Some Thoughts on Selecting IDEA Objectives
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Handout 1
Some Thoughts
on Selecting IDEA Objectives
(
A u g u s t 2 0 0 2
How do we know that teaching is effective or HOW MANY OBJECTIVES SHOULD BE
ineffective? The typical student rating system SELECTED?
judges effectiveness by the degree to which the Although each of the 12 IDEA objectives is
instructor’s methods resemble those of a ―model‖ desirable in the abstract, it is unrealistic to think
teacher. In contrast, the IDEA Student Ratings of that, in a single course, students can make
Instruction system judges the effectiveness of significant progress on all, or even most, of them.
teaching by its impact on students. Its chief Not everything that either the instructor or the
indicators of effectiveness are derived by students might wish to accomplish is possible in a
answering one question: Do students make single course. Section II of the Directions to
progress in achieving objectives selected by the Faculty provides a classification of the 12
instructor? objectives that is intended to help you
conceptualize your instructional intentions.
The selection of objectives on the Faculty
Information Form is a crucial activity for two The teaching methods that facilitate student
reasons. First, the IDEA System evaluates progress vary for the different objectives. For this
teaching by assessing student progress on these reason, and because of the limited amount of time
unique, instructor-chosen objectives. Second, available in a given course, most instructors will
objectives provide guidance for selecting teaching be unable to address seriously more than three
methods; those that promote progress on one type to five objectives. Those choosing more than five
of objective may differ from those that promote objectives commonly spread their efforts too thinly
progress on other types. Differential objectives to impact student learning significantly in all areas.
make each course a unique learning experience.
In selecting "Essential" or "Important" objectives
The educational literature is replete with for a particular course, ask three questions:
suggestions on how to select and develop goals 1. Is this a significant part of the course?
and objectives (e.g., Angelo & Cross, 1993; Davis, 2. Do I do something specific to help the
1993; McKeachie, 1999; Walvoord & Anderson, students accomplish this objective?
1998). Familiarity with this literature should 3. Does the student's progress on this
improve the process of conceptualizing and objective affect his or her grade?
defining instructional purposes. The purpose of
this paper is to offer additional help to participants If the answer to each of these questions is "Yes,"
in the IDEA System in identifying course then that objective should be identified as E or I on
objectives. the Faculty Information Form (FIF). The phrase,
"Of no more than minor importance," does not
Although objectives can be stated in a variety of mean that such objectives are unimportant. It
ways, they should always focus on expected simply recognizes that such objectives are of
effects on students, not on the instructor’s actions considerably less importance than those chosen
or procedures designed to promote learning. It is as E or I; even if some attention is given to them,
desirable for each instructor to develop statements an M should be selected on the FIF.
or objectives as precisely and comprehensively as
possible. In order to participate effectively in the
IDEA program, it will be necessary to interpret WHAT IS MEANT BY EACH IDEA OBJECTIVE?
these statements within the framework provided by It would be easier to describe objectives if they
the 12 objectives listed on the Faculty Information were mutually exclusive, but they are not.
Form. The following discussion is intended to help Instructors typically address more than one
users differentiate meaningfully and accurately objective through a single approach. For example,
among the 12 objectives of the IDEA System. a theme on ―the meaning of happiness‖ may be
assigned to address three objectives; developing
writing skills, exploring values, and improving
1critical thinking. The 12 IDEA objectives have been theories are Gresham's law, the categorical
developed over a period of 25 years, both through imperative, and the wave and quantum theories of
literature reviews and by consulting faculty who light. Objectives concerned with understanding
have used the IDEA system. The intent is to concepts and theories are representative of the
provide a useful, practical way to describe the "Comprehension" level of Bloom's cognitive
objectives of most college courses. taxonomy.
A brief description of each of these objectives, A primary distinction between factual knowledge
together with some comments about how they and principles and theories objectives is the
may be compared or contrasted, follows. The degree of generalization expected. To learn a fact,
objectives are organized into six groups on the the student need not go beyond the fact itself; but
basis of statistical and conceptual similarities. The to comprehend principles and theories the student
number used to identify each objective (1-12) must extend his/her understanding to multiple
corresponds with that used on the Faculty circumstances or examples. This is not meant to
Information Form. imply that the learning or memorization of facts is
unimportant. A strong factual basis is essential to
I. Basic Cognitive Background the mastery of principles and theories and other
The first two IDEA objectives focus on the "higher level" intellectual skills; students cannot
development of a basic background in the subject. learn to think unless they have something to think
1. Gaining factual knowledge (terminology, about. For academically naive students, gaining
classifications, methods, trends) factual knowledge is often an essential first step.
