د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المساعد بكلية التربية بالزلفي

Learning objectives

BASIC DIDACTICAL PROPERTIES OF ASSESMENT ACTIVITIES
Learning objectives
The learning objective describes the level of knowledge, skills, competences and
other characteristics that any learner should achieve in the process of learning. Learning
objectives drive the whole educational process. They explore what content should be
included in the learning materials and at what level of the cognition of the learning material
should be mastered. The learning objectives have to be measurable. For the description of
learning objectives two basic domains, namely knowledge domain and cognitive domain
could be used. The knowledge domain describes the concepts, facts, procedure, and
appearance from concrete learned material. Usually the cognitive domain is described
according to some well known taxonomy. One popular and useful taxonomy is the Bloom’s
*This study is partially supported by National Scientific Fund at Ministry of Education and Science of Bulgaria, contract
N VU MI-111/2005
- IV.7-1 -
International Conference on Computer Systems and Technologies - CompSysTech’06
cognitive taxonomy, based on six cognitive levels- Knowledge, Comprehension,
Application, Analysis, Synthesis, and Evaluation. The detailed approach for active using of
learning objectives in e-learning courses and environments we presented in [3]. For each
assessment unit could be assigned the matrix of learning objectives, which this unit
measures (Table 1)
Table 1. Example of learning objective matrix
Assessment
object
Cognitive
Level 1
Cognitive
Level 2
Cognitive
Level 3
Cognitive
Level 4
Cognitive
Level 5
Cognitive
Level 6
Concept 1
Concept 2
Fact 1
…….
Criteria for success
The criteria for success or so called “cut off level” could be described on the base of
expert evaluation. The experts define the minimal level of mastering for each learning
objective in percentages. The criteria for success could be described in a matrix of cut off
levels according to the expert evaluation and relevant statistical method for expert
evaluation.
Table 2. Example of a matrix of cut of levels.
Assessment
object
Cognitive
Level 1
Cognitive
Level 2
Cognitive
Level 3
Cognitive
Level 4
Cognitive
Level 5
Cognitive
Level 6
Concept 1 89% 80%
Concept 2 78% 75% 70% 65% 65%
Fact 1 88% 76% 71%
……. 91%
Learning styles
The learning style reflects the way of accepting and processing information. There
exist more than 70 theories for learning styles [1]. Being aware of student’s learning styles
is important for the design process of e-learning environments and for the processes of
design, development and implementation of concrete e-learning course. For example the
people with interpersonal style of learning need collaborative learning and assessment
activities. The people with intrapersonal learning style prefer personalized and individual
learning and assessment activities

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