Gronlund's Writing Instructional Objectives
8th Edition
Published on 15. February 2008
Book
Paperback/Softback
176 pages
978-0-13-175593-2 (ISBN)
Description
A unique and classic text, Gronlund's essential "how to" text again provides a step-by-step guide to writing instructional objectives as intended learning outcomes. The author describes how to state objectives in terms of the type of performance students must demonstrate in order to show that they have achieved the goals of the instruction-and illustrates his recommended methods with numerous examples. Gronlund's is a specific procedure for writing objectives-one that can be used to achieve all types of learning outcomes and is especially suited to teaching thinking, performance, and problem-solving skills. The book stresses the important role of objectives in the teaching-learning-assessment process-starting from state content standards-and how objectives can be used to improve student learning. The improvements made to this revision only enhance its usefulness and reputation as the best guide on the market for writing instructional objectives and using them in teaching and assessment.
More details
Other editions
Previous edition
Norman E. Gronlund
Writing Instructional Objectives for Teaching and Assessment
Book
05/2003
7th Edition
Pearson
€24.75
Article exhausted; check for reprint
Content
PART I PREPARING INSTRUCTIONAL OBJECTIVES
Chapter 1 Focusing on Intended Learning Outcomes
Instructional Objectives as Intended Learning Outcomes
Levels of Goals and Objectives
Uses of Instructional Objectives
Learning Outcomes and the Instructional Process
Stating Instructional Objectives as Intended Learning Outcomes
What About Standards?
Chapter 2 Obtaining Clear Statements of Instructional Objectives
Stating the General Instructional Objectives
Selecting the Proper Level of Generality
Stating the Specific Learning Outcomes
Obtaining a Representative Sample of Specific Learning Outcomes
Emphasizing Instructional Intent
Keeping the Specific Learning Outcomes Useful for Various Units of Study
Using Specific Learning Outcomes in Lesson Planning
Making Sure the Specific Learning Outcomes are Relevant
Revising the General Objectives as Needed
Chapter 3 Using Objectives in Planning for Teaching and Assessment
Planning for Instruction
Planning for Assessment
Chapter 4 Content Standards and Instructional Objectives
Nature of Content Standards
Need for Instructional Objectives
Chapter 5 Considerations in Preparing Instructional Objectives
Using a Frame of References as a Guide
Other Guides in Preparing Instructional Objectives
Considerations in Selecting Instructional Objectives
Preparing Instructional Objectives Cooperatively
PART II WRITING INSTRUCTIONAL OBJECTIVES FOR VARIOUS OUTCOMES
Chapter 6 Writing Objectives for Knowledge, Comprehension, and Application Outcomes
Stating Objectives at the Knowledge, Comprehension, and Application Levels
Adapting Statements to Areas of Instruction
Adapting Statements to Levels of Instruction
The Problem of Limiting Objectivesd to Intellectual Outcomes
Chapter 7 Writing Objectives for Higher-Level Thinking Skills
Making a Useful List of Outcomes
Adapting Statements to Areas of Instruction
Adapting Statements to Levels of Instruction
Affective Components of Thinking
Chapter 8 Writing Objectives for Affective Outcomes
Basing Statements on the Taxonomy Categories
Basing Statements on Traditional Categories
Adapting Statements to Areas and Levels of Instruction
Deciding If Affective Outcomes Should be Stated Separately
Chapter 9 Writing Performance Objectives for Skills and Products
Writing Objectives for Procedure Outcomes
Writing Objectives for Product Outcomes
Focusing on Both Procedure and Product Outcomes
Isolating Performance Skills When Writing Objectives
Guidelines for Writing and Using Peformance Objectives for Skills and Products
Chapter 10 Writing Performance Objectives for Problem-Solving Projects
Stating Objectives for Restricted Problem-Solving Projects
Stating Objectives for Extended Problem-Solving Projects
Guidelines for Writing and Using Performance Objectives in Problem-Solving Projects
PART III USING INSTRUCTIONAL OBJECTIVES IN ASSESSMENT
Chapter 11 Using Objectives in Achievement Testing
Preparing the List of Instructional Objectives
Outlining the Content
Preparing the Table of Specifications
Constructing Relevant Test Items
Using a Simple Table for Item Writing
Using Detailed Specifications for Item Writing
Using Objectives for Interpreting Test Results
Chapter 12 Using Objectives in Performance and Affective Assessment
Assessing Performance Skills
Assessing Affective Outcomes
Using Student Portfolios
Guidelines for Preparing and Using Assessment Instruments
Chapter 1 Focusing on Intended Learning Outcomes
Instructional Objectives as Intended Learning Outcomes
Levels of Goals and Objectives
Uses of Instructional Objectives
Learning Outcomes and the Instructional Process
Stating Instructional Objectives as Intended Learning Outcomes
What About Standards?
