EDU 104.11: UNDERSTANDING THE DISCIPLINE OF ENGLISH EDUCATION
Module 5 - Educational
Objectives Of Teaching English
1.1.Aims and Objectives of Teaching English at Different School
Levels
1.2.Curricular Objectives Instructional
Objectives Specifications and Competencies
1.3.Learning Taxonomy-B.S. Bloom, Dave and Simpson (revised
taxonomy)- Implications in classroom.
1.4.Objective Based Instruction , and Objective Based
Evaluation
1.5.Competency Based Instruction and Competency Based
Evaluation
1.6. Tri-polar relationship- Objective, Learning Activity
Evaluation
1.AIMS AND OBJECTIVES
Any
sensible activity is aimed at something. Education too is a process
and hence has to define its goals.The engineer or a carpenter or a doctor has
his goals while he is engaged in his works. He plans hs work in advance ,
selects his materials and tools and make periodic assessments in order to
attain his final goal. Education is no way different.
The
ultimate goal of education is all round development of the personality of the
child. The process of education never ends.
The educational
process helps to achieve certain immediate goals , which take us
neare and nearer to the ultimate goal. These Immediate goals , are
known as Objectives. An Objective is a specific and
immediate goal attainable as aresult of classroom teaching.
Aims are
broad goals of education which may not be achieved in the
classroom.
If education imparted
is effective then the student will become different from the way he did before
going to school. He knows and understands something which he did not before. It
is thus a process of bringing about changes in the behaviour of
students in knowing, thinking , feeling doing etc.
Attempts
to bring about psychological orientation through instruction have yielded new
systems of analysis of the learning process. Pupils have to be taught the
abilities and skills by the teacher through the instructional procedures. In
essence the instructional objectives are abilities and skills acquired through
instruction for the performance of particular task.
The
objectives that can be acquired through the instruction of a particular subject
are called ‘Instructional Objectives’.
Each
objective, when fulfilled will create a behavioural change and an ability in
the pupil. This ability which is attainable observable and
measurable is termed ‘specification’(learning Outcome).
Education
thus becomes a designed process of behavioural change. And by behavioural
change we mean ‘desired behavioural change as decided by the socity’.
Every
child enters a class with certain skills and abilities at varying
degree. It is called the ‘Entry Behaviour’ or ‘behaviour at the time of
entrance’. Behavioural change can happen with out school or college.
But many of the natural changes are not desired by the society.
Stating the objectives
clearly is the first essential step in education. Teachers have to decide in
advance which changes they want to bring about while handling a certain
subject. An objective must be formulated in terms of change in the pupil. It
must specify the content area or area in which this is
expected to come about.
English
being a skill subject, the objectives and specifications of it will be little
different from those of other subjects.The objectives of
different subjects contribute the final attainment in the goal of
education. Objectives of each subject should be specifically stated for each
level. There must be year-wise, unit-wise, and
period-wise objectives.
2.BLOOMS TAXONOMY OF
EDUCATIONAL OBJECTIVES
Taxonomy
Of Educational Objectives: By Benjamin S. Bloom is the
book intented to provide the classification of the goals of the educational
system which is expected to be a general help to all teachers administrators,
professionals , specialists and the research workers, who,deals with curricular
or educational problems.
Dr.Benjamin
Bloom and his associates made an elaborate analysis of the educational
objectives and their specifications. They arrived at a taxonomy or
classification of educational objectives. This is but an analysis of the growth
of the mind. The mind as we know has three domains:
1)Cognitive domain(
Knowing field)
2)Affective domain
(Feeling field)
3)Psycho motor
domain(Doing field)
The term ‘Cognitive’
is used to include activities such as remembering, and recaliing knowledge,
thinking and problem solving. ‘Affective’ is used to include
activities such as organizing, characterizing, appreciating, developing proper
attitudes, interest and values. ‘Psycho motor’ is used to include
any muscular activities with mental acts such as writing,
drawing and dissecting.
The
objectives of Cognitive domain are:
1)Knowledge
2) Understanding
3)Application
4)Analysis
5)Synthesis
6)Evaluation
The
objectives of Affective domain are:
1)Receiving
2)Responding
3)Valuing
4) Organisation
5)Characterisation
The
objectives of Psycho motor domain are:
1)Imitation,
2)Manipulation,
3) Precision,
4) Articulation,
5)Naturalisation
Teaching
is aimed at bringing about the desired change in any of these three
areas. But almost 98% of the teaching learning process and evaluation is done
in the first area(Cognitive domain). The last is the least cared area , the
neglected one.
