Gateway Engineering Education Coalition Educational Objectives Quantifying Learning.

Gateway Engineering Education Coalition

Educational Objectives

Quantifying Learning

Gateway Engineering Education Coalition 2


Motivation

Components

Authorities

Taxonomies in detail

How to

Examples


Why Write Educational Objectives for Your Course?

To tell students what they will be expected to learn

To ensure that students learn on a number of cognitive levels

To quantify assessment by creating measurable objectives


Components of an Educational Objective*

The task that the student is to do (i.e., the behavior)

The conditions under which the behavior is to be displayed

The level of achievement expected

* Teaching Engineering, Wankat and Oreovicz


Who has published information about writing objectives?

BloomCognitive Domain – 6 levels

KrathwohlAffective Domain – 4 levels

KiblerPsychomotor Domain – 4 levels

Plants, Sears and DeanProblem Solving Taxonomy – 5 levels


Bloom’s Taxonomy:Cognitive Domain

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation


Bloom’s Taxonomy: Cognitive Domain

Knowledge – Repeating from memory

Comprehension – Demonstrating understanding of terms and concepts

Applications – Applying learned information to solve a problem



Analysis – Breaking things down into their elements, formulating theoretical explanations or mathematical or logical models for observed phenomena

Synthesis – Creating something, combining elements in novel ways

Evaluation – Choosing from alternatives and justifying the choice using specified criteria



Descriptive Verbs:Knowledge – list, identify, summarizeComprehension – explain, describe,

interpretApplication – apply, calculate, solveAnalysis – derive, explain, classifySynthesis – formulate, design, createEvaluation – determine, optimize, select


Krathwohl’s Taxonomy:Affective Domain

Receiving and attending – willing to receive or reject new informationResponding – willing to respond to informationValuing – decides that information has inherent worthOrganization – organizes values into a systemCharacterization by a value – acts in a way that allows others to see his or her underlying values


Kibler’s Taxonomy: Psychomotor Domain

Gross Body Movements

Finely Coordinated Body Movements

Non-verbal Communication Behaviors

Speech Behaviors


Plants, Sears, & Dean:Problem Solving Taxonomy

Routines – no decisions required

Diagnosis – selection of correct routine

Strategy – choice of routine and order to apply

Interpretation – solve real world problem requiring assumptions and interpretations

Generation – development of routines that are new to the user



Overall objectives

Outside review of objectives

Detailed objectives for individual sections

Weekly objectives

Daily objectives


Which Taxonomies Could You Use?

Depends on your course

Bloom’s taxonomy is better known with more examples

Bloom’s taxonomy may not allow definition of physical characteristics or behaviors

Educational objectives for an engineering course may be a combination of cognitive and psychomotor


Examples – Bloom’s Taxonomy

Knowledge – The student can identify the six orthographic views and oblique and isometric pictorial views

Comprehension - Explain in your own words the concept of vapor pressure

Application – Given two orthographic views of a 3D object, the student can determine the third through sixth orthographic views and draw the pictorial view


Examples – Bloom’s Taxonomy

Analysis – The student can dimension the orthographic views of an object so that a machinist could produce the object.

Synthesis – Formulate a model-based alternative to the PID controller design

Evaluation – Determine which of the given heat exchanger configurations is better and explain your reasoning


Examples – Kibler’s Taxonomy

Given a multifaceted block, the student can sketch to scale three orthographic views and a pictorial view of the block

Having completed a team design-build project the student can prepare and deliver a clear, oral project presentation


References

Wankat, P. C. and F. S. Oreovicz, Teaching Engineering, New York, McGraw-Hill, 1993.

Felder, R. M. and R. Brent, “Objectively Speaking”, Chemical Engineering Education, 31(3), 178-179 (1997).

Bloom, B. S., Taxonomy of educational objectives. 1. Cognitive domain. New York, Longman, 1984.

Gateway Engineering Education Coalition Educational Objectives Quantifying Learning.

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