Outcomes

**||~ The Learner ||~ Assessment Tools ||~ Outcomes||~ Resources ||**
 //**Performance Objectives and Outcomes:**// Outcomes and objectives are two words that sound interchangeable. However, there are discernible differences between the two. An outcome, as opposed to an objective, is a broad result of instruction. An objective is a specific instruction. An outcome would be the end result from the entire ID process whereas an objective gives a specific direction for a specific task that is part of the ID process. 

Performance Objectives , on the other hand, "translate the needs and goals into objectives that are sufficiently specific to guide the instructor in teaching and the learner in studying" (Teaching tips, 2010). Objectives are generally written with the short term in mind, rather than lengthy durations for exhibiting the skill or behavior. Their importance cannot be overstated. The Teaching Tips (2010) website likens the objectives to creating a blueprint for the instructional design. The ABCD Model is an example of a way to write performance objectives.


 * The ABCD Model for Writing Objectives**

The ABCD model is a way to ensure that objectives are observable, measurable, and specific. There are four specifics parts to writing an objective or goal for a student utilizing the ABCD model: audience, behavior, condition, and degree. It is not essential that a goal be written with the A - B - C - D order, but it does make for an easy to read and very clear objective. By utilizing these four components, the writer can ensure that the objective is a "good" objective rather than one that is vague and unmeasurable. For example, while the goal "The student will understand algebra." might seem to be a good goal for a student to have, it does not meet the criteria of the ABCD model for writing objectives. The "written objectives are a vital part of instructional design because they provide the road map for designing and delivering curriculum" (Maryland Faculty Online, 2010). The Maryland Faculty Online website (2010) provides specific characteristics of goals written utilizing the ABCD Model: " observable and measurable,unambiguous, clearly written, specific, measurable by both quantitative and qualitative data, [and] written in terms of performance."

The audience component of the objective is the "who?" of the objective or goal. Who is the goal intended to help?  The behavior segment of the objective is the "what?" What is it that you desire from the audience member(s)? For example, what is the behavior or skill that you would like to see changed or adopted? Brett Bixler (2010) explains that the behavior "should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it." The behaviors are written using performance terms  - "begin[ning] with an action verb" (ISD, 2010) and explicitly stating a behavior.  There are four different domains of behavior that are described by the Maryland Faculty Online website (2010):  The condition component addresses the equipment, resources, or tools that the learner may or may not have access to and use when completing the tasks outlined in the "behavior" section of the <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif;">goal <span style="font-family: Verdana,Geneva,sans-serif;">.
 * Audience**
 * <span style="font-family: Verdana,Geneva,sans-serif;">John Smithfield will...
 * <span style="font-family: Verdana,Geneva,sans-serif;">Students in MEDT 7461 will...
 * <span style="font-family: Verdana,Geneva,sans-serif;">The Algebra 1 student...
 * Behavior**
 * <span style="font-family: Verdana,Geneva,sans-serif;">...be able to write a report...
 * <span style="font-family: Verdana,Geneva,sans-serif;">...work collaboratively to complete a wikipage...
 * <span style="font-family: Verdana,Geneva,sans-serif;">...will be able to solve an equation...
 * 1) <span style="font-family: Verdana,Geneva,sans-serif;">Cognitive - The emphasis is placed on "remembering or reproducing something which has been learned" (Maryland Faculty Online, 2010).
 * 2) <span style="font-family: Verdana,Geneva,sans-serif;">Psychomotor - These objectives deal with a "motor skill, manipulation of material and objects, or some act that requires a neuromuscular coordination" (Maryland Faculty Online, 2010). In this type of <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif;">goal <span style="font-family: Verdana,Geneva,sans-serif;">, the writer is interested in how the learner "moves or controls his/her body" (Maryland Faculty Online, 2010).
 * 3) <span style="font-family: Verdana,Geneva,sans-serif;">Affective -These objectives are written to address "two different types of behavior: reflexive and voluntary reactions and actions ... attitudes [and] values" (Maryland Faculty Online, 2010).
 * 4) <span style="font-family: Verdana,Geneva,sans-serif;">Interpersonal - This final domain "emphasizes learner skills [that are] associated with interpersonal exchanges" (Maryland Faculty Online, 2010).
 * Condition**
 * ...<span style="font-family: Verdana,Geneva,sans-serif;">using a word processing program...
 * <span style="font-family: Verdana,Geneva,sans-serif;">...utilizing the internet and other collaboration programs, such as Google Docs...
 * <span style="font-family: Verdana,Geneva,sans-serif;">...using the steps outlined in class...

<span style="font-family: Verdana,Geneva,sans-serif;">**Degree** The degree is the part of the <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif;">goal <span style="font-family: Verdana,Geneva,sans-serif;">that is measurable component of the objective. For example, the time allowed, accuracy level, etc. would be identified in this segment of the <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif;">goal <span style="font-family: Verdana,Geneva,sans-serif;">.
 * <span style="font-family: Verdana,Geneva,sans-serif;">...within 2 class periods.
 * <span style="font-family: Verdana,Geneva,sans-serif;">...by a given due date.
 * <span style="font-family: Verdana,Geneva,sans-serif;">...with 80% accuracy.

The diagram above shows a visual representation of the components of well-written objectives (Maryland Faculty Online, 2010).

**<span style="font-family: Verdana,Geneva,sans-serif;">//Objective Issues:// **
<span style="font-family: Verdana,Geneva,sans-serif; font-weight: normal;">A learning objective is a statement of what the learners will be expected to do once they have completed the specified course of instruction. Normally, this is one of the most critical steps in the ID process. Without clear learning objectives, instructors don’t know what they are supposed to teach and learners don’t know what they are supposed to learn. <span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif; font-weight: normal;">Objective Issues <span style="font-family: Verdana,Geneva,sans-serif; font-weight: normal;"> would be anything that would inhibit the ID team from carrying out the instructional objectives.

<span style="color: #ff00ff; font-family: Verdana,Geneva,sans-serif;">Reflection <span style="font-family: Verdana,Geneva,sans-serif;">is a tool that can be used both as an assessment tool and as a tool for the instructional designer. After the instruction and assessment have been completed, it is important for the designer to think about what has been successful in the instructional and assessment phases. In addition, reflections can be used as a tool for students to assess their own learning. Reflection is an important human activity in which people recapture their experience, think about it, mull over it and evaluate it.


 * ~ The Learner ||~ Assessment Tools ||~ Outcomes ||~ Resources ||**