There
is a hierarchical growth in the taxonomy of objectives. No Understanding is
possible with Knowledge. Likewise application includes both Knowledge and
Understanding.
Cognitive |
Affective |
Psychomotor |
||
knowledge |
attitude |
skills |
||
1. Recall data |
1. Receive
(awareness) |
1. Imitation (copy) |
||
2. Understand |
2. Respond (react) |
2. Manipulation
(follow instructions) |
||
3. Apply (use) |
3. Value (understand
and act) |
3. Develop Precision |
||
4. Analyse (structure/elements) |
4. Organise personal
value system |
4. Articulation
(combine, integrate related skills) |
||
5. Synthesize
(create/build) |
5. Internalize value
system (adopt behaviour) |
5. Naturalization
(automate, become expert) |
||
6. Evaluate (assess,
judge in relational terms) |
DAVE AND SIMPSON
(REVISED TAXONOMY)
Various
people suggested detail for the third 'Psychomotor
Domain', which explains why this domain detail varies in different
representations of the complete Bloom Taxonomy. The three most popularly
referenced versions of the Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson (1966/72),
and AJ Harrow (1972).
As such 'Bloom's
Taxonomy' describes the three-domain structure, within which the detail may
vary, especially for the third domain.
Various people have
since built on Bloom's work, notably in
Various
people have since built on Bloom's work, notably in the third domain, the
'psychomotor' or skills, which Bloom originally identified in a broad sense,
but which he never fully detailed. This was apparently because Bloom and his
colleagues felt that the academic environment held insufficient expertise to
analyse and create a suitable reliable structure for the physical ability
'Psychomotor' domain. While this might seem strange, such caution is not
uncommon among expert and highly specialised academics - they strive for
accuracy as well as innovation. In Bloom's case it is as well that he left a
few gaps for others to complete the detail; the model seems to have benefited
from having several different contributors fill in the detail over the years, such
as Anderson, Krathwhol, Masia, Simpson, Harrow and Dave (these last three
having each developed versions of the third 'Psychomotor' domain).
psychomotor domain
(dave) |
||||
level |
category or 'level' |
behaviour
descriptions |
examples of activity
or demonstration and evidence to be measured |
'key words' (verbs
which describe the activity to be trained or measured at each level) |
1 |
Imitation |
copy action of
another; observe and replicate |
watch teacher or
trainer and repeat action, process or activity |
copy, follow,
replicate, repeat, adhere |
2 |
Manipulation |
reproduce activity
from instruction or memory |
carry out task from
written or verbal instruction |
re-create, build,
perform, execute, implement |
3 |
Precision |
execute skill
reliably, independent of help |
perform a task or
activity with expertise and to high quality without assistance or
instruction; able to demonstrate an activity to other learners |
demonstrate,
complete, show, perfect, calibrate, control, |
4 |
Articulation |
adapt and integrate expertise
to satisfy a non-standard objective |
relate and combine
associated activities to develop methods to meet varying, novel requirements |
construct, solve,
combine, coordinate, integrate, adapt, develop, formulate, modify, master |
5 |
Naturalization |
automated,
unconscious mastery of activity and related skills at strategic level |
define aim, approach
and strategy for use of activities to meet strategic need |
design, specify,
manage, invent, project-manage |
In
each of the three domains Bloom's Taxonomy is based on the premise that the
categories are ordered in degree of difficulty. An important premise of
Bloom's Taxonomy is that each category (or 'level') must be mastered before
progressing to the next. As such the categories within each domain are
levels of learning development, and these levels increase in difficulty.
BLOOM'S TAXONOMY
OVERVIEW
Note
also that the Psychomotor Domain featured above is based on the domain detail
established by RH Dave (who was a student of Bloom) in 1967 (conference paper)
and 1970 (book). The Dave model is the simplest and generally easiest to apply
in the corporate development environment. Alternative Psychomotor Domains
structures have been suggested by others, notably Harrow and Simpson's models detailed below. I
urge you explore the Simpson and Harrow Psychomotor Domain alternatives -
especially for the development of children and young people, and for developing
skills in adults that take people out of their comfort zones. This is because
the Simpson and Harrow models offer different emotional perspectives and
advantages, which are useful for certain learning situations, and which do not
appear so obviously in the structure of the Dave model.
