Professional Documents
Culture Documents
Defined
Criteria are a set standards to be followed in
assessment. Specifically, as they apply to curriculum,
criteria are set of standards upon which the different
elements of the curriculum are being tested.
The criteria will determine the different levels of
competencies or proficiency of acceptable task
performance.
Criteria for Goals and Objectives
Goals and objectives are statements of curricular
expectations. They are sets of learning outcomes
specifically designed for students.
The items must reflect the takes, skills, content
behavior and thought processes that make up
curricular domains and must also match the students’
needs.
Goals and instructional objectives are formulated and
specified for the following purposes:
1.Tohave focus on curriculum and instruction which
give direction to where students need to go.
2.Tomeet the requirements specified in the policies
and standards of curriculum and instruction.
3.Toprovide the students’ the best possible education
and describe the students’ level of performance
4.Tomonitor the progress of students based on the
goals set
5.Tomotivate students to learn and the teachers to be
able to feel a sense of competence when goals are
attained
For goals and objectives to be formulated criteria on
certain elements should be included according to Howell
and Nolet in 2000.
1. Content – From the objectives, what content should
students learn?
2. Behavior – What will students do to indicate that they
have learned?
3. Criterion – What level of performance should the
students have to master the behavior?
4. Condition – Under what circumstances should the work
in order to master that behavior?
Writing effective goals and objectives should also use
the following general criteria.
1. Are the objectives syntactically correct? – Syntactic
correctness
2. Do the objectives comply with the legal requirements
of the course of subjects? – Compliance with legal
requirements
3. Do the objectives pass the stranger test? – The
“Stranger Test”
4. Do the objectives address both knowledge and
behavior? – Both knowledge and behavior are
addressed
5. Do they pass the “so-what” test? – The “So-What”
Test
6. Are the objectives aligned? – Individualization
7. Do they make common sense? – Common Sense
Criteria for Assessment of Instruction
1. Supplantive Approach
2. Generative Approach
Supplantive Approach
This is referred to as “direct” instruction (Adams
& Englemann, 1996).
In here, the teacher attempts to promote learning
by providing explicit directions and explanations
regarding how to do a task.
The teacher assumes primary responsibility for
linking new information with the students prior
knowledge and ultimately whatever the students
learn.
With this approach, information is presented in an
ordered sequence in which component subskills are
taught directly or a foundation for later tasks.
This approach is highly teacher-directed.
Generative Approach
This is referred to as “constructivist” or
“developmental”.
Takes a less central role in a learning process that is
student - directed (Ensminger & Dangel, 1992).
Formative Evaluation
Takes place during the lesson or project and tells
the evaluator what is happening.
Is ongoing and yields information that can be used
to modify the program prior to termination. (Howell
& Nolet, 2000)
Summative Evaluation
Takes place at the end of a lesson or project and
tells the evaluator what has happened.
“Sums up” the learning.
The End