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ED 066 499

AUTHOR-

LiebermanItMarcus; And OthersTITLEIntermediate Larojuage Arts: Behaviora-1--Objectives andTeCt Items:INSTITUTIONInstitute for Educational Research, Downerti Grove,Ill.,

PbB DATE..11.

art.236p.4..,,

VAILA-BLE FROMfnstitute for Educational Research, 1 400 West Maple!Avenue, Downers Grove, Illinois 60515 ($8.00).

EDRS PRICE\ ME-80.65 HC-E9.87\DEsewmons\ *Behavioral Objectives; Curriculum Development;\*Elementary Grades; *Individualized Instruction;*Itei Banks; 7*Language'Arts; Program Evaluation

--SEA Title III; *Eviluation fcr IndiVidualizedinstruction R rojectDOCUMENT RESUME..

TM 001 9834

CO

I DENTIFIERS

ABSTRACT.

.ThObjective-Item Dank presented covers 16 sectionspf four subject ar as:in each of four grade levels. The four areasare: Language Arts,,Math, Social Studies, and Science. The four gradelevels are: Primary Intermediate, .3unitir High, and Hicjh School. TheObjective-Item Bank provides school administrators with an initialstarting point for c rriculum development and with the

.instrumentation for program evaluation, and offers a .mechanism toassist teachers in s ating more specifically the goals of theirinstructional progiamIn addition, it provides the means todetermine the extentwhich the objectives\ are accomplished. Thisdocument presepts the Objective item Bank for intermediate language\arts;(CK)

e CP` cr- 4:0

U.S. DEPARTMENT Of HEALTH,

EDUCATION II WELFARE

OFFICE OF EDUCATIONTHIi DOCUMENT HAS BEEN REPRD

DUCED EXACTLY AS RECEIVED FROM.

THE PERSDN OR ORGANIZATION ORIG-

INATING IT PDINTS OF VIEW OR OPINAIONS STATED DO NOT NECESSARILY REPRESENT DFFICIAL OFFICE OF EDUuJINTERMEDIATE LANGUAGE ARTS

BEHAVIORAL .011JECTIVES AND TEST ITENS

EVALUATION FOR INDIVIDUALIZED-1NSTRUCTION

CATION POSITION OR POLICY

A Thin HI ESEA prohsst

edmininsred by

Downers Grove, Illinois

School District 90

insene ice a suitthoid,

1400 West Maple Avenue

Downers Grow, Illinois 60515

Phone: 312-971-2040_a

13

Intermediate

Junior k

I NTERMEDI ATE

l:ANGUAGE' ARTS. .13E4JAVFORAL
.OBJ E CT I VES' ANDTESTI TEMS 4 by Dr. Marcus Lieberman, Director

Dr. Les Brown, Project Associate

.Mr. William Neidlinger, Project Assoc itite

Mrs. Linda Swansop, Project Associate

Evaluation for Individualized Instruction Project

AN ESEA TITLE III PROJECT

Adm in istereil

by

1Downes Grove Public School District 99

1 9 7 1

I.

BACKGROUND

BEHAVIORAL .OBJECTIVE - TEST ITEM BANK

The Evaluation 'for Individualized Instruction Project, an ESEA Title IILproject administered by the Downers Grove, Illinois, School District 99 , has developed an Objactive-Item Bank covering, sixteen sectors Of four subject areas in each of four grads levels.

Subject:Area

'LA

NASS.SC,

11 ,1201314 21

222324

31

323334.

41
43

Language Arts

MA Math SS

Social Studies

SC

Science1

gorimary 2

Intermediate

3JuniOr High

4High School

Nearly 5000 behavioral objectives and oifer 27,000 test items based on these 'objectives 'were recently pub4shed as the culmination of thie three-year project. The complete output of seventeen volumes totals over 4500 pages.

These pUbli-

cations have been reproduced by the Institute for Educational Research to make them available at cost to teachers and administrators. The objectives and items were written by over 300 elementary and secondary teachers, representing fOrty Chicago suburban school districts, who participated in. workshops of three to nine weeks duration throughout the project.

In..these

workshops they leirned to write effective behavioral objectives'and test based on the objectives. The results of. their work 'were edited for content and*c° measurement quality to compile the largest pool of objectives and test itemsever asSembled.

PRINCIPLES AND MERITS

Unfortunately, the Objective-Itemlank is ofteaviewed mainly.as a source of test. items. Although 'this is animportaat function,its greatestpotentialimpact. lies not in the availability.of a multitude of test iteesc'but rather in the ability of these items 'to measure carefully selected.educational 'goals.

The, alaost frenetic search for test items on the

part of.some educators has been spurred by the current emphasis on measurement.

Some educators:have become so

enamored with measurement that they'semi more. interested in Obtaining a numer- ical index than examining- what they are really*Tingto measure.Further, it is. 3. 3 o" a t. not:in:usual for teachers to speak about a child obtaining

a score'of.95%onparticular test.Frequently, they encounter considerable difficulty in inter-preting.the real meaning of a score and are content to just acCept its numeralvalue.A much 'more important question would seem to be:Mat are our .goals ofmeasurement?Unless we can answer/this question precisely, the only real pur-posit that testing serves is to gather data concerning pupils to facilitate themarking of report cards.This is it to say that this function is not legiti-mate - it is rather to say that such a view of measurement is much too constric-ting.The goal of measurement should be to proVide feedback both to the teacherand the child regarding the success or failure of the learning- experiences inrealising specifically stated objectives.-

...One ot the main .strengths of the Eli Objective and Item Bank is that all the itemsare directly tied to specifically stated objectiVes. ;Bach group of items isdesigned to measure 11 specific objective and therefore provides the means whereby-the teacher can obtain feedback on.the success pf the educational program.

