Internet Learning Volume 3, Number 1, Spring 2014 | Page 12

Collaborating with Faculty to Compose Objectives
This practice (of which I’m guilty)
presents a number of problems. First, without
additional guidance, the list of objectives
that is returned often doesn’t mirror
the planned (or existing) assessment instruments.
For example, “Describe how controversies
over constitutional issues shape
much of the content of American politics”
cannot be assessed using a multiple choice
exam. Second, the level of cognitive complexity
implied by the objective doesn’t
match the complexity of instructional content
itself (“Evaluate the 50 state capitals”
is an example). In some cases, verbs from
these lists are chosen seemingly randomly.
Clearly, another approach – one that
involves a more meaningful collaborative
conversation – is necessary. This alternative
approach excludes Bloom’s Taxonomy altogether
and starts with a conversation about
the goals of the course and also provides a
clear connection to the standards set forth
by the QM rubric. Dick, Carey, and Carey
(2009) describe two types of objectives: terminal
objectives and enabling objectives.
Terminal objectives are those skills that a
learner will be able to perform once an entire
unit or course is complete. Enabling
objectives are subordinate to the terminal
objectives; that is, achievement of a terminal
objective is impossible without achievement
of the enabling objectives.
In QM language, the terminal objectives
translate to the course-level objectives,
and the enabling objectives translate
to the module- or unit-level objectives. An
example may assist in illustration. Let us
consider an overly simple course: “Foundations
of Peanut Butter and Jelly Sandwiches.”
The terminal objectives of this course
are:
Upon completion of this course,
students will be able to:
• Select appropriate ingredients for a
peanut butter and jelly sandwich.
• Assemble a peanut butter and jelly
sandwich.
• Consume a peanut butter and jelly
sandwich.
• Properly dispose of sandwich remains.
These terminal objectives, for
the sake of QM compliance, become the
course-level objectives. Each of these objectives
have enabling objectives, or module/unit-level
objectives. For example, the
enabling objectives for the first terminal
objective (“select appropriate ingredients”)
are as follows:
• Differentiate between different types of
breads.
• Identify types of jellies and jams, including
flavors appropriate for PB&J
sandwiches.
• List the features of the different varieties
of peanut butter.
• Describe accommodations for those
with dietary preferences and/or restrictions.
It is also possible (and likely) that
enabling objectives will have their own
subordinate enabling objectives. For example,
in order to “Describe accommodations
for those with dietary preferences and/or
restrictions,” students must be able to:
• Explain the purpose of gluten-free
bread.
• Explain the purpose of low-sugar jelly.
All of these enabling objectives become
the module- or unit-level objectives,
and can also aid in informing the organization
of instructional content within
a course. Skills that are necessary to perform
the enabling objectives but will not
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