MODULE I EDUCATIONAL OBJECTIVES OF TEACHING ENGLISH 204

Module 1    

EDUCATIONAL OBJECTIVES OF TEACHING ENGLISH

Contents

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 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).

Refresh your understanding of where the Psychomotor Domain fits into the Bloom Taxonomy overview.

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, Locating etc. 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.

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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