3. bloom's taxonomy -
psychomotor domain - (physical - skills - 'do')
The
Psychomotor Domain was ostensibly established to address skills development
relating to manual tasks and physical movement, however it also concerns and
covers modern day business and social skills such as communications and
operation IT equipment, for example telephone and keyboard skills, or public
speaking. Thus, 'motor' skills extend beyond the originally traditionally
imagined manual and physical skills, so always consider using this domain, even
if you think your environment is covered adequately by the Cognitive and
Affective Domains. Whatever the training situation, it is likely that the
Psychomotor Domain is significant. The Dave version of the Psychomotor Domain
is featured most prominently here because in my view it is the most relevant
and helpful for work- and life-related development, although the Psychomotor
Domains suggested by Simpson and Harrow are more relevant and helpful for
certain types of adult training and development, as well as the teaching and
development of young people and children, so do explore them all. Each has its
uses and advantages.
dave's psychomotor
domain taxonomy
Based on RH Dave's
version of the Psychomotor Domain ('Developing and Writing Behavioral
Objectives', 1970. The theory was first presented at a Berlin conference 1967,
hence you may see Dave's model attributed to 1967 or 1970).
It
is also useful to refer to the 'Conscious Competence' model, which arguably
overlays, and is a particularly helpful perspective for explaining and
representing the 'Psychomotor' domain, and notably Dave's version. (The
'Conscious Competence' model also provides a helpful perspective for the other
two domains - Cognitive and Affective, and for the alternative Psychomotor
Domains suggested by Harrow and Simpson below.)
ALTERNATIVE
PSYCHOMOTOR DOMAIN TAXONOMY VERSIONS
Dave's
Psychomotor Domain above is probably the most commonly referenced and used
psychomotor domain interpretation. There are certainly two others; Simpson's,
and Harrow's.Certainly each is different
and has a different use. Dave model is adequate and appropriate for most adult
training in the workplace.
For
young children, or for adults learning entirely new and challenging physical
skills (which may require some additional attention to awareness and
perception, and mental preparation), or for anyone learning skills which
involve expression of feeling and emotion, then the Simpson or Harrow models
can be more useful because they more specifically address these issues.
EDUCATIONAL IMPLICATIONS
Bloom's
Taxonomy has therefore since 1956 provided a basis for ideas which have been
used (and developed) around the world by academics, educators, teachers and
trainers, for the preparation of learning evaluation materials, and also
provided the platform for the complete 'Bloom's Taxonomy' (including the detail
for the third 'Psychomotor Domain') as we see it today. Collectively these
concepts which make up the whole Bloom Taxonomy continue to be useful and very relevant
to the planning and design of: school, college and university education, adult
and corporate training courses, teaching and lesson plans, and learning
materials; they also serve as a template for the evaluation of: training,
teaching, learning and development, within every aspect of education and
industry.
If
you are involved in the design, delivery or evaluation of teaching, training,
courses, learning and lesson plans, you should find Bloom's Taxonomy useful, as
a template, framework or simple checklist to ensure you are using the most
appropriate type of training or learning in order to develop the capabilities
required or wanted. Training or
learning design and evaluation need not cover all aspects of the Taxonomy -
just make sure there is coverage of the aspects that are appropriate.
3.OBJECTIVE BASED
INSTRUCTION
Objectives
are immediate goals attainable through instructions. An objective is a level of
mental growth which the teacher expects the learner to reach through learning
activities. The child who has achieved objectives will be different
from the child who has not achieved them. It shows a change in the
behaviour of the child.
If
acquisition of the Knowledge was the objective of
the teacher in teaching a topic , the pupil attaining it will show specific
behavioural changes. They are able to Recall thefacts,
terms, principles etc. in that topic. They may also be able to Recognize them.
Here recalling and recognition are the two observable and measurable
behavioural changes or specifications which indicates that the pupils have
attained the objective of acquiring Knowledge.
The
objectives are not directly measurable and observable. But the evidence of its
attainment are collected through their specifications or learning outcomes or
behavioural change.(It is from the level of the expansion of the mercury column
that we measure temperature, and not directly.)
When
the Knowledge becomes the parts and parcel of a child we say that he has
understood it. Citing principles,Ilustrationg, Comparing ,
Generalizing, Classifying, Identifying relationships, Locatingetc. are some
of the specifications of the objectives Understanding(Comprehension).
One may bear in mind
the following points while formulating educational objectives.
1)The objective should
be clear and specific.
2)It should state one
activity or skill at a time.
3) It should be stated
in terms of the learner.
4)It should be stated
in full sentence.
