ERIC Number: ED314453
Record Type: Non-Journal
Publication Date: 1989
Reference Count: N/A
Designing Learning Objectives.
Dependents Schools (DOD), Washington, DC. Pacific Area.
Guidelines are provided for writing science instructional objectives included in Department of Defense Dependent Schools (DODDS) Pacific Region science objective guides. Revision of the objectives is perhaps the most important part of the curriculum review that occurs for the DODDS once each 7 years. To provide a manageable system of objectives, the DODDS has consolidated the cognitive domain taxonomy of B. Bloom into knowledge and intellectual processes. Two other domains, the affective and the psychomotor, are added. Four levels of objectives incorporate these domains in DODDS science programs: general; program; instructional; and enabling. The level of specificity increases as one proceeds from general to enabling objectives. Instructional and enabling objectives are written in student-centered terms, describing what student behavior should be after some period of instruction. An objective generally contains three parts: (1) a stem, stating the desired behavior; (2) conditions, under which the identified behavior is to be evaluated; and (3) criteria, or standards of acceptable performance students must demonstrate. There are at least four types of content objectives: procedures; rules; concepts; and facts. This document is not intended to be an all-inclusive source for writing objectives, but is intended to stimulate thought. (SLD)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Policymakers; Practitioners; Teachers
Authoring Institution: Dependents Schools (DOD), Washington, DC. Pacific Area.