1. PERFORMANCE ASSESSMENT
OF STUDENTS USING
INSTRUCTIONAL OBJECTIVES
Author : Dr.N.Asokan, Principal
Co-Author : K.S.Raja Muthu Kumar, HOD-Mechanical
Mount Zion College of Engg. & Tech,
Pudukottai, Tamil Nadu. 622 507

2. OBJECTIVES
1. 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)

3. LEVEL OF OBJECTIVE
Global Educational Instructional
Scope Broad Moderate Narrow
TIME
NEEDED TO
LEARN
One or more
years
(often many)
Weeks or
months
Hours or days
PURPOSE OR
FUNCTION
Provide vision
Design
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

4. TAXONOMY FRAMEWORK
KNOWLEDGE
DIMENSION
THE COGNITIVE PROCESS DIMENSION
1.
REMEMBER
2.
UNDERSTAND
3.
APPLY
4.
ANALYZE
5.
EVALUAT
E
6.
CREATE
A.
FACTUAL
KNOWLEDGE
B.
CONCEPTUAL
KNOWLEDGE
C.
PROCEDURAL
KNOWLEDGE
D.
META-
COGNITIVE
KNOWLEDGE
(Adopted from Anderson et al., 2001, p17.)

5. 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.

6. 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.

7. SPECIFIC INSTRUCTIONAL OBJECTIVES
1) To understand the importance of Units & Dimensions
2) To list the Laws of Mechanics
2.1) To define Lami’s theorem
2.2) To define Parallelogram Law of forces
2.3) To define Triangular Law of forces.
3) To Apply the concept of Vectors
3.1) To execute vector operations
3.2) To represent forces in Vectorial form
3.3) To represent moments in Vectorial form
4) To explain the concept of forces
4.1) To explain Resolution of forces
4.2) To explain Composition of forces
5) To explain Equilibrium of a particle
5.1) 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.

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

9. Findings and Discussion

10. This examination emphasizes
consistency in terms of intended
student learning
(Objectives 2.0 and 7.0).

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

12. RESTATED OBJECTIVES
1. To remember Units & Dimensions
1.1 To explain Units & Dimensions
2. To list the Laws of Mechanics
2.1 To define Lami’s theorem
2.2 To define Parallelogram Law of forces
2.3 To define Triangular Law of forces.
3. To understand the concept of Vectors
3.1 To execute vector operations
3.2 To solve problems in vector operations
3.3 To represent forces in Vectorial form
3.4 To solve problems by representing forces in Vectorial
form
3.5 To represent moments in Vectorial form
3.6 To solve problems by representing moments in Vectorial
form

13. RESTATED OBJECTIVES
4. To explain the concept of forces
4.1 To explain Resolution of forces
4.2 To solve problems in Resolution of forces
4.3 To explain Composition of forces
4.4 To solve problems in Composition of forces
5. To explain Equilibrium of a particle
5.1 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

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

15. 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.

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