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Goals and Objectives

Transcript: Affective Domain Objectives of Affective Domain are difficult to write. “Students will value the class attendance ” (Improper) True indication of behavior is given in “Free Choice” situation really. Otherwise they will exhibit desired behavior for reward. Results (Covert behaviors -indirect observation) Solve these ten addition problems Describe the difference between revenues and expenses Fix this car The Criteria Goal of a learning activity is like a target Objectives The Performance Four Levels Fundamental Movement Generic Movement Ordinative Movement Creative Movement Valuing: Seeing worth in new information / ideas presented. If you begun to think about implementing it in your everyday life, you have reached the valuing stage. Organization: Incorporating the new information into your existing schema. The technique presented in your daily life. Goals And Objectives Levels Cont'd The affective domain describes the way people react emotionally and their ability to feel other's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings "The criteria tells how well the learner must perform to demonstrate proficiency" Criteria answer such questions as: How well? 10 out of 50 How much? Without spilling more than 3 grams How accurate? To within 2 microns In proper order By Muhammad Umar Khan Hamna Ijaz Gul Muhammed Ghulam Abbas Zeeshan Sarwar Psychomotor Domain Instructional Objectives The behavioral verb states a performance that you can observe You must be able to directly view the performance Or, you must be able to see the result of the performance Overt/covert behaviors See Bloom’s Taxonomy (Cognitive Domain) Affective Domain's Impact Levels of Affective Domain Competence in performing a skill Organization of a skill Ability to perform the skill masterly Precision of performance An accounts student could be asked to make financial statements Difference b/w Goals & Objectives Levels Stating the conditions now is a time saver It let’s you know what is required to conduct the test or assessment That you need a clock, ruler, or 5 pieces of paper Examples: Equipment and materials needed Books or notes for open book tests Special conditions White board markers for an instructor Software for a technique demonstration The Criteria Level 3: Ordinative Movement History The Performance Basic rudiments of a skill Skills are developed under the directions & supervision Development of effective motor patterns , timing & coordination Awareness of body in motion and use of these body parts Cont'd Outline Terms Objectives and Goals can be confusing Goals and Objectives Informational Objectives The Performance Given the voltage and resistance, the student will be able to calculate the current in a series and parallel circuit with 100 percent accuracy Level 4: Creative movement Instructional Objectives The Condition The objectives are the arrows that help the learner reach the target and demonstrate mastery History Rationale for Objectives Taxonomy of Objectives Cognitive Domain Affective Domain Psychomotor Domain Summary Six Levels Knowledge Comprehension Application Analysis Synthesis Evaluation Performance Product Conditions Criterion Taxonomies of Objectives Psychomotor Domain Five Levels Receiving Responding Valuing Organization Characterization by a Value Goals Basic Building blocks for higher-level movements Ability to track objects, grasp objects or simple body movements Simple body movements like walk or crawl The student will be able to compute the current in a series or parallel circuit By Muhammad Umar Khan Hamna Ijaz Gul Muhammed Ghulam Abbas Zeeshan Sarwar Hear, move, stand, Track, crawl Manipulate, use, follow, construct Play, make, swim, write, connect Create, invent , build, compose Criteria are set by: Task (content) analysis SME suggestion for standard performance Management Published standards Benchmarks Acceptable work practice Quality goals Relationship between cognitive functions and physical movement usually focus on change and/or development in behavior and/or skills. Relates to the development of muscular abilities Simple reflex movement to precision Creativity in performance Receiving: You have agreed to at least receive the information. Merely watching the video satisfies the receiving stage. Responding: is actively participating in the information. If the video had included tasks or an assessment and you had completed them. Specific Precise Tangible Concrete Measurable Cognitive Domain The development of educational goals and objectives began in WWII as a way of conceptualizing instruction and training programs in the military. Educational psychologists and educators jumped on the concept! Level 2: Generic Movement Psychomotor Domain Objectives Affective Domain Characterization Making the new information part of your schema and exhibiting new behavior, attitude or belief. occurs when you truly become an advocate of the new information.