Chapter 2 Obtaining Clear Statements of Instructional Objectives
Stating the General Instructional Objectives
Selecting the Proper Level of Generality
Stating the Specific Learning Outcomes
Obtaining a Representative Sample of Specific Learning Outcomes
Emphasizing Instructional Intent
Keeping the Specific Learning Outcomes Useful for Various Units of Study
Using Specific Learning Outcomes in Lesson Planning
Making Sure the Specific Learning Outcomes are Relevant
Revising the General Objectives as Needed
Chapter 3 Using Objectives in Planning for Teaching and Assessment
Planning for Instruction
Planning for Assessment
Chapter 4 Content Standards and Instructional Objectives
Nature of Content Standards
Need for Instructional Objectives
Chapter 5 Considerations in Preparing Instructional Objectives
Using a Frame of References as a Guide
Other Guides in Preparing Instructional Objectives
Considerations in Selecting Instructional Objectives
Preparing Instructional Objectives Cooperatively
PART II WRITING INSTRUCTIONAL OBJECTIVES FOR VARIOUS OUTCOMES
Chapter 6 Writing Objectives for Knowledge, Comprehension, and Application Outcomes
Stating Objectives at the Knowledge, Comprehension, and Application Levels
Adapting Statements to Areas of Instruction
Adapting Statements to Levels of Instruction
The Problem of Limiting Objectivesd to Intellectual Outcomes
Chapter 7 Writing Objectives for Higher-Level Thinking Skills
Making a Useful List of Outcomes
Adapting Statements to Areas of Instruction
Adapting Statements to Levels of Instruction
Affective Components of Thinking
Chapter 8 Writing Objectives for Affective Outcomes
Basing Statements on the Taxonomy Categories
Basing Statements on Traditional Categories
Adapting Statements to Areas and Levels of Instruction
Deciding If Affective Outcomes Should be Stated Separately
Chapter 9 Writing Performance Objectives for Skills and Products
Writing Objectives for Procedure Outcomes
Writing Objectives for Product Outcomes
Focusing on Both Procedure and Product Outcomes
Isolating Performance Skills When Writing Objectives
Guidelines for Writing and Using Peformance Objectives for Skills and Products
Chapter 10 Writing Performance Objectives for Problem-Solving Projects
Stating Objectives for Restricted Problem-Solving Projects
Stating Objectives for Extended Problem-Solving Projects
Guidelines for Writing and Using Performance Objectives in Problem-Solving Projects
PART III USING INSTRUCTIONAL OBJECTIVES IN ASSESSMENT
Chapter 11 Using Objectives in Achievement Testing
Preparing the List of Instructional Objectives
Outlining the Content
Preparing the Table of Specifications
Constructing Relevant Test Items
Using a Simple Table for Item Writing
Using Detailed Specifications for Item Writing
Using Objectives for Interpreting Test Results
Chapter 12 Using Objectives in Performance and Affective Assessment
Assessing Performance Skills
Assessing Affective Outcomes
Using Student Portfolios
Guidelines for Preparing and Using Assessment Instruments