Learning Outcomes EDU 645

           It has been some time since I have blogged. I am currently taking classes at Ashford University. I am pursuing my second Master’s Degree in Education with a specialization in the English Language learner.  I am currently in the second week of EDU 645 Learning & Assessment for the 21st Century.

The first step in creating an assessment is to set clear and achievable targets or objectives.  Most classroom instruction takes place with some objective in mind (Kubiszyn & Borich, 2010). The authors state, “any good classroom test begins with your objectives” (Kubiszyn & Borich, 2010).  I agree with this statement.  Educators need to determine exactly what their students should know or be able to accomplish. If educators do not set clear objectives, they will never know if the classroom instruction was successful or not. One way to determine whether the objective has been reached is through a test (Kubiszyn & Borich, 2010).  Educators can construct appropriate assessments if they use observable and directly measurable objectives. 

           

          A complete instructional objective includes; an observable learning outcome, any special conditions under which the behavior must be displayed, and a performance level considered to be indicative of mastery (Kubiszyn & Borich, 2010). An instructional objective must include an action verb that specifies a learning outcome (Kubiszyn & Borich, 2010).   Learning outcomes are ends (products); learning activities are the means (process) to the ends (Kubiszyn & Borich, 2010).  It is crucial that learning outcomes are observable. 

The following is a second grade language arts lesson:

Learning Outcomes

• Students will recognize and articulate the value of connecting prior knowledge and new knowledge and experiences to shape and extend understanding. The students will demonstrate prior knowledge of the story, Skippy Jon Jones through class discussion.

• Students will be able to make Text-to-Text connections between this book and other Judith Shachner books.

• Students will be able to make Text to Self-connections by thinking of what lessons they learned from the story.

•  Students will demonstrate knowledge of similarities and differences by using a Venn diagram to compare and contrast two or more Skippy John Jones books.

  

Works Cited

Kubiszyn, T., & Borich, G. (2010). Educational Testing & Measurement Classroom Application and Practice. Hoboken: John Wiley & Sons, Inc.