 |
Valdosta State University |
|
 |
|
Valdosta State University |
|
|
1. The three domains for which
objectives can be developed are the behavioral, affective,
and COGNITIVE (2).
2. For each of the three domains
described in #1, three different types of objectives can be developed:
Behavioral, educational, and INSTRUCTIONAL (2).
3. Behavioral objectives always
specify an overt response the student does (behavior), describes when and
where the student must do the response (the conditions), and how well the
response must be done to determine mastery/accuracy (degree).
3 A. "After the unit on geometric figures, when given 10 geometric shapes students will correctly categorize at least 9 of them." Explain why this statement is or isn't a BO. (4)
THIS IS A BO BECAUSE A BEHAVIOR
(CATEGORIZE), CONDITION (WHEN GIVE 10 GEOMETRIC FIGURES), AND DEGREE (9
OF THE 10 CORRECTLY) ARE ALL GIVEN.
3 B. "After the lesson
covering the 18 economic factors associated with America's involvement
in WW II, students will understand why America declared war on the Axis
Alliance." Explain why this statement is or isn't a BO. (4) THIS
IS NOT A BO BECAUSE NO BEHAVIOR THAT THE STUDENT IS TO DO IS SPECIFIED.
(IT USES A MAGIC WORD--UNDERSTAND- WHICH IS ALMOST ALWAYS A CUE THAT THE
STATEMENT IS NOT A BO.)
4. Rewrite the follwing study question as a complete behavioral objective. (3)
DESCRIBE WHY BOs ARE IMPORTANT TO ASSESSMENT.
AFTER WRITING ANSWERS TO THE
CHAPTER'S STUDY QUESTIONS, THE STUDENT WILL DESCRIBE AT LEAST 3 REASONS
WHY BOs ARE IMPORTANT TO ASSESSMENT.
5. Describe (in order) the 6 levels
of the Bloom, Engelhart, Furst, Hill, and Krathwohl (1956) taxonomy of
cognitive objectives. (12) KCAASE
A. The Bloom et al. (1956) taxonomy
is hierarchic (i.e., each higher level includes the properties of the lower
levels plus at least one more). What is the HIGHEST level the objective
in question 3 A. represents? (1) APPLICATION Explain
why it "taps" that level of the taxonomy. (1)
IN 3 A Ss ARE BEING TAUGHT DIFFERENT GEO. SYMBOLS (E.G., SQUARES, CIRCLES,
TRIANGLES, ETC.). THIS COULD GO AS HIGH AS APPLICATION BECAUSE ONE COULD
USE DIFFERENT SIZED/COLORED FIGURES THAN THOSE USED ORIGINALLY.
6. There are about 6 steps associated with a complete task analysis. In PSY 310 we are concerned with (a) breaking down the complex behavior specified in an objective into its simpler/discrete behaviors, and (b) arranging those simpler behaviors into the sequential order so that when one "does" behaviors a-z one has "done" the complex behavior specified in the objective. Remember, each step specifies a response the STUDENT does.
A. Do a simple (i.e., the two steps mentioned above--don't worry about teaching how to do each step's behavior) TA on ADDING TWO 2-DIGIT NUMBERS. (2)
1. WRITE/COPY PROBLEM ON SHEET OF PAPER.
2. ADD THE ONE'S COLUMN. WRITE ANSWER UNDER THE ONE'S LINE. IF SUM OF ONE'S LINE IS >9 RECORD ONES VALUE AND CARRY 10s VALUE TO TEN'S LINE.
3. ADD TEN'S COLUMN INCLUDING ANY CARRYOVER FROM ONE'S LINE. WRITE ANSWER UNDER PROBLEM.
B. Do a simple TA on using a dictionary to look up the word CONVENE. (2)
1. GET DICTIONARY.
2. OPEN TO THE C SECTION
3. FLIP THROUGH THE C SECTION UNTIL YOU GET TO THE PAGE WITH CONVENE.
4. WRITE/COPY DEFINITION.
5. WRITE SENTENCE USING WORD
CORRECTLY./ PARAPHRASE DEFINITION.
 |
 |
Last Updated: July15, 1997