Self-Directed Reading Post

Article 1: How to know what you want them to know. Rediscovering objectives by reviewing evaluative materials
Evaluation of teaching measurement tools, student performance and comparing results to learning objectives identifies strengths and weaknesses that can be addressed and adjusted as needed. The author uses personal experiences as a bibliographic instructor to develop a framework for revising a course’s objectives based on reviewing the results of current evaluative tools.
The author’s experiences show how to use the results of quizzes as one method to identify how well course objectives are defined and whether or not they are being met. There are, of course, other evaluative tools, which can get to the same results. Reflective writing exercises such as this one is another example. Offering a practical experience of executing on a skill being taught in a course is a third example. In each case, student performance is measured. Reviewing the results of those measurements is obviously an excellent way to determine any necessary adjustments in the defined learning objectives of the course. Further, this article surfaced in my mind the additional concept that review of such evaluative tools can identify any needed adjustments in pedagogy and can lead to the best formulations of the evaluative tools themselves. While the author didn’t specifically state this idea, the concept is apparent in the article. Another very helpful insight was the author’s quoting Brookhart’s point that instructors who focus on content rather than learning have difficulty with assessment. This statement highlights for me the need to remain focused on desired outcomes not only when writing objectives, but also when developing the teaching methods and evaluative tools. Maintaining focus on learning outcomes will produce the best results of any instruction opportunity.
Article Citation: Fagan, Jody Condit. “How to know what you want them to know. Rediscovering objectives by reviewing evaluative materials.” Research Strategies 18 (2001): 75-83.
Other works cited: Brookhart, S. M. The art and science of classroom assessment: the missing part of pedagogy. Washington DC (1999). George Washington University.