LEARNING OBJECTIVES and

ASSESSMENTS
 LEARNING OBJECTIVES
• “What’s in it for me?”
• Create the best learning objectives that will
make learners interested and invested.
Purposeful verbs communicate clear
expectations.
TECHNOLOGY-RICH OBJECTIVES
Measurable Verbs
 Learning Objectives:
• *Educate students in both the artistry and utility of
the English language through the study of literature
and other contemporary forms of culture.
• Provide students with the critical faculties necessary
in an academic environment, on the job, and in an
increasingly complex, interdependent world.
• Graduate students who are capable of performing
research, analysis, and criticism of literary and
cultural texts from different historical periods and
genres.
 Learning Objectives:
• Students will be able to learn about global
warming.
• Students will be able to Create an original
picture book using Google slides by including 5
elements of plot conflict.
• Students will be able to compare Charlotte’s
Web and the Sheep Pig using a thinking map
by including 5 similarities and 5 differences.
 Learning Objectives:
• Audience
• Behavior English majors will be able to:
• Condition
• Identify literary techniques and creative
• Degree uses of language in literary texts

• Adapt their texts to particular

audiences and purposes

• Articulate a thesis and present

evidence to support it
 Enabling Objectives:
• Observe the narrative pattern in “Ant and the
Grasshopper” using the two-step model in to
further understand folk writing.
• Write your own fable using linear narrative to
further understand the literary writer’s
process.
 Activity
A. Construct 2 objectives (one lower-level; one
higher level) on the topic Post-structuralism in
literature.
 Assessment
• Assessment of learning
• Assessment for learning
• Assessment as learning – how to design tasks
that promote learning
 As Learning
• Activity towards knowing something
• Multiple-choice? Fill-in-the-blank quiz?
• Substantial involvement
• Interlinked
• Constructive
 What’s wrong here?
• Semester of classes  100% exam  grade
 What’s wrong here?
• Semester of classes  Outcomes 1, 2, and 3
assignment (50%) Outcomes 4, 5, 6  test
(50%)  Grade
 This is better
• Topic A  Outcomes 1, 2, and 3 in-class
assignment (0%) Outcomes 1, 2, 3 (40%) 
Outcomes 1, 2, 3 test (60%)  Grade
 Types of Assessment
• Summative - for grades
• Formative – for learning, focused on feedback
 Types of Assessment
• Summative - for grades
• Formative – for learning, focused on feedback
 Peer Assessment
• More feedback, more often, expressed
accessibly
• Goal of assessment is to develop evaluative
judgment
• Validity – correlation coeffcient of 0.69
suggesting that overall peer assessment agree
well with teacher marks
 Resistance
• Expertise
• Disruptions
• Conflict
• Time
 Assessment Rubrics
• Given before the task
• Levels of achievement (discussed)
• Specific to a task
• Breadth or depth? (what do we want?)
 Reflection
• What is the future of assessment in a digital
world?