Transcript Answering Questions

Educational Objectives
Quantifying Learning
Gateway Engineering Education Coalition
Educational Objectives
Motivation
Components
Authorities
Taxonomies in detail
How to
Examples
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Why Write Educational
Objectives for Your Course?
To tell students what they will be expected to
learn
To ensure that students learn on a number of
cognitive levels
To quantify assessment by creating
measurable objectives
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Components of an Educational
Objective*
The task that the student is to do (i.e., the
behavior)
The conditions under which the behavior is
to be displayed
The level of achievement expected
*
Teaching Engineering, Wankat and Oreovicz
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Who has published information
about writing objectives?
Bloom
 Cognitive Domain – 6 levels
Krathwohl
 Affective Domain – 4 levels
Kibler
 Psychomotor Domain – 4 levels
Plants, Sears and Dean
 Problem Solving Taxonomy – 5 levels
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Bloom’s Taxonomy:
Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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Bloom’s Taxonomy:
Cognitive Domain
Knowledge – Repeating from memory
Comprehension – Demonstrating
understanding of terms and concepts
Applications – Applying learned information
to solve a problem
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Bloom’s Taxonomy:
Cognitive Domain
Analysis – Breaking things down into their
elements, formulating theoretical
explanations or mathematical or logical
models for observed phenomena
Synthesis – Creating something, combining
elements in novel ways
Evaluation – Choosing from alternatives and
justifying the choice using specified criteria
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Bloom’s Taxonomy:
Cognitive Domain
Descriptive Verbs:
 Knowledge – list, identify, summarize
 Comprehension – explain, describe,
interpret
 Application – apply, calculate, solve
 Analysis – derive, explain, classify
 Synthesis – formulate, design, create
 Evaluation – determine, optimize, select
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Krathwohl’s Taxonomy:
Affective Domain
Receiving and attending – willing to receive or
reject new information
Responding – willing to respond to information
Valuing – decides that information has
inherent worth
Organization – organizes values into a system
Characterization by a value – acts in a way
that allows others to see his or her underlying
values
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Kibler’s Taxonomy:
Psychomotor Domain
Gross Body Movements
Finely Coordinated Body Movements
Non-verbal Communication Behaviors
Speech Behaviors
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Plants, Sears, & Dean:
Problem Solving Taxonomy
Routines – no decisions required
Diagnosis – selection of correct routine
Strategy – choice of routine and order to apply
Interpretation – solve real world problem
requiring assumptions and interpretations
Generation – development of routines that are
new to the user
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Educational Objectives
Overall objectives
Outside review of objectives
Detailed objectives for individual sections
Weekly objectives
Daily objectives
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Which Taxonomies Could You
Use?
Depends on your course
Bloom’s taxonomy is better known with more
examples
Bloom’s taxonomy may not allow definition of
physical characteristics or behaviors
Educational objectives for an engineering
course may be a combination of cognitive
and psychomotor
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Examples – Bloom’s Taxonomy
Knowledge – The student can identify the six
orthographic views and oblique and
isometric pictorial views
Comprehension - Explain in your own words
the concept of vapor pressure
Application – Given two orthographic views
of a 3D object, the student can determine the
third through sixth orthographic views and
draw the pictorial view
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Examples – Bloom’s Taxonomy
Analysis – The student can dimension the
orthographic views of an object so that a
machinist could produce the object.
Synthesis – Formulate a model-based
alternative to the PID controller design
Evaluation – Determine which of the given
heat exchanger configurations is better and
explain your reasoning
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Examples – Kibler’s Taxonomy
Given a multifaceted block, the student can
sketch to scale three orthographic views and
a pictorial view of the block
Having completed a team design-build
project the student can prepare and deliver a
clear, oral project presentation
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References
Wankat, P. C. and F. S. Oreovicz, Teaching
Engineering, New York, McGraw-Hill, 1993.
Felder, R. M. and R. Brent, “Objectively
Speaking”, Chemical Engineering Education,
31(3), 178-179 (1997).
Bloom, B. S., Taxonomy of educational
objectives. 1. Cognitive domain. New York,
Longman, 1984.
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