It is° disheartening to observe so many districts attacking the, complex problem

-of curriculum development independently. / One cannot help reflecting on the.isamuilth duplication of efforts involved.The Objective-Item Bank offers a poisi-/ble alternative to this duplication.. Utilising its resources, the curriculum/committee is provided, with,30010 point of departure. .The efforts of ithree hundredteachers participating inithe Evaluation Project's workshops and the thoughts of

/forty districts can be evaluated and utilized.This is az, to suggest that any.set of objentives ,should be viewed as the "answer" to an individual district's

Icurricular problem. but rather the efforts 9f others offer/a Convenient point of /departure and may serve to .stimulate diverse opcnioris abott the direction ofcurricular thrust within the individual district.The words of Sir Isaac Newtonseem appropriate; "If I have :leen further, it .is by standing upon the shoulder

.of giants."The efforts of others, whether we consider them giant-like-or pygmyish,° do offer a throhold to view the immense, complicated problem of curriculardevelopment in botter-perspective.

The title of in article in a recent educational journal, "If You're Not SureMere You're .Going, You're Liable to End, up Someplace Else," succinctly describescontinuing dilemma inour educational system.The vagueness of Our-goals often.,promotes the idea.that "anything goes."Without a guiding beacon'many classroomsbecome activity-centwed rather\than goal-oriented.Meeeducator recently cos-parel the all-too-typical classroom with Henry Ford's observation 'concerning his-tory.He-defined history as, ".0ne damned thing after another."Is 'this true ofthe succession of activities within our classrooms? .Does--the teacher really knowthe educational purpose of each activity?Perhaps, even more importantly, do the'children know the purpose?,,,/

The0jective-ItemBank offers a mechanism to assist teachers in stating raPre.:.

speciAiCelly the.goals of their instructional program and .'further .provides themeans to' determine the extent to which the objectives are accomplished.

Thespecification-of. goals assists the .teacher in discovering whether favored activities advance learning, or are merely time fillers; whether they get the "mate-.riali" across, or are merely perfunctory exercises...

Much discussionhas beendevoted to the topic of"Ayindividualized instruction?" and occaaionally some dialogue heseven centered on theliaw"But an even more basic question is one that

Asoften ignored:-"Individualize01.?"

Pliny school districts mention their individualized programs, inreading or mathe- matics. What isindividualizedwithin these programs? Are certain skillsdoff.=nitely identified? Is the practice of pretesting to determine the child's levelof proficiency when he enters the-program a guideline? The Objective-Item Bank has two potential contributions to make to all school dis- trictsembarking on orpresentry engaged in individualized instruction.progrems. Thesecontributionsare:1. A group of well-specified objectives which couldfore the "what" of the progrsm. , 2. A set of items designed to provide informa- tion on the degree of mastery of the objective.

APPLICATIONS

AND TFMINIQUES

The versatility of the Objective-Item Bank is evident in the value and usability by both teachers and administrators..

To the Administration the Objective-IteM

Bank:

1.Provides an initial starting pointforcurriculum development.The

existence of many objectivesavoidsthe necessity of each district 'duplicating the efforts of another.

The task of the curriculum com-

mittee becomes oneof selecting and/or rejecting objectives from the Objective - Item°Bank and then supplementing them with objectives drieloped at the local level.

Past-participants of the Evaluation

Project workshops would be valuable resource people in this endeavor. 2. Provides the instrumentation for program evaluation.Tile selection of items from those oNectives representative of the main ymphases of the local district provides the frameworkrotthe evaluation of the stated goals.

To the.Teacher the 06jective-Item Bank:

1. Provides the pooling, of talent and. imaginationofteachers of varied experimace and interests, thus avoiding the present duplication of' ,effort.

2.Providesresources for morehighly sensitized program evaluation

instead of a batteryofstandardized tests. , Since the objectives are tailored to the program, the associated test items can be used to determine precisely the efficacy .of the instructional matetials. 3. Provides the means whereby the teacher can become more acutely aware of that which he is seeking to have occur in his classroom and that which he will, accept as evidenceof its .occurrence.Hopefully, as teachers become more aware of their goals, they will. share these9 Tx, objectives withchildren kindlet the pupils become acutelY aware of that which is expected of them, ergo allowing them to seek their own modality of instruction for the /realization of the stated goals. 4. Provides the nucleua of an individualized instruction program. a. It providesfor more precise curriculum planning by differees- tiating those goas specific to each grad& and even to each student. With the bank at their disposal, teachers-Aire encour- aged to become aware of their responsibilities in developing a set of basic objectives thigh every child oust attain and a further set which can be pursued according to the students' abilities and interet Ls. b.It provides several items per objective, some of which may be used ak a pre-test to discover whether a student ihould under- take that objective while the remainder say be employed to measure the mastery of those :students who, do'tackle theobjective. NOTES Several of the volumes have been reproduced from punched cards -by the IBM 4071 '-kmachine which' does not print all characters exactly as they appear on4 type- writer. Thus: C. % is actually ( 11 is acivally ) .0 is actually ? or 1

Apostrophes

cannot beprinted.° The number immediately after the statement of each objective represents:the number of itemsmeasuringattainment of that objective..- Information on the EII publications or purchase requests can be directed to:

INSTITUTE FOR EDUCATICNAL RESEARCH

1400 West Maple Avenue

Downers Grove, Illinois

60515
iv .0

INTERMEDIATE LANGUAGE ARTS

COMMUN ICA T IONS

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