Objectives for Measuring Learning Outcomes
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September 19, 2022
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Building up objectives and competencies for measuring learning outcbmes • The success of any task or progranune depends on the existence acorrecturiders tanding of those who involved in this task orprogramme. About the targets expected to be achieved at the end of this task or programme; it is necessary that deciding the objectives expected to be achieved clearly at the end of the learning-teaching process. • To set the success of learning-teaching prOcesS, there should be an integrated endeavour between the student, teacher and the examiner. Educational Objectives provide the base needed for it. • We focus our attention to the final effect than the learning-teaching process. • Student> Learning-teaching process Behavioural changes . (learning outcomes) • Learning outcomes related to any education task can be built in advance arid they will assist -. to the teacher to organize ones teaching
to the-s-tii-deiff to organize ones learning
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to those who involved in evaluation to organize appropriate evaluation methods.
When discussing the objectives based on teaching, it is necessary to understand about the applications mentioned below.
2.1- -Education-atgo-als-faims)Tgen-eral-objectives, and specific objectives
-(a)Educational goals (aims)
Goat is a condition Which expected to be acquired 61. reached as an ideal. The'se :are broad. It is a long term targetiEducational goals are decided by the Society and they have built during along period of time. Sometimes they are concluded by policy makersor course • organizers Eg• Del/eloping the skills of using English ian..gu.age as second iangnage
(b)General Objectives. These are abstrActoi twin hi 0:id goals. A number of general objectives can be built under a broad goal • Imprehension of tci ninology applications
correct English • 1.1sing mother tongue in writing
Valuing local products
(c)Specific objectives Specific *lives can be built under a general objective. Specific objective indicates the behaviroual change in iii i 10 i Vidllal or learning outcome.i Writing these in the behavioural 1 1
form is very important.
General Objective Using mother tongue in writing
Specific Objectives
Write sentences correctly, matching verb. with tile subject Use punctuations correctly Write words with correct ktters'
The suecesg obtairied-rantrigto—the specific objectives by-the student is called learning outcomes. Measuring that whether the student has achieved these learning outcomes or not is done by evaluation including tests.
Competencies The term competency was originally used in the context of vocational training, referring t( "the ability to perform a particular task". 'In recent decades, the ten competency wa! widely used in the general education system. The general meaning of the term competenci is that the feasibility or the potential which a person is able to act efficiently in a certain 'context ft is not limited to the knowledge but it indicates the ability to use the knowledge rAccording to (P. Pervcnoud 1997) the competency means that enabling individual to apply
hinking is about using constructive critical, and meta-cognitive-processes -to4nake-sense___ ..ofinformation, experiences and ideas!,.The students who are competent thinkers and problem•solvers develope skills by seeking the knowledge actively.
to use and to integrate the knowledge acquired in corn.plex, diverse and unpredictable is the feasibility which situations. According to, his definition, the meaning of competency based on the knowledge but possible to be act in an efficient manner in various situations that is not limited to the knowledge. At the council of Europe's Symposium J. Coolahan (1996) has suggested the meaning of competency as a common feasibility which based on the knowledge developed by involving a practical activities,. experiences, values and dispositions:According to that competency is a perfect concept this term fulfills the __- knowledge including cognitive abilities by a student on learning, skills based on psychomotor skills, affective traits including attitudes.
,.„Key.Competencies Competency based education is an impo.rtant topic in the field of education. The curriculum, -.evaluation with learning-teaching process of many schools in the world have organized on the basis of competencies.
fitst, competencies_importantlyzegar_ded _in_eclucation. should b.e.identified. The key n, •• competencies are the feasibilities needed to the life and life long 1earningt Among the key competencies, identified by several school programmes are given below.
,Competencies related to thinking
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. • • . . . . . •
etencies related to language, symbols, and quotations • _...; ents ..N;NT.h6 haiTe this competency, are able to use and interpret the words, symbols,
ers,-moyement,. imagesi-metaphors in a range of context:
ompetencies related to self In a na gement . . QMp.etency is .associated with.seif motiv4tipn...The feasibility of reaching to the life• calves ihddpendently with attitudes on !•at Do, Can Learn" Competencies related to interact with others The students who have this competency are able to act in different roles in different occasions. They are aware of how their words and actions affect others. Competencies related to participation and contribution The students who have this competency are capable of contributing as a group member in an appropriate to the occasion..They provide opportunities to other members to make their contribution. The behavioural changes needed to reach the above key competencies can be identified through each subject. Teaching and evaluation can be organized by 'detailing these competencies as specific objectives. eyaldati Whi ohis done to know that whether students have reacbecl to a competency should be a criterion one. It should be decided that whether every student has reached to the expected .cOmpetericylevel, :based on-the relevant•criteria.- The traditional norm refeienced evaluation method which is used to separate clever and un-clever students or ranking according to the cleverness is not appropriate for this. The criterion referenced evaluation approach described in the first part of this hand book, is an appropriate method for evaluating competencies. • ClassificationALE_d_aca_tional_Obj _ . Balanced personality•development of personality can be denoted in three domains. In. 1956, a committee, headed by B-.S. Bloom, divided this personality development process into three domains such as cognitive, affective and psycjlomotor.-Further a clear classification of each domain was identified (Taxonomy of Educational Objectives). In learning teaching process, the capacity of learning outcomes achieved by a student; in relation. to these three domains is assessed by evaluation methods with-tests. -Bloom's classification is widely accepted by many schools in *the' w6rid. It seems that this classification is more significant for planning teaching and evaluating students' task perforinance.
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