2. Learning fundamental principles, On the other hand, if teaching/learning never goes
generalizations, or theories beyond this level, the student will acquire a body
of unused--perhaps trivial--knowledge that tends to
These objectives are mainly cognitive in nature as be quickly forgotten.
distinguished from affective objectives, which
focus on feelings or attitudes. They are closely II. Application of Learning
related. Both are concerned with the acquisition of Two other objectives focus on applying what has
information or knowledge. They differ primarily in been learned to solve problems, make decisions,
the level of knowledge and in the degree of or perform specialized functions. These are:
generalization. Factual knowledge covers not only 3. Learning to apply course materials (to improve
straightforward facts (e. g., when the Declaration rational thinking, problem solving and decisions)
of Independence was written; who developed the 4. Developing specific skills, competencies and
theory of games), but also terminology (e. g.. what points of view needed by professionals in the
the VII cranial nerve is called; or what field most closely related to this course
―onomatopoeia‖ means) and classifications (e. g.
stone tools produced by the Mousterian The first of these emphasizes applications of
techniques are characterized by . . .). This principles, theories, and concepts to solve a
objective stresses learning at its most basic level. problem or arrive at a decision. Course materials
Frequently what is required is that students are employed to develop this general intellectual
memorize and remember the information taught; skill. It is appropriate in courses where applications
because the emphasis is on acquiring information, are intended to develop problem-solving skills--
comprehension is not an issue. For those familiar analysis, synthesis, and evaluation. Decision-
with Bloom's Taxonomy making represents the last stage of this process. It
(Bloom, et al., 1956) such learning is primarily at should be noted that the effective implementation
the "Knowledge" level of the cognitive taxonomy. of decisions may require additional affective or
interpersonal skills depicted by Objective 5, Team
Though they are similar, it is possible to Skills or Objective 8, Communication Skills.
distinguish factual knowledge objectives from
principles and theories objectives. There is a Sometimes instructors choose this objective
difference between terms that represent simple because their course requires that students apply
facts, e.g., the VII cranial nerve is the auditory course material as a means of testing their
nerve, and those that represent concepts, e.g., understanding. In such cases Objective 2,
reinforcement, a psychological concept that is a Principles and Theories, is probably a more
key element in learning theory. Learning the appropriate choice. In other courses, application is
meaning of "auditory nerve" essentially requires employed principally to develop professional skills,
memorization, while learning the meaning of and Objective 4 (Professional Skills and
―reinforcement‖ requires comprehension, which Viewpoints) should therefore be chosen. Only in
embraces many examples. Illustrative principles or courses where a primary goal is to develop a
2generalized skill in applying course materials to courses. It may also be relevant to other courses
concerns or problems should Objective 3 be that use a new language (e.g., mathematics,
selected as "Essential" or "Important." statistics, computer science), but Objectives 1
(Factual Knowledge), 2 (Principles and Theories),
Objective 4 emphasizes the development of skills and 3 (Applications to Thinking and Problem
or attitudes needed by those entering a specific Solving) may be more descriptive of the purpose
profession (e. g., calculating physical stresses, of such courses. Effective communication is an
developing diagnostic skills, understanding and appropriate objective for any course designed to
accepting a code of professional ethics). Such promote clear, grammatically correct writing and/or
skills and attitudes should be reflected in the listening and speaking skills. However, if the
performance of a professional assignment, not objective is chosen as ―Essential‖ or ―Important,‖ it
simply by knowing a ―correct‖ answer. Depending is not enough to simply provide opportunities to
upon the degree of complexity, this objective could exercise communication skills; there must also be
represent any of several levels in Bloom's deliberate attempts to improve these skills.
cognitive taxonomy—―Application,‖ "Analysis,"
"Synthesis," and "Evaluation." The attitudinal IV. Intellectual Development
component is represented in the affective domain Three objectives emphasize higher-level