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The Portfolio uses evidence to showcase the overall capabilities and development of the teacher.
The Penn State teacher plans instruction and assessments based upon robust knowledge of subject matter, students and their learning and development, curriculum goals and standards, and the community. The Penn State teacher actively encourages students' development and learning by creating a positive classroom learning environment, appropriately using a variety of instructional and assessment strategies and resources, including instructional technologies. The Penn State teacher continually and systematically inquires into the quality of their teaching and the conditions of schooling in order to enhance student learning and development. This site will introduce you to instructional goals, the three types of instructional objectives you may need to create to reach your goals, and the best way to write and assess them.
Objectives are the foundation upon which you can build lessons and assessments that you can prove meet your overall course or lesson goals. The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on, and so learning can be objectively measured. As you develop a learning object, course, a lesson or a learning activity, you have to determine what you want the students to learn and how you will know that they learned. Students will better understand expectations and the link between expectations, teaching and grading. Given a description of a planet, the student will be able to identify that planet, as demonstrated verbally or in writing.
Starting with basic factual knowledge, the categories progress through comprehension, application, analysis, synthesis, and evaluation. In the 1990's, Lorin Anderson, a former student of Bloom, along with David Krathwohl, one of Boom's original partners, worked to revise the original taxonomy.
Whichever taxonomy you prefer, there are key verbs for each level you can use when writing cognitive objectives. Krathwohl and Bloom created a taxonomy for the affective domain that lists levels of commitment (indicating affect) from lowest to highest. Individual answers questions about the book, reads another book by the same author, another book about civil rights, etc. Integrating a new value into one's general set of values, giving it some ranking among one's general priorities. This domain is characterized by progressive levels of behaviors from observation to mastery of a physical skill. Set - Mental, physical, and emotional dispositions that make one respond in a certain way to a situation.
Complex Overt Response - Complex movements are possible with a minimum of wasted effort and a high level of assurance they will be successful. Precision - Accuracy, proportion and exactness exist in the skill performance without the presence of the original source. Naturalization - Two or more skills combined, sequenced, and performed consistently and with ease. Basic fundamental movement - Simple movements that can build to more complex sets of movements.
Measurable - Write the objective so that anyone can observe the learner perform desired action and objectively assess the performance. Below are some example objectives which include Audience (A), Behavior (B), Condition (C), and Degree of Mastery (D). It's important to choose the correct key verbs to express the desired behavior you want students to produce. This section illustrates how a well-written objective assists one in developing valid assessment instruments. Given a standard balance beam raised to a standard height, the student (attired in standard balance beam usage attire) will be able to walk the entire length of the balance beam (from one end to the other) steadily, without falling off, and within a six second time span.
The student (attired in standard balance beam usage attire) must walk the entire length of a standard balance beam raised to a standard height steadily, without falling off, and within a six second time span. A team of judges consisting of no less than three people will use the provided rubric to assess a given individual. Individual judge's scores are averaged to determine a composite trial score for a given performance for a given individual. The average of these three trials (as determined by the judges using the provided rubric) is used to determine the overall score. A team of judges consisting of no less than three people will use the provided scale to assess a given individual. The average of these three trials (as determined by the judges using the provided scale) is used to determine the overall score.
Given the opportunity to rank non-discrimination of race in relationship to other issues, the student will demonstrate a positive increase in attitude towards non-discrimination of race, as demonstrated by ranking non-discrimination of race as more important than other issues. People from different cultures may use different body language and facial expressions to convey the same meaning. There may be other intrinsically-based (and thus difficult to quantify) motivations for participating in a rally. Comparisons between pretest and posttest scores would be used to determine if a positive increase in attitude towards non-discrimination of race has occurred.
Directions: For each individual, use the following scale to assign a value to the individual's performance on each item listed in the left column. When a disagreement occurs, the student addresses the disagreement and not the other team member(s).


