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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 achi ... [...More Info...] [...Related Items...] |
Goal
A goal is an idea of the future or desired result that a person or a group of people envision, Planning, plan and commit to achieve. People endeavour to reach goals within a finite time by setting Time limit, deadlines. A goal is roughly similar to a purpose or aim, the anticipated result which guides reaction, or an Intrinsic value (ethics)#End, end, which is an object (philosophy), object, either a physical object or an abstract object, that has Intrinsic value (ethics), 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 ... [...More Info...] [...Related Items...] |
SMART Criteria
S.M.A.R.T. is a mnemonic acronym, giving criteria to guide in the Goal setting, setting of goals and objectives, for example in project management, employee-performance management and personal development. The letters S and M generally mean specific and measurable. Possibly the most common version has the remaining letters referring to achievable (or attainable), relevant, and time-bound. However, the term's inventor had a slightly different version and the letters have meant different things to different authors, as described below. Additional letters have been added by some authors. The first-known use of the term occurs in the November 1981 issue of ''Management Review'' by George T. Doran. The principal advantage of SMART objectives is that they are easier to know and understand when they have been done. SMART criteria are commonly associated with Peter Drucker's management by objectives concept. Often, the term ''S.M.A.R.T. Goals'' and ''S.M.A.R.T. Objectives'' are used. Alt ... [...More Info...] [...Related Items...] |
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. 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, fostering understanding, and indicating a way to proceed with subsequent learning/teaching. ... [...More Info...] [...Related Items...] |
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.#Reference-Commons2007, 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 system, formal theory and a mathematical psychology framework for scoring how complex a behavior is.#Reference-CommonsPekker2008, Commons & Pekker, 2008; #Reference-Commonsetal2014, Commons et al., 2014 Developed by Michael Commons, Michael Lamport Commons and colleagues,#Reference-Commonsetal1998, 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.#Reference-Comm ... [...More Info...] [...Related Items...] |
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, which focus more on differences in students' ability and where all students are given app ... [...More Info...] [...Related Items...] |
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 Learning is the process of acquiring new understanding Understanding is a psychological process related to an abstract or physical thing, such as a person, situation, or message whereby one is able to use concepts to model that thing. Under ... when concept Concepts are defined as abstract ideas A mental representation (or cognitive representation), in philosophy of mind Philosophy of mind is a branch of philosophy that studies the ontology and nature of the mind and i ... [...More Info...] [...Related Items...] |
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...] |
Bloom's Taxonomy
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities. The models were named after Benjamin Bloom Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was an American educational psychologist who made contributions to the classification of educational objectives and to the theory of mastery learning. He is particularly note ..., who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text, ''Taxonomy of Educational Objectives: The Classification of Educational Goals''. History Although named after Bloom, the publication of ''Taxonomy of Educationa ... [...More Info...] [...Related Items...] |
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 Constructivism (learning theory), 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 Constructivism (learning theory), constructivist theory, and recognizes the importance of link ... [...More Info...] [...Related Items...] |
Synonym
A synonym is a word, morpheme A morpheme is the smallest meaningful lexical item in a language. A morpheme is not a word. The difference between a morpheme and a word is that a morpheme bound and free morphemes, sometimes does not stand alone, but a word on this definition alw ..., 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 A sense is a biological system A biological system is a complex biological network, network which connects several biologically relevant entities. Biological organization spans several scales and are determined based different structures dependi ...: ... [...More Info...] [...Related Items...] |
Educational Assessment
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge Knowledge is a familiarity or awareness, of someone or something, such as facts A fact is something that is truth, true. The usual test for a statement of fact is verifiability—that is whether it can be demonstrated to correspond to e ..., skill A skill is the learned ability to perform an action with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into Departmentalization, domain-general and domain-specific skills. ..., attitudes, and belief A belief is an attitude Attitude may refer to: Philosophy and psychology * Attitude (psychology) In psychology Psychology is the science of mind and behavior. Psychology includes the study of consciousness, conscious and Unconsci ...s to refine programs and improve student learning. Assessment data can b ... [...More Info...] [...Related Items...] |
Higher Education
Higher education is tertiary education Tertiary education, also referred to as third-level, third-stage or post-secondary education, is the education Education is the process of facilitating learning, or the acquisition of knowledge, skills, value (ethics), values, morals, be ... leading to award of an academic degree An academic degree is a qualification awarded to students upon successful completion of a course of study in higher education, usually at a college or university. These institutions commonly offer degrees at various levels, usually including Bach .... Higher education, also called post-secondary education, third-level or tertiary education Tertiary education, also referred to as third-level, third-stage or post-secondary education, is the education Education is the process of facilitating learning, or the acquisition of knowledge, skills, value (ethics), values, morals, be ..., is an optional final stage of formal learning Educati ... [...More Info...] [...Related Items...] |
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