Learning Targets and Standards

standards, goals, objectives, competencies, outcomes, or expectations

general/broad statements of learning expectations; can be validated by teachers, parents, etc; cover large amounts of time, or activities (courses, units, etc.); give a starting point from which more specific learning objectives are derived.

depending on wording, may be general or specific; specific statements of student performance demonstrated at the end of an instructional unit;

same as educational goals

behavioral, terminal, or performance objectives; statements that contain action verbs that tell what the students actually do

Guidelines that tell what students should know and/or be able to do at a particular level or time;

content, performance, grade-level, and developmental

"What can the student do after instruction?"; desired outcomes for the content areas

Describes what students must do and levels of proficiency that satisfy content standard requirements; desirable proficiency levels for student skills; what students should be able to do

desired sequences of growth and change; what is developmentally appropriate; may be in one grade or across grades

desirable outcomes of a particular grade level; drive instruction; emphasis on what students should be able to do by the end of each grade

clearly articulated and public descriptions of facets or dimensions of student performance that are used for judging the level of achievement

essential qualities of the performance

level at which teachers believe students will be able to demonstrate; based on students' previous achievement, aptitude, motivation, and other factors;

statements of student performances that include both a description of what students should know, understand, and be able to do at the end of a unit of instruction; also tells as much as possible about the criteria for judging the level of performance demonstrated

student mastery of substantive subject matter and procedures

student ability to use knowledge to reason and solve problems

student ability to demonstrate achievement-related skills; actually doing something

student ability to create achievement-related products such as written reports, oral presentations, and art products

student attainment of affective states such as attitudes, values, interests, motivaiton, and self-efficacy

positive or negative attitudes, emotions or feelings; can also refer to motivational dispositions, values and morals

covered cognitive learning objectives; consists of three domains - cognitive, affective, and psychomotor; used to specify action verbs to accompany different types of cognitive learning

basic elements students must know to be acquainted with a discipline or solve problems in it

interrelationships among basic elements within a larger structure that enables them to function together

how to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods

knowledge of cognition in general as well as awareness and knowledge of one's own cognition

four levels that describe different types of knowledge - knowledge, conceptual, procedural, and metacognitive

six major categories that describe increasingly complex thinking

retrieve relevant knowledge from long-term memory

construct meaning from instructional messages, including oral, written, and graphic communications

carry out or use a procedure in a given situation

break material into its constituent parts and determine how the parts relate to one another and to an overall structure or pattern

Make judgments base on criteria and standards

put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

1.

Do objectives clearly state what students should know or be able to do?2. Are objectives appropriate for students?3. Do objectives include most of student outcomes?

-establish the right number of learning targets-establish comprehensive learning targets-establish learning targets that reflect school goals-establish learning targets and standards that are challenging yet feasible-establish learning targets and standards that are consistent with current principles of learning and motivation

Examples that help students understand how teacher evaluations are made

-knowledge and simple understanding-deep understanding and reasoning-skill-product-affect

-Bloom's taxonomy-the revision of Bloom's taxonomy-Professional preparation-textbooks-existing lists of objectives-national, state, and district standards