Student generally maintains the same body language and facial expressions for all other team members.
Group dynamics, such as size and topic, are made as consistent as possible to neutralize possible external variations that might affect testing. Via a paper handout, students would be asked to volunteer to work on developing a rally for racial equality. Environmental factors and covert incentives that may affect how a student reacts are neutralized. Via a pencil and paper quiz, students would be asked to rank the relative importance of non-discrimination of race as compared to other social issues. Comparisons between pretest and posttest rankings would be used to determine if a positive increase in attitude towards non-discrimination of race has occurred.
Goal - Students will be able to create a cast (using cartoon characters, modern entertainers, etc.) which reflect the personalities of the characters in a piece of literature, and explain why they have chosen the particular cast members. Given two cartoon characters of the student's choice, the student will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character.
To determine if a student in a high school setting can construct a composite character based on the personality traits of two given characters, can depict the composite character's personality, and can logically defend the composite character's personality and actions. Some students may not be familiar with certain cartoon characters, due to cultural differences, or simply because of lack of exposure to the cartoon genre. Multiplying together complimentary traits - If you have two characters that both fight for justice, the composite character would fight for justice as well, perhaps at a level some would consider fanatical. Negating opposing traits - If one character is good and the other evil, the composite character would be neutral.
Then the student would develop short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character. The instructor(s) would assess the storyboard by examining the listing of original personality traits and their combinations into a new composite character. Ideally, two or more instructors would assess a given student, as the assessment is partially subjective in nature. Activities can include writing papers, doing projects, solving problems, discussing issues, etc. What is the ideal way to learn course content if money, time, location were not of concern?
What learning activities will motivate students; that is, what will convey your passion about the content?
A well-written objective will assist you in aligning the objective to activities and assessment.
The graphic below (Adapted from Dwyer 1991) shows a mismatch of the objectives, instruction and assessment. Because of this students who have not been exposed to problem-solving techniques related to the course will more than likely have low-achievement when working on problem-solving assignments or problem-solving questions on an exam. In contrast, the graphic below (Adapted from Dwyer) shows one example of matching your objectives with instruction.
As with any initiative working to reduce violence against women, it is important to recall that effective programmes are likely to result in increased reports of violence since they encourage more women to report violent crimes because more women will be aware, as a result of the programme, that violence against them in public places is a crime and that mechanisms for reporting and seeking recourse exist. For full information and definitions, and tips on developing a results framework, see the Monitoring and Evaluation section on Safe Cities and the general section on Monitoring and Evaluation available in the Programming Essentials section of this is site. The specific goals, objectives and outcomes of each safe cities for women programme will depend on the most important issues local women face and the capacity of the programme to implement change. See the illustrative theory of change and logical framework from the UNIFEM Global Programme: Safe Cities Free of Violence against Women and Girls (2009-2014). To facilitate the development of an effective and consistent community response that enhances assaulted women’s access to the justice and other relevant systems. To provide support to communities for the implementation of violence against women policies.
To assist communities to identify and bring forward issues that need to be solved at the provincial level. To analyze and find solutions for local, regional and provincial issues using a range of initiatives to effect change. To enable a connection between women and policy makers so that policy is informed by community experience.
To work with organizations in the community, voluntary, academic and statutory sectors to engage with women on community safety issues. Instructional objectives, also called behavioral objectives or learning objectives, are a requirements for high-quality development of instruction. Many refer to Bloom's taxonomy of cognitive objectives, originated by Benjamin Bloom and collaborators in the 1950's. A mentor or a coach is often needed to provide an outside perspective on how to improve or adjust as needed for the situation. Don't, for example, ask the learner to perform complex actions if they are a beginner in an area. They deal almost exclusively with internal feelings and conditions that can be difficult to observe externally.
See the pages on cognitive objectives, affective objectives, and psychomotor objectives to see examples of key words for each level.
A well-written objective should clearly illustrate the most important criteria for assessing if the individual has accomplished the objective.


Thus, some may consider this test gender biased; but the rules of gymnastics dictate this distinction is necessary.
However, these people would be incapable of performing on a gymnastics team and thus would not attempt the assessment in the first place. For each individual, use the following scale to assign a value to the individual's performance on the balance beam. The provided rubric would be employed by the instructor or by someone not actually participating in the group. Students would return the handout having checked how they would like to (or not to) participate in the rally. In these cases, the instructor may want to assist the student in choosing two characters (cartoon or otherwise, fictional or non-fictional) the student is familiar with, so the student can complete the assignment without negative bias. The storyboard could be plain text (one paragraph would comprise a frame), rough sketches (one sketch per frame), colored drawings (one drawing per frame), or any combination thereof. The storyboard must reflect at least three of the composite traits in a story that fits the composite character.
Optionally, sketching and coloring tools may be available for students wishing to express themselves with these tools. After you have your combined traits list, develop short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of your composite character.
Following are some examples of student activities related to different levels of cognitive learning. If more women report violent crimes it may seems as though there is more crime, when really number of crimes may be the same – it is only the number of reported crimes that has increased. This includes knowledge or information recall, comprehension or conceptual understanding, the ability to apply knowledge, the ability to analyze a situation, the ability to synthesize information from a given situation, the ability to evaluate a given situation, and the ability to create something new. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. The classification of educational objectives in the psychomotor domain: The psychomotor domain. This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc.
The criterion for acceptable performance is thus irrelevant here; higher scoring individuals simply have a better chance of being selected for the team.
To have a group member or members employ the rubric as a pretest device would invalidate it, for the individual's actions and mannerisms would change upon introduction of the rubric. Example: If you decide a student only rarely attended individuals with the same amount of interest, place an X in the box under the 2. The provided scoresheet would be employed by the instructor to assign a pretest score to each student. The provided scoresheet would be employed by the instructor to assign a posttest score to each student.
The student must then combine the traits of the two characters in a logical, defensible manner. The storyboard can be plain text (one paragraph would comprise a frame), rough sketches (one sketch per frame), colored drawings (one drawing per frame), or any combination thereof. A paradigm for generating curriculum design oriented research questions in distance education. An outcome is the actual result that the programme partners would like to see achieved through their collective efforts in the community. Alternative measures might include that more women and girls in the community are able to identify and take actions against instances of violence in public. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it. To have a group member or members employ the rubric as a posttest device would invalidate it, for the individual's actions and mannerisms would change upon introduction of the rubric. The higher-ranking items will receive more money for programs that support them, and thus will be more successful. Combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the composite character. Second American Symposium Research in Distance Education, University Park, PA: Pennsylvania State University. Objectives can be short, medium and long-term, depending on the time-investment required to achieve the envisioned solutions and results.
Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. After scoring each trial, hold up the numbered card in front of you that corresponds to the score you gave the individual for that trial.
In the composite character, it may be necessary to recharge the Ring of Pasta with the Lasagna of Power every 24 hours.
Note that you must time the individuals; a maximum time of six seconds to walk the beam from one end to the other is permitted.



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