Gronlund, Norman, Brookhart, Susan 　著

目次

PART I PREPARING INSTRUCTIONAL OBJECTIVES Chapter 1 Focusing onIntended Learning Outcomes Instructional Objectives as Intended LearningOutcomes Levels of Goals and Objectives Uses of Instructional ObjectivesLearning Outcomes and the Instructional Process Stating InstructionalObjectives as Intended Learning Outcomes What About Standards? Chapter 2Obtaining Clear Statements of Instructional Objectives Stating the GeneralInstructional Objectives Selecting the Proper Level of Generality Statingthe Specific Learning Outcomes Obtaining a Representative Sample of SpecificLearning Outcomes Emphasizing Instructional Intent Keeping the SpecificLearning Outcomes Useful for Various Units of Study Using Specific LearningOutcomes in Lesson Planning Making Sure the Specific Learning Outcomes areRelevant Revising the General Objectives as Needed Chapter 3 UsingObjectives in Planning for Teaching and Assessment Planning for InstructionPlanning for Assessment Chapter 4 Content Standards and InstructionalObjectives Nature of Content Standards Need for Instructional ObjectivesChapter 5 Considerations in Preparing Instructional Objectives Using a Frameof References as a Guide Other Guides in Preparing Instructional ObjectivesConsiderations in Selecting Instructional Objectives Preparing InstructionalObjectives Cooperatively PART II WRITING INSTRUCTIONAL OBJECTIVES FORVARIOUS OUTCOMES Chapter 6 Writing Objectives for Knowledge, Comprehension,and Application Outcomes Stating Objectives at the Knowledge, Comprehension,and Application Levels Adapting Statements to Areas of Instruction AdaptingStatements to Levels of Instruction The Problem of Limiting Objectivesd toIntellectual Outcomes Chapter 7 Writing Objectives for Higher-Level ThinkingSkills Making a Useful List of Outcomes Adapting Statements to Areas ofInstruction Adapting Statements to Levels of Instruction AffectiveComponents of Thinking Chapter 8 Writing Objectives for Affective OutcomesBasing Statements on the Taxonomy Categories Basing Statements onTraditional Categories Adapting Statements to Areas and Levels ofInstruction Deciding If Affective Outcomes Should be Stated SeparatelyChapter 9 Writing Performance Objectives for Skills and Products WritingObjectives for Procedure Outcomes Writing Objectives for Product OutcomesFocusing on Both Procedure and Product Outcomes Isolating Performance SkillsWhen Writing Objectives Guidelines for Writing and Using PeformanceObjectives for Skills and Products Chapter 10 Writing Performance Objectivesfor Problem-Solving Projects Stating Objectives for RestrictedProblem-Solving Projects Stating Objectives for Extended Problem-SolvingProjects Guidelines for Writing and Using Performance Objectives inProblem-Solving Projects PART III USING INSTRUCTIONAL OBJECTIVES INASSESSMENT Chapter 11 Using Objectives in Achievement Testing Preparing theList of Instructional Objectives Outlining the Content Preparing the Tableof Specifications Constructing Relevant Test Items Using a Simple Table forItem Writing Using Detailed Specifications for Item Writing UsingObjectives for Interpreting Test Results Chapter 12 Using Objectives inPerformance and Affective Assessment Assessing Performance Skills AssessingAffective Outcomes Using Student Portfolios Guidelines for Preparing andUsing Assessment Instruments