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Learning Outcomes
Although the noun forms of the three words ''aim'', ''objective'' and ''goal'' are often used synonymously, professionals in organised education define the educational ''aims'' and ''objectives'' more narrowly and consider them to be distinct from each other: aims are concerned with purpose whereas objectives are concerned with achievement. Usually an educational objective relates to gaining an ability, a skill, some knowledge, a new attitude etc. rather than having merely completed a given task. Since the achievement of objectives usually takes place during the course and the aims look forward into the student's career and life beyond the course one can expect the aims of a course to be relatively more long term than the objectives of that same course. Sometimes an aim sets a goal for the teacher to achieve in relation to the learners, sometimes course aims explicitly list long-term goals for the learner and at other times there is a joint goal for the teacher and learner to ach ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Goal
A goal is an idea of the future or desired result that a person or a group of people envision, plan and commit to achieve. People endeavour to reach goals within a finite time by setting deadlines. A goal is roughly similar to a purpose or aim, the anticipated result which guides reaction, or an end, which is an object, either a physical object or an abstract object, that has intrinsic value. Goal setting Goal-setting theory was formulated based on empirical research and has been called one of the most important theories in organizational psychology. Edwin A. Locke and Gary P. Latham, the fathers of goal-setting theory, provided a comprehensive review of the core findings of the theory in 2002. In summary, Locke and Latham found that specific, difficult goals lead to higher performance than either easy goals or instructions to "do your best", as long as feedback about progress is provided, the person is committed to the goal, and the person has the ability and knowled ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Rubric (academic)
In US education terminology, rubric is "a scoring guide used to evaluate the quality of students' constructed responses". Put simply, it is a set of criteria for grading assignments. Rubrics usually contain evaluative criteria, quality definitions for those criteria at particular levels of achievement, and a scoring strategy. They are often presented in table format and can be used by teachers when marking, and by students when planning their work. In UK education the rubric is the set instructions at the head of an examination paper. A scoring rubric is an attempt to communicate expectations of quality around a task. In many cases, scoring rubrics are used to delineate consistent criteria for grading. Because the criteria are public, a scoring rubric allows teachers and students alike to evaluate criteria, which can be complex and subjective. A scoring rubric can also provide a basis for self-evaluation, reflection, and peer review. It is aimed at accurate and fair assessment, fos ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Outline Of Educational Aims
Educational aim is a goal of the educational experience or process. This page lists the generic educational aims which one might encounter in educational theory, research or practice, including new concepts in published literature. The discussion and study of educational aims are usually found in philosophy of education, educational theories, and through practical policy making. * Knowledge ** Descriptive knowledge ** Procedural knowledge * Wisdom * Skills ** Higher order thinking skills ** Numeracy ** Reasoning ** 21st century skills *** Creativity *** Metacognition *** Life skills *** Study skills *** Critical thinking * Literacy ** Cultural literacy *** Diaspora literacy *** Faith literacy ** Digital literacy *** Computer literacy *** Transliteracy *** Technological literacy *** Web literacy ** Information and media literacy *** Data literacy *** Information literacy *** Media literacy *** Scientific literacy *** Statistical literacy *** Visual literacy *** Information ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Model Of Hierarchical Complexity
The model of hierarchical complexity (MHC) is a framework for scoring how complex a behavior is, such as verbal reasoning or other cognitive tasks. It quantifies the order of hierarchical complexity of a task based on mathematical principles of how the information is organized, in terms of information science. Commons, 2007 This model was developed by Michael Commons and Francis Richards in the early 1980s. Overview The model of hierarchical complexity (MHC) is a formal theory and a mathematical psychology framework for scoring how complex a behavior is. Commons & Pekker, 2008; Commons et al., 2014 Developed by Michael Lamport Commons and colleagues, Commons et al., 1998 it quantifies the order of hierarchical complexity of a task based on mathematical principles of how the information is organized, in terms of information science. Commons & Richards, 1984a, Commons & Richards, 1984b Its forerunner was the general stage model. Behaviors that may be scored include those of indiv ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Mastery Learning
Mastery learning (or, as it was initially called, "learning for mastery"; also known as "mastery-based learning") is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. Mastery learning maintains that students must achieve a level of mastery (e.g., 90% on a knowledge test) in prerequisite knowledge before moving forward to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery, and they may then move on to the next stage. Mastery learning methods suggest that the focus of instruction should be the time required for different students to learn the same material and achieve the same level of mastery. This is very much in contrast with classic models of teaching that focus more on differences in students' ability and where all students are given appr ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Instructional Scaffolding
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies. Instructional scaffolding provides sufficient support to promote learning when concepts and skills are being first introduced to students. These supports may include resource, compelling task, templates and guides, and/or guidance on the development of cognitive and social skills. Instructional scaffolding could be employed through modeling a task, giving advice, and/or providing coaching. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.Snowman, Jack (1997). Educational Psychology: What Do We Teach, What Should We Teach?. "Educational Psychology", 9, 151-169 Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analo ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
SMART Criteria
S.M.A.R.T. is a mnemonic acronym, giving criteria to guide in the setting of goals and objectives that are assumed to give better results, for example in project management, employee-performance management and personal development. The term was first proposed by George T. Doran in the November 1981 issue of ''Management Review''. He suggested that goals should be SMART (specific, measurable, assignable, realistic and time-related). Since then, other variations of the acronym have been used, a commonly used version includes the alternative words: attainable, relevant, and timely. Additional letters have been added by some authors. Those who support the use of SMART objectives suggest they provide a clear road map for both the person setting the goal and the person evaluating their progress (e.g. employee and employer, or athlete and coach). The person setting the goal is said to gain a clear understanding of what needs to be delivered and the person evaluating can then assess the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Synonym
A synonym is a word, morpheme, or phrase that means exactly or nearly the same as another word, morpheme, or phrase in a given language. For example, in the English language, the words ''begin'', ''start'', ''commence'', and ''initiate'' are all synonyms of one another: they are ''synonymous''. The standard test for synonymy is substitution: one form can be replaced by another in a sentence without changing its meaning. Words are considered synonymous in only one particular sense: for example, ''long'' and ''extended'' in the context ''long time'' or ''extended time'' are synonymous, but ''long'' cannot be used in the phrase ''extended family''. Synonyms with exactly the same meaning share a seme or denotational sememe, whereas those with inexactly similar meanings share a broader denotational or connotational sememe and thus overlap within a semantic field. The former are sometimes called cognitive synonyms and the latter, near-synonyms, plesionyms or poecilonyms. Lexicograph ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Constructive Alignment
Constructive alignment is a principle used for devising teaching and learning activities, and assessment tasks, that directly address the intended learning outcomes (ILOs) in a way not typically achieved in traditional lectures, tutorial classes and examinations. Constructive alignment was devised by Professor John B. Biggs, and represents a marriage between a constructivist understanding of the nature of learning, and an aligned design for outcomes-based teaching education. Constructive alignment is the underpinning concept behind the current requirements for programme specification, declarations of learning outcomes (LOs) and assessment criteria, and the use of criterion based assessment. There are two basic concepts behind constructive alignment: *Learners construct meaning from what they do to learn. This concept derives from cognitive psychology and constructivist theory, and recognizes the importance of linking new material to concepts and experiences in the learner's mem ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Assessment
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, aptitude and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), a course, an academic program, the institution, or the educational system as a whole (also known as granularity). The word 'assessment' came into use in an educational context after the Second World War. As a continuous process, assessment establishes measurable and clear student learning outcomes for learning, providing a sufficient amount of learning opportunities to achi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