5)It should have two
parts : a)The Modification Part (type of change)
b)The Content Part
(The changed area).For example: Objective: The pupil develops understanding of
the new structure ‘passive voice’ and the new words’rashness’ and ‘offer’.
Here ‘develops understanding’ is the modification part. And the structure and
the new words are the content part. The modification part describes the type of
change to be effected. The content part describes the area in which the change
is decided to be brought about.
4.COMPETENCY BASED
INSTRUCTION
Specification
or behaviouarl modification due to the instruction is also
known as Learning Outcomes or Competency Statements. COMPETENCY
STATEMENTS/SPECIFICATION OF VARIOUS DISCOURSES should
be learned for effective teaching learning process.
AIMS AND OBJECTIVES OF
TEACHING ENGLISH AT SECONDARY LEVELS IN INDIA
Aims of
Teaching and Learning English in Indian Schools.
Aim
is the long term goal achieved over a considerable period of time or at a
particular level. Aims of teaching English in India is mainly utilitarian. The
aim of teaching English in Indian schools at primary level is
to develop language proficiency. At Secondary
level Literary Development is also
added.
Objectives of Teaching
and Learning English in Indian Schools
The
objectives are the immediate goals, attainable due
to a specific instructional intervention.
Language is basically meant for communication and developing the four
fold communication skills –listening , speaking ,reading and writing are the
curricular objectives of teaching English at primary level.
The Four fold language
skills namely :
} 1.Listening
Skill
} 2.Speaking
Skill
} 3.Reading Skill
} 4.Writing
Skill
are
the primary /basic objectives of teaching English at school level.
} 5.Communication
Skills (BICS)
} 6.Reference
Skills,
} 7.Study
Skills
} 8.Literary
Skills(CALP)
are
the objectives added at advanced levels.
CURRICULAR OBJECTIVES
AND THEIR COMPETENCY STATEMENTS FOR TEACHING ENGLISH AT SENIOR LEVEL (SECONDARY
SCHOOLS)
1 .LISTENING
The learner:-
1)listens to the
instructions and directions given by the teacher and responds non-verbally and
verbally.
2)listens and responds
to English heard inside and outside of the classroom in the form of
a)instructions)directions c)commentaries d) announcements e) news f) speeches
g)description h) narrations etc. comprehends and responds.
3)guesses meanings of
unfamiliar words while listening to various discourses.
4)listens to
individual words and phrases spoken to get at right pronunciation and stress.
5)differentiates the
different kinds of tones such as rising tones , falling tone etc.
6)enjoys a few poems
recited aloud.
7)listens to recorded
form of discourses such as poems speeches etc.
8)listens to the
articles on different types of topics like geography, sports, science arts
etc.and grasps the terms and responds both in spoken and written form.
9)internalizes the
emotive and linguistic aspects of various forms of spoken communication.
10)participates in
quiz and similar language development activities to acquire the ability to
comprehend instantly.
11)listens to
discourses on cultural heritage and develops a patriotic attitude
12)develops a sense of
adventure scientific outlook perseverance etc. by listening to passages on
similar aspects.
13) get familiarized
with the intricacies of IT.
14)listens attentively
to get acquainted with asking pertinent questins.
15) acquires capacity
to maintain listening for a reasonable length of time.
2. SPEAKING
The learner:-
1)greets and wishes
others using appropriate language formulae in various situations.
2)responds to simple
questions and queries and asks questions.
3)tries to report
events, describes things places and incidents in meaningful phrases and
sentences.
4)narrates short
events in the right order /sequence.
5)describes processes
such as doing and experiments arranging a function preparing an object or
making a dish.
6)tries to pronounce
words , phrases and sentences intelligibly with proper stress, pauses and
intonation.
7) takes part in role
play, simulation, conversation, debate , discussion, seminars etc.
8)makes short speeches
on the topics given
9)uses appropriate
expressions in familiar social situations such as accepting an
informal invitation, giving instructions etc.
10)attends symposiums
on cultural heritage, IT, environmental science etc.
11)interacts with
people and develops ability to converse over the telephone.
12)simulates
adventure.
13) participates in
mock assembly and the like.
14)recites poems
emotively and paraphrases them.
3. READING
The learner:-
1)reads and
comprehends simple stories or write ups from books and periodicals.
2)reads newspapers
, books, journals, notices, brochures etc.
3)reads and
comprehends passages given in the course book with out the help of the teacher.
4)guesses the meanings
of unfamiliar words phrases and sentences while reading.
5)reads silently and
locates specific information
6)reads and infers
captions, posters, advertisements, cartoons etc. and interprets them.
