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Module 4 Activity - Instructional Objectives

Objective: Develop evaluation criteria for health promotion session

Instructors: Tana Brown, Karen Williams, Diane Filion

Directions:

1. Read ALL content about instructional objectives, types of behavior and pitfalls in writing good instructional objectives on the following website: www.gsu.edu/~mstmbs/CrsTools/Magerobj.html

2. Each individual student will write an instructional objective using criteria established in the reading materials. The individual students should identify which behavior category the instructional objective is addressing (Cognitive, Affective or Performance/Psychomotor) and identify whether the observed behavior is overt or covert. If covert, the indicator behavior should be clearly explicated.

3. Each individual will post one instructional objective, identify the category of behavior that the instructional objective will elicit from instruction (eg. cognitive/comprehension, cognitive/synthesis, affective, performance etc.), and provide a rationale for how it is relevant to the group’s session topic and the two learning theories.

4. Go to Discussion

Evaluation Criteria

Tasks for assigned group leaders: Facilitate discussion and post the objectives

Evaluation of Instructional Objectives
Points

Objective describes an intended result of instruction, rather than the process of instruction itself.

5 = Objective is clearly stated in terms of learner outcomes and provides a sound basis for the selection of instructional materials, content, or methods.
3= Objective lacks clarity but is stated in terms of learner outcomes.
0 = Objective refers to process of instruction, not learner outcomes.
5

Objectives are written to specify audience, behavior, condition and degree.

5 = Objective reflects audience behavior, condition and degree of competency of observed behavior.
3= Objective lacks one component of either audience behavior, condition and degree of competency in observed behavior.
0 = Objective fails to incorporated 3 or more components.
5

Objectives describe the main performance expected of the student. If performance is covert, indicator behavior specified is the simple and direct.

5 = Performance expectations are clearly stated, and if covert, the indicator behavior is appropriate.
3 = Performance expectations are confusing but, if covert, the indicator behavior is appropriate.
0 = Performance expectations are missing of, if covert, the indicator behavior is not appropriate.
5

Objective is consistent with cognitive characteristics of target population and session topic.

5 = Objective is consistent with the cognitive characteristics of individuals with SPMI and congruent with session topic.
3= Objective is consistent with the cognitive characteristics of individuals with SPMI but not congruent with session topic.
0 = Objective is inappropriate for individuals with SPMI and/or session topic.
5
Total
20

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