We continue our series on how instructional designers and educators must make learning smarter and focus on objective and assessment strategies. If you’re reading the series for the first time, check out the first blog, explaining the comprehensive approach for ABOUT DESIGN. You are also encouraged to read about analyzing every aspect of the project or building out the design.
What makes a good objective?
Objectives often get lost in the shuffle because many think this component of a lesson remains irrelevant.
However, I beg to differ.
A good objective helps the learner to break down the skill into tangible aspects for them to master. The clearer the objective is to the user, the more likely they will be to understand the skill levels.
The objective also sets up the framework for the assessment to take place.
Assessments must bring out the user's learning style
All too often, assessments remain broad. That’s because of two key factors: time and money.
Those conducting the assessment will not have the time to hand grade the assignment, nor will they likely have the budget to build an assessment.
That’s a huge problem because not everyone learns the same way. Not everyone performs well on tests when the only format is multiple choice.
Instructional Designers need to develop vital objectives and assessment strategies
To start incorporating some strategies, one must ask themselves several questions.
- Where can we find the objectives we will include in the course?
- What required knowledge and skills must the instructor emphasize?
- When were the objectives Last updated?
- Can we tie the course into the client’s work (or real-world scenarios)?
- Was there an initial mapping already done?
- Are there any critical vocabulary that may confuse the user?
- Should we use informal vs. formal assessments?
- Will summative or formative assessments include everything covered?
- What kinds of data can we generate for the instructor and user?
- Would the instructor understand the user’s mastery of the lesson should a rubric-based assignment be provided?
These instrumental questions guide an instructor to developing a course and prove that you can’t use the same assessment style for every objective, much less the user.
For when an instructional designer thinks ABOUT DESIGN, they must consider every aspect of the job. Only then will they make learning smarter.
Feel like something is missing? I’d love to hear your comments.