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Outcomes, Competencies, Objectives and Technology Integration

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Author:
Jody Waltman

In this lesson, students develop an outcome, objective, and competency including content and technology standards. In addition, students determine how to measure the developed objective and competency.

Tutorial

In this tutorial, we'll review the terms outcomes, objectives, and competencies, and you'll learn how to write technology-related outcomes, objectives, and competencies. Then we'll look at how to align these statements to the standards. Let's get started.

Let's begin by reviewing the terms outcomes, objectives, and competencies. An outcome is a statement that indicates what students should know and what students should be able to do. An outcome is a long-term goal, usually written at the unit or course level. Objectives, on the other hand, are shorter-term goals, often written at the lesson level. Competencies are measurable skills that are related to learning goals.

Let's take a look at an example to guide us through the process of writing technology-related outcomes, objectives, and competencies. Let's begin with a Common Core math standard. Graph linear and quadratic functions and show intercepts, maxima, and minima. A technology-related outcome that would support this standard might read, students will use a graphing calculator app to graph and analyze quadratic equations. Remember that outcomes are longer-term goals. This is a skill that students would work on throughout the course of the unit.

Some related objectives might include, students will graph a quadratic equation in the graphing calculator app, students will use the graph of a quadratic equation to identify its vertex, and students will describe the graph of a quadratic equation using appropriate vocabulary. Remember that the objectives are the shorter-term goals. Together, these objectives help students make progress towards meeting the overall outcome.

Related competencies might include, students will correctly enter the equation of a quadratic function into the graphing calculator app, and students will identify the vertex of a quadratic function by examining its graph. These are smaller, measurable skills that help support student progress towards meeting both the objectives and the outcomes. Remember, when you're writing these competencies and objectives, use measurable, observable verbs from Bloom's Taxonomy. These learning goals must be measurable in order to be effective.

Now that we've written an outcome and some objectives and competencies related to the math content standard, let's align these learning goals to the ISTE Standards. Here are three technology standards that we might incorporate. ISTE Standard 1c asks students to use models and simulations to explore complex systems and issues. Using a graphing calculator or an online simulator can help students to explore quadratic functions and their parts.

ISTE Standard 1d asks students to identify trends and forecast possibilities. As students use technology to explore the parabolic functions, they can predict the effect on the graph when a particular change is applied to the function itself. And finally, ISTE Standard 4c asks students to collect and analyze data to identify solutions and/or make informed decisions. Students can track data as they are implementing these simulations and can use that data both to generalize and to help them solve more advanced problems.

To recap, the outcome, objectives, and competencies that we wrote all outlined specific skills and specific steps that students will take on their path to mastering the content of graphing linear and quadratic functions and showing their intercepts, maxima, and minima. Then we selected ISTE Standards that supported these endeavors as well.

In this tutorial, we reviewed outcomes, objectives, and competencies, and you learned how to write technology-related learning goals. Then we looked at how to align these learning goals to the ISTE standards as well. Here's a chance for you to stop and reflect. Select one of your upcoming lessons. Can you locate a few ISTE standards that might be related to what you're covering in that lesson?

For more information on how to apply what you learned in this video, please view the Additional Resources section that accompanies this video presentation. The Additional Resources section includes hyperlinks useful for applications of the course material, including a brief description of each resource. Thanks for watching. Have a great day.

(00:00 - 0:14) Introduction

(00:15 - 02:11) Review Outcomes, Competencies, and Objectives

(02:12 - 03:37) Aligning to Technology Standards

(03:38 - 03:50) Review

(03:51 - 04:20) Stop and Reflect

**Learning Design and Technology: Goals and Objectives**

This Michigan State University site teaches you how to write goals and objectives for your course. In addition, the site shows you how to measure the goals through assessment. Click on the link for a helpful pdf on writing objectives that you can use in your planning.

**http://learndat.tech.msu.edu/teach/goals-and-objectives**

**Center for Teaching and Learning: Learning Outcomes**

This University of Texas site provides an easy to follow, step-by-step approach to writing learning outcomes. Step 1 is on the first page of the site; to move to the next step, scroll to the bottom of the site.

**http://ctl.utexas.edu/teaching/course-design/learning-outcomes**