Goals and objectives

Transcript: There are 4 part to the test, each part evaluates a different aspect of reading skills: • True/ false questions - evaluates reading ability, comprehension and test taking skills. • Vocabulary matching task (diagram labeling task) assess vocabulary and long term memory. Supported by background knowledge and critical thinking, comprehension and test taking skills. • Grammar bubbling- Assess task taking and present simple grammar. • Spelling cloze- assess and develop alphabetizing skills, spelling and differentiation between vowels. Supports bottom-up teaching method. Test Development, Implementation, and Evaluation Grading scale Conclusions Reading ability (decoding) and comprehension Recognized vocabulary used in a new way Follow test taking directions and develop transition (test taking) skills. Understand new info and described Idea Test Objectives The adult learners are from different countries, backgrounds and have a variety of learning skills. The students are in different ages. but have the same goals: to learn day- to-day vocabulary, grammar, improve language proficiency and skills, and move to ESL level 2 class. 15 students took the test, 5 male, 10 female. 5 students are Spanish speakers, one French speaker, one Korean speaker, 5 are Arabic speakers, 4 speak Somali, one of the Somali speakers also speaks Arabic (English is his L3). Course Goals Galia Sion Test Takers Test Purpose The average score of the quiz was 66. The lowest score was 25 (by s Somali student that is illiterate and we suspect has learning disabilities). The highest score was 90 out of 100, The average score for Spanish speakers was 64. The average score for Arabic speakers was 59. The average score for Somali speakers was 56.25 Objectives 1. Assess Reading comprehension 2. Identify comprehension and critical thinking 3. Evaluate spelling rules, bottom- up and decoding reading strategies 4. Develop test taking skills, instruction and directions understanding 5. Understand how to apply teaching strategies in order to assist the learners with reading development The Test Reading: word recognition and comprehend new info Writing: follow writing directions, write short sentences, spelling and punctuation. Listening: understand basic questions, statements, commends and conversation. Speaking: Answer basic questions, use basic phrases, put together words in a new way. Grammar: Learn simple present, present continuous, subjects and verbs Technology: know basic computer skills such as: use a mouse, log in, Typing, go to websites Analytic. The max score is 100, each task worth 25 points. Each part include a 5 questions. In total there are 20 questions in the test. Each correct answer is 5 points. Know your test-takers Use clear scoring and rubrics Let a peer take a look Provide clear directions combine new and familiar tasks Get familiar with other tests in other levels Visual is important always plan for extra time Test Scores Language Skills Assessed Reading and comprehension will be assessed using the following components: • The true/ false questions evaluate comprehension and test taking skills. • Vocabulary matching task • Picture cued items • Grammar matching


Transcript: could be expensive to implement on a larger scale members could be worried about privacy expensive in the short run Conclusion minimize transaction time minimize fraud decrease long term losses give Wells Fargo a competitive edge $5.55 Billion in credit card fraud 10% of americans are victims of credit card fraud 7% of Americans are victims of ATM fraud biometric identifications are the most reliable method for retrieving data competitive edge inexpensive in the long run The objective of our project is to evaluate the current banking system and make it more efficient as well as safer through IT Our goal is to replace card and ID with fingerprint scanners Increase customer satisfaction by speeding up transaction time Lower the risk of fraud due to stolen atm and debit card PIN numbers TIMELINE OBJECTIVES and GOALS Fingerprint Scanning Bank Security April 28th Send Out Informative via Email to Wells Fargo Bank Member May 1st Set Up Fingerprint Scanners May 2nd Start Linking Customers Information to Fingerprints May 16th Start Using Fingerprints without ID May 30th Begin Using Fingerprints Only to Identify Members June 13th Major Adjustments Customer surveys to keep system up to date Address customer complaints Try to work out any major issues within the first month before we release it to all the branches started using fingerprint scanning in 2011 cut waiting time back 75% reduced labor hours reduced membership fraud almost completely Cost: we will be purchasing the DigitalPersona U 4500 Fingerprint Reader - USB - Each one will cost roughly $80 the total cost for this branch will be $1,200 24 HR Fitness PROS peak hours at a bank are between 11am and 1pm timed how long it took customers to get through the line and finish transaction average 6.5 minutes just to get throught the line 10 to 15 total FRAUD RESEARCH MAINTENANCE PROS & CONS RESEARCH CONS

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