This powerpoint will help you to understand on how to identify and to write the proper learning objective in writing a test. :)

1. Ero dela Vega
III-21 BSE Biology

2. Instructional objective:
- a concise statement of the
skill that you student will be
expected to perform after a unit
of instruction.

3. 1. Observable learning outcome
2. Any special conditions under which
the behavior must be displayed,
and
3. The performance level considered
to be indicative of mastery.

4. LEARNING OUTCOMES
VS.
LEARNING ACTIVITIES

5. Learning outcomes:
- Learning outcomes are
statements of a learning achievement
and are expressed in terms of what
the learner is expected to known
understand and be able to do on
completion of the award or module.

6. By the end of the semester the
child will identify pictures of
words that sound alike.
“Learning Outcomes”

7. The child will demonstrate an
appreciation of poetry.
“Learning outcomes”

8. The student will subtract one
digit numbers with 80%
accuracy.
“Learning Outcomes”

9. Learning Activities:
- Activities that enable the
student(s), through observation or
participation, to achieve the
learning objectives.
- Means that lead to a learning
outcome

10. The student will practice the
multiplication tables.
“Learning activities”

11. The student will dance
“Love on Top.”
“Learning Activities”

12. Learning outcomes should describe “the
results of the learning rather than the
learning process itself”.
Action verbs in learning outcomes should
convey precisely the core of the outcome.

13. All learning outcome statements should:
- be as simple as possible
- be of maximum relevance and utility
- communicate clearly what a learner is
expected to achieve
- relate to previous “level” of learning
outcome statements.

15. “The student will show a
knowledge of punctuation.”
“Immeasurable, and
unobservable learning
outcome”

16. Instructional objectives are
specific, measurable statements of
the outcomes of instructions that
indicate whether instructional
intents have been achieved.

17. OBSERVABLE UNOBSERVABLE
a.List
b.Recite
c.Change
d.Draw
a.Value
b.Appreciate
c.Know
d.Understand

18. Circle the initial sound of words.
- Observable
Be familiar with the law.
- Unobservable
Add two digit numbers on paper.
- Observable

19. Appreciate art decoration.
- Unobservable
Really understand set theory
- Unobservable
Recite the names of the character
in Tom Sauyer.
- Observable

21. An instructional objective describes
any special conditions in which the
learning will take place.
Conditions must be stated explicitly in
the objective if the observable learning
outcome take place at a particular
time, place with particular materials.

22. Given a calculator, multiply two-digit number
correct to the nearest whole number .
Given a typed list, correct any typographical
errors.
Given a list of six scrambled words, arrange
the words to form a sentence.

24. An instructional objective indicates how
well the behavior is to be performed.
The criterion level of acceptable
performance specifies how many of these
items the student must get correct for
him or her to have passed the objective.

25. Given 20 two-digit number, the
student will compute all answers
correctly.
Given 20 two digit addition
problems, the student will compute
90% correctly.

26. Remember, criterion levels need not always
be specified in terms of percentages items
answered correctly:
a. number of items correct
b. number of consecutive items correct
c. essential features included
d. completion within a prescribed time limit

28. YES NO
1.Are the objectives composed of only
learning outcomes, and not learning
activities?
a.If yes, go to Step 2
b.If no, eliminate the learning
activities or replace them with the
learning outcomes.

29. Y
E
S
N
O
2. Are the learning outcomes stated in overt
observable terms?
a.If yes, go to step 3
b.If no, replace the unobservable outcomes with
indicates of the outcomes. Remember,
because this almost always results in more
specific objectives, you may have to write
several overt objectives to adequately
“sample” the covert learning outcome.

30. Y
E
S
N
O
3. Now that you have all overt learning
outcomes listed, are they the simplest and most
direct ways to measure the learning outcomes?
a.If yes, you now have a useful list of
instructional objectives that will serve as a
basis for a content-valid test.
b.If no, rewrite the indirect or complicated
means of measurement so that they are as
simple and direct as possible. Once you have
done so you have the basis for a content-valid
test.

31. http://www.uarctic.org/dm_documents/Lear
ning_Outcomes_7KSYP.pdf

32. THANK YOU
FOR
LISTENING 