7)reads words phrases
and sentences aloud with focus on correct pronunciation, stress, pause, and
intonation.
8)reads to know more
about the world by wide rading.
9)develops literary
skill and browsing.
10)reads and
understands articles on various topics
11)reads and
appreciates write up on national movement.
12)develops self
reading habits
13)acquires the
ability to to skim and scan
14)makes inferences
and predicts outcomes
15)forms the habit of
reading for pleasure and information.
16)decodes of
information from the given text.
4) WRITING
The learner:-
1)learns to write
notes and diaries
2)writes lists of
things needed for a function - category wise.
3)prepares wall
magazine and manuscript magazines.
4)prepares questions
on a given passage.
5)rearranges given
sentences in logical sequences.
6)writes greetings,
congratulation, letters, and simple stories
7)rewrite stories in
own words giving appropriate titles.
8)writes parallel
lines of the poems the learner likes.
9)writes short
dialogues based on reading passages.
10)improves beauty and
legibility of her hand by copying model writing.
11)transforms the
theme of poems to stories
12)attempts journalistic
writings
13)writes about
picnics/excursions
14)writes simple
poems/plays.
15)composes articles
on adventure.
16)edits articles on
various topics.
17)paraphrases
classical writing
18)writes formal
letters on various areas
19)prepares précis of
a given passage.
20)acquires the
ability to make notes, take notes and summarize.
21)transforms
information from one mode to various other modes
22)masters the
mechanics of writing including the use of punctuation.
23)writes neatly and
legibly with reasonable speed.
24)translates a text
in the mother tongue to English.
5) COMMUNICATION
The learner:-
1)uses appropriate
language formulae in real life situations for effective communication.
2)uses different
levels of politeness to suit different social situations.
3)takes part actively
in conversations in different situations.
4)enjoys communicating
in English.
5)responds effectively
using advanced communication devices.
6)familiar himself
with various kinds of dialogues and skits.
7)gives proper and
accurate interpersonal communications.
8)develops the ability
to role play.
9)develops the ability
to initiate a dialogue.
10)dramatizes a given
skit.
11)gets familiarized
with various types of social English.
12)Improves
grammatical accuracy
13)develops the ability
to improve pronunciation.
14)develops the
ability to supplement a talk.
6. STUDY SKILLS
The learner:-
1)develops the habit
of referring to:
a)dictionary,
b)thesaurus
c)telephone directory
d)encyclopedia
e)quiz books
f)year books
g)Guinnesss book of
world records
h)map and atlas
i)index of books
2) develops the
ability to browse to get the desired information from CDs and internet.
The learner:
3)reads the passage
and makes notes on it.
4)transfers the
information from the text to other forms
5)expands the notes
already prepared in to a discourses
6)gathers information
from table, maps, price, lists etc.
7)takes notes and
makes notes front reference material.
8)prepares a mini
dictionary(meaning & usages)
9)prepares an
encyclopedia containing details of authors, geographical regions, names of
works etc.
7. LITERARY
SKILL
The learner:-
1) Reads
the poem effectively
2) recites
the poem with correct emotion and understanding
3) reads
the poem with enjoyment
4) enjoys
the music aspects of th epoem
5) locates
word pictures and figures of speech in the poem
6) memorizes
beautiful lines from the poem
7) quotes
parallel lines from English and mothertongue.
8) Reads
extra books in English
9) Reads
newspapers and magazines in English
10)Listens
to broadcast in English
11)Takes
part in speeches , debates, dramatics etc. in English
12)Collects
memorable quotations and beautiful poems
13 )Writes
creative articles in English
CONTENT SPECIFICATION
: DISCOURSES
1.Poems
and songs
2.Speech
3.Narratives
4.Essay
5.Letters
6.Diary
and Travelogue
7.Review
8.Conversation
9.report
10.Notice,
Poster, Sign and Brochure
11.Commentaries
and Announcements
12.Joke,Puzzle,
Riddle.
COMPETENCY-BASED
LEARNING
Competency-based
learning or Competency
Based Education and Training is an approach to teaching and learning more often
used in learning concrete skills than abstract learning. It differs from other
non-related approaches in that the unit of learning is extremely fine grained.
Rather than a course or a module every individual skill/learning outcome, known
as a competency, is one single unit. Learners work on one competency at a time,
which is likely a small component of a larger learning goal. The student is
evaluated on the individual competency, and only once they have mastered it do
they move on to others. After that, higher or more complex competencies are learned
to a degree of mastery and isolated from other topics. Another common component
of Competency-based learning is the ability to skip learning modules entirely
if the learner can demonstrate they already have mastery. That can be done
either through prior learning assessment or formative testing.
