Buy Creating Effective Learning Goal Statements

December 29, 2022

Buy Creating Effective Learning Goal Statements

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

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**all verbatim quotes must be enclosed in quotation marks and all summaries (using all your own words) of other author’s ideas must include a citation. All verbatim quotes must be enclosed in quotation marks, otherwise it appears that you wrote it yourself. Even if you summarize this process in all your own words, a citation is required** Please remember this as you work on answer. I will dispute answer.

Question:

After reading Chapter 4 of your Assessing Student Learning text, use Bloom’s Taxonomy (linked in the Resources below) develop 3–5 learning goals that you expect your current or future students (or trainees) to be able to achieve as a result of a learning experience, such as a course, program, activity, or field experience.

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First, write a brief paragraph that summarizes the course, program, activity, or experience in which students or trainees will engage in learning. Then, using the structure and wording used for stating learning goals, as presented in the tutorial,(below) post 3–5 carefully constructed learning goals that students will be expected to achieve as a result of their learning experience. Keep in mind that each goal must be observable, measurable, and clearly stated. Be sure to use the action verbs presented in Bloom’s Taxonomy and avoid “fuzzy terms” (Suskie, 2018, pp. 47–48). Using and citing the readings for this unit, present a rationale for the specific learning goals that you develop using and citing the readings for this unit.

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Briefly scan the following chapters.

Resources:

Use Assessing Student Learning: A Common Sense Guide to read the following:

Chapter 4, “Learning Goals: Articulating What You Most Want Students to Learn,” pages 39–62.
Pay particular attention to how you will apply “Characteristics of effective learning goals,” pages 46–48 (note how to avoid “fuzzy terms”). Note how this chapter refers to Bloom’s Taxonomy (page 52), which is provided in the resources and is to be used for developing your own learning goals in this course. Note also how the chapter includes tips for creating program goals (page 55) and institutional goals (pages 56–57).
Chapter 16, “Creating Effective Assignments,” pages 205–214.
In this chapter, you will begin to consider the most effective means of determining how to measure students’ achievement of the learning goals.
Use the Internet to read the following:

Suskie, L. (2018, May 27). What are the characteristics of well-stated learning goals? [Blog post]. Retrieved from http://www.lindasuskie.com/apps/blog/show/45689916-what-are-the-characteristics-of-well-stated-learning-goals-

Bloom’s Taxonomy Action Verbs.
Other information that can be helpful:

Start with creating observable, measurable, clearly stated outcomes of the knowledge, skills, or abilities that students or trainees will be expected to demonstrate by the end of a course, a program, or an experience. Study the following examples, noting the structure and wording commonly used for creating learning goals. Be ready to apply the structure and wording to the learning goals that you will begin developing in this unit for your own Assessment and Evaluation of Learning Plan.

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Here are three examples of appropriate learning goals:

Students will demonstrate the ability to analyze the characteristics of professional behavior.
Note the italicized words. They are commonly used for such statements, but do we really need to include “demonstrate the ability to”? Consider whether the outcome will be the same if we state, “Students will be able to analyze the characteristics of professional behavior.”
Students will be able to identify the purpose of strategic planning for an organization.
Note the italicized words again. You might decide that you don’t really need “be able to” and just state:
Students will identify the purpose of strategic planning for an organization.
Career services trainees will design interview questions for client mock interviews.
Now study the difference between appropriate and not-so-appropriate learning goals statements below. Note that many poorly stated goals fall into one of three categories of errors:

Writing outcomes that are not clear or cannot be measured or observed. See the description of “fuzzy terms” on pages 47–48 in your Assessing Student Learning: A Common Sense Guide text:
Students will demonstrate their understanding of the scientific method.
Students will be able to understand the purpose of strategic planning for an organization.
Students will learn about …
Students will become familiar with …
Students will demonstrate their knowledge of …
Students will gain an understanding of …
Describing an activity or learning experience. See “Describe outcomes, not learning content, products, or activities” on page 48 in Assessing Student Learning: A Commonsense Guide:
Students will write a 10-page research paper.
Students will attend tutoring services at least once weekly.
Students will participate actively in group discussions.
Students will give three presentations on genres of music from different historical periods.
Describing what will be done for students, not what they will do to demonstrate what they know and can do. It is tempting to focus on what we do for students, rather than on what the students will demonstrate that they know and can do as a result of what we have done for them. In each of the following statements, consider who is really doing an action:
Students will be given instruction in basic grammar and writing skills.
Students will be provided with a map of the campus to locate student services offices.
Students will be empowered to take a leadership role in a campus organization.

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RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

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37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.