Triangular Law of forces.

3) To Apply the concept of Vectors3.1) To execute vector operations3.2) To represent forces in Vectorial form3.3) To represent moments in Vectorial form

4) To explain the concept of forces4.1) To explain Resolution of forces4.2) To explain Composition of forces

5) To explain Equilibrium of a particle5.1) To explain Equilibrium of a particle in space.

6) To solve problems in Equivalent systems of forces.7) To explain the concept of Principle of transmissibility.8) To explain the concept of single equivalent force.

Analysis of the unit – 1 Objectives in terms of the Taxonomy Table based on stated Objectives

Findings and Discussion

This examination emphasizes consistency in terms of intended

student learning (Objectives 2.0 and 7.0).

Understand is believed to be more cognitively complex than

Remember

Apply is believed to be more cognitively complex than Understand and so on.

RESTATED OBJECTIVES1. To remember Units & Dimensions

1.1 To explain Units & Dimensions2. To list the Laws of Mechanics

2.1 To define Lami’s theorem2.2 To define Parallelogram Law of forces2.3 To define Triangular Law of forces.

3. To understand the concept of Vectors3.1 To execute vector operations3.2 To solve problems in vector operations3.3 To represent forces in Vectorial form3.4 To solve problems by representing forces in Vectorial

form3.5 To represent moments in Vectorial form3.6 To solve problems by representing moments in Vectorial

form

RESTATED OBJECTIVES

4. To explain the concept of forces4.1 To explain Resolution of forces4.2 To solve problems in Resolution of forces4.3 To explain Composition of forces4.4 To solve problems in Composition of forces

5. To explain Equilibrium of a particle5.1 To explain Equilibrium of a particle in space.5.2 To solve problems in Equilibrium of a particle in space.

6. To understand Equivalent systems of forces.6.1 To solve problems in Equivalent systems of forces.

7. To explain the concept of Principle of transmissibility.8. To explain the concept of single equivalent force.

8.1To solve problems in single equivalent force

CONCLUSION

• Student-oriented, Learning-based, Explicit, and Assessable statements of intended cognitive outcomes (Specific Instructional Objectives).

CONCLUSION

• Taxonomy Table will help teachers make sense of the curriculum, plan instruction and design assessment that are aligned with the objectives inherent in the curriculum and ultimately improve their teaching quality.

CONCLUSION

• Framework provides a common way of thinking about and a common vocabulary for talking about Teaching, Learning and Assessing