For example, people
learning to drive manual transmission might first have to demonstrate their
mastery of "rules of the road", safety, defensive driving, parallel
parking etc. Then they may focus on two independent competencies: "using
the clutch, brake with right foot" and "shifting up and down through
the gears". Once the learners have demonstrated they are comfortable with
those two skills the next, over-arching skill might be "finding first:
from full stop to a slow roll" followed by "sudden stops",
"shifting up" and "down shifting". Because this is kinetic
learning the instructor likely would demonstrate the individual skill a few
times then the student would perform guided practice followed by independent
practice until they can demonstrate their mastery.
Competency-based
learning is learner‑focused and works naturally with independent study and with
the instructor in the role of facilitator. Learners often find different
individual skills more difficult than others. This learning method allows a
student to learn those individual skills they find challenging at their own
pace, practising and refining as much as they like. Then, they can move rapidly
through other skills to which they are more adept.
Most other learning
methods use summative testing, competency-based learning requires mastery of
every individual learning outcome making it very well suited to learning
credentials in which safety is an issue.
What it means to have
mastered a competency depends on the learning domain (subject matter). In
subject matter that could effect safety, it would be usual to expect complete
learning that can be repeated every time. In abstract learning, such as
algebra, the learner may only have to demonstrate that they identify an
appropriate formula, for example, 4 of 5 times since when using that skill in
the next competency, resolving a formula, will usually allow opportunity the
learner to discover and correct their mistakes.
It is important to
understand that this learning methodology is common in many kinetic and/or
skills based learning, but is also sometime applied to abstract and/or academic
learning for students who find themselves out-of-step with their grade, course
or program of study.
Competency based
learning is an educational technique that can be applied in many fields and
learning environments. It is an area of pedagogical research and is not
adequately understood in one, single learning domain,
The rest of this article
focuses one application of competency-based learning in corporate environments
and is heavily weighted to a Human Resources perspective.
Once organizations have
used a competency dictionary to define the
competency requirements for groups, areas, or the whole organization, it
becomes possible to develop learning strategies targeted to close major gaps in
organizational competencies and to focus learning plans on the business goals
and strategic direction for the organization.
Best practices
Competency profiles
assist in effective learning and development by identifying the behaviours,
knowledge, skills and abilities that are necessary for successful performance
in a job. Employees can assess their competencies against those required for
their own job, or for another job in which they are interested, and then take
steps to acquire or improve any necessary competencies.
Competencies support
learning by:
· Focusing
learning on the critical competencies needed for success in the job and
organization
· Providing
standards for measuring employee performance and capabilities
· Providing
the framework for identifying learning options/curriculum/programs to meet
employee and organizational needs
· Supporting
effective forecasting of organizational, as well as project-related learning
requirements
· Providing
standards for determining how well learning has occurred, both at the
individual and organizational level
Some of the common
benchmark competency-based practices in learning and development are:
Assessments against
competencies –
Once the competencies have been defined for particular job / roles, it becomes
possible for employees and others to assess the employee’s competencies against
those required for current or future roles within the organization. This
assessment can occur in the following ways:
Self-assessment – Typically, the
behavioral indicators for the competencies and proficiency levels needed within
the target role / job are used as the standard for assessing the performance of
the employee using a common rating scale (e.g., five-point scales from Never to
Always) for assessing each indicator. The results are compiled and a report is
provided that includes the results for all competencies, highlighting both
employee strengths as well as competencies requiring improvement. This
information can then be used to support the development of an individual
learning plan (see below).
Multi-source / 360 – Multi-source or
360 feedback is similar to the self-assessment process except there is more
than one evaluator. The process includes at a minimum the employee and their
supervisor, and can include others with whom the employee interacts within the
workplace (e.g., peers, team members, clients both within and outside the
organization, reporting employees; etc.). Once again, a report is prepared on
the feedback reults to allow the employee, supervisor and / or others (e.g.,
coach / mentor; learning advisor; etc.) to target learning and development
efforts to the particular employee’s needs.
Assessment through other
methods – Competency
assessments can be accomplished through a wide variety of other methods,
including those typically used in a selection process (see Recruitment &
Selection section), such as: competency-based behavioural interviews;
in-baskets; role-plays and simulations; track record / portfolio reviews; etc.
As well, formalized assessment is often included as a component of employee
development programs for the purpose of assessing the employee’s base skills /
competencies going into the program, progress in development at any point, as
well as level of success at the end of the program.
Individual learning
plans – Once employee
strengths and areas for development have been defined, it becomes possible to
develop individual learning plans targeted to particular learning needs. At a
minimum, tools to support this process include a set of instructions or guide
for completing a learning plan as well as a standard learning plan form.
Learning resources
catalogued by competency – Organizations often support employee learning by providing
a catalogue of learning options organized by competencies, often incorporating
a variety of learning options, such as: on-the-job assignments / activities;
books and written reference material; courses / workshops / conferences; videos
/ DVDs; e-learning; etc. This information is often delivered via internet or
intranet with links to other sites for additional information or course
registration.
Aggregate reports on
organizational gaps in competencies – Individual gaps in competency
requirements can be consolidated into group reports, and decisions can be made
on the best strategies for closing the organizational gaps in the most fiscally
prudent and cost-effective manner
Program design /
development –
Having defined the competencies and behaviours required for success in a
particular role it becomes possible to target the design of curriculum and
development programs to address these requirements.
Learning evaluation /
validation – Competencies
that have been identified for roles within the organization can serve as the
standards or criteria for determining the level of success of learning
interventions.
What Is
Competency-based Education?
Competency-based
education is training that is focused on outcomes. Curriculum is developed to
help learners achieve defined competencies. In competency-based graduate
medical education, curriculum is built aroundACGME competencies. Competency statements can be used as
milestones or benchmarks to assess the progress of residents through training,
with the ultimate goal of assuring the public that graduates have the
knowledge, skills, and abilities required to perform their roles in
society.
Competency assessment
embraces the notion that capabilities of learners have to be
measured, rather
than assuming the attainment of competence is an inherent part of
the training process. A training program, when functioning well, is
a coherent, purposeful, integrated design and delivery of managed learning that
enables learners to become competent and capable
practioners.
Competency based
education (CBE) is not new. The concept has been around since the 1960s. CBE
simply means defining what the student will learn at the unit, course and
program level. What is new, in education, is decoupling what the student will
learn from the required amount of time in classroom (seat-time), in either the
semester (usually 15 weeks) or quarter (12 weeks) systems. Competency based
education allows the student to learn the material at his/her own pace.
What Does Competency Based Education (CBE)
Mean?
The most comprehensive
definition of Competency Based Education (CBE) is: outcome-based instruction
that is adaptive to the changing needs of students, teachers, and the
community. Competencies describe the student’s ability to apply basic
and other skills in situations that are commonly encountered in everyday life.
Thus CBE is based on a set of outcomes that are derived from an analysis of
tasks typically required of students in life role situations.
Design Principle
1: Students Advance
upon Demonstrated Mastery
2: Explicit and
Measurable Learning Objectives Empower Students
3: Assessment Is
Meaningful and a Positive Learning Experience for Students
4: Students Receive
Rapid, Differentiated Support
5: Learning Outcomes
Emphasize Include Application and Creation of Knowledge
What Are the
Characteristics of a Highly Effective Assessment Program?
Educators who have
been involved in assessment will acknowledge that more and more focus has been
put on measuring what the student is learning (learning outcomes), finding
effective ways of measuring this learning, and documenting the student’s
progress towards learning.
An assessment program
should:
· Help
focus the attention of both teachers and learners on the program’s evaluation
objectives
· Provide
frequent, ongoing formative feedback (assessment for learning).
· Enable
trustworthy and defensible summative decisions (assessment of learning) to
identify when remediation is required or when continuation in the program is an
issue.
· Be
feasible. This implies preceptors and residents find the tools easy to use and
the cost is reasonable.
· Be
an effective way to engage preceptors. When preceptors become confident with
the assessment process they are expected to use, they'll become more
enthusiastic teachers.
· Provide
residents with ample opportunity to practice guided self-assessment. Resident participation
with properly designed assessment tools can shape attitudes and skills about
career-long guided self-assessment.
n assessment program
should:
Merits of Competency-Based
Learning or Personalized Learning
Transitioning away from
seat time, in favor of a structure that creates flexibility, allows students to
progress as they demonstrate mastery of academic content, regardless of time,
place, or pace of learning. Competency-based strategies provide flexibility in
the way that credit can be earned or awarded, and provide students with
personalized learning opportunities. These strategies include online and
blended learning, dual enrollment and early college high schools, project-based
and community-based learning, and credit recovery, among others. This type of
learning leads to better student engagement because the content is relevant to
each student and tailored to their unique needs. It also leads to better
student outcomes because the pace of learning is customized to each student.
By enabling students to
master skills at their own pace, competency-based learning systems help to save
both time and money. Depending on the strategy pursued, competency-based
systems also create multiple pathways to graduation, make better use of technology,
support new staffing patterns that utilize teacher skills and interests
differently, take advantage of learning opportunities outside of school hours
and walls, and help identify opportunities to target interventions to meet the
specific learning needs of students. Each of these presents an opportunity to
achieve greater efficiency and increase productivity.
TRI-POLAR
RELATIONSHIP- OBJECTIVE, LEARNING ACTIVITY EVALUATION
Learning As
Pupil Activity
The
Education is the sum total of all the experiences
gained by a child. The educational outcome, growth and development is the
result of gaining experiences which is but the result of action and reaction of
the individual with the environment. It is the duty of the teacher to provide
learning experiences which will result in the development of the ability for
adjustment or growth.
A
good teacher should provide learning experiences suitable for each pupil. The
learning experience provided should cater the needs of the average,
below average and gifted. It should be with in the reach of the students.
Learning experiences should be based on a well defined objectives or
behavioural changes that are expected to be brought about. There should be
continuity in learning experiences because development of
certain behavioural changes require constant practice and this should be
given through recurrence of similar experiences.
There
are as many ways of teaching as there are teachers. And therefore to provide a
fixed prescription of learning experience should be unsound . Teaching is more
than an art. And a resourceful teacher will have many different approaches
while planning learning experiences , the general principles given are only
guidelines.
The
correct type of learning takes place only through appropriate experiences which
in turn depends very much up on situations and environment created by the
teacher , to which the learner acts and react. This interaction of the learner
and situation results in learning. Active participation on the part of the
child is a prerequisite here. The learner is exposed to asituation and his
reaction to it results in learning. The teacher can provide an educational
experience through setting up an environment and structuring the situations so
as to stimulate the desired type of interactions in the
learner.
Steps involved in
Teaching
Important
Steps of Teaching are: a) Planning
,b)teaching/Learning Experience c) Evaluation. Even though for
convenience the education is split up into three steps : 1) Formulation of
Objectives 2)Providing learning Experiences and3) Evaluation , they are
actually interdependent and measurable. This interdependence is generally
represented in a triangle :-
OBJECTIVES
LEARNING
EXPERIENCE EVALAUTION
OBJECTIVE BASED
INSTRUCTION
The
instruction which is aimed to attain the predetermined objectives is called
Objective based Instruction . An instructional objective is a specific and
immediate goal attainable as a result of instruction. Instructional
objective serve as a guide for both teaching and evaluation
Formulation
of objectives and defining them in
terms of the kind of behaviours involved and the content with which
the behavior deals. It should be stated in terms of the learner as the
learner is the pivot of the learning process. The
next step is the organization of subject matter . The content area should be
split up in to convenient units. Thinking out and structuring the leraning
situations desirable to evoke a proper kind of reaction on the part of the
learner is the next important step of this process. The maximum pupil
participation should be ensured.
OBJECTIVE BASED
EVALUATION
The
teacher has to make periodic assessment of the behavioural changes brought as a
result of instruction. (As a doctor tests the effect of the medicine given). He
has to test the effectiveness of the teaching. It helps for self criticism, and
enables the teacher to go on with or change his method. The teacher can see how
far the teaching activities have been successful for the attainment of the
predetermined objectives or goals. This process of judgment will help the
teacher to improve his method sof teaching as well as to see the practicability
of attaining the objectives.
Thus
a good teacher always evaluates along with the teaching. Testing or
evaluation goes side by side with the teaching or learning experiences. The
evaluation is also based on objectives.
UNIT QUESTIONS
1. What
do you mean by aims, objectives and specifications.
2. What
is objective based Instruction?
3. Prepare
a short note on Blooms Taxonomy of Educational Objectives.
4. What are
the aims and objectives of teaching English at junior and senior
level.
5. List
the competency statements of any of the curricular objectives of teaching
English at secondary level.
************
References
1.
Gene E. Hall (1976) Competency-based Education: A Process for the Improvement
of Education: Prentice-Hall
2.
John Burke (1989) Competency Based Education and Training: Routledge
3. Eraut M. Developing
Professional Knowledge and Competence. London, Falmer Press, 1994
4. http://www.stfm.org/RCtoolkit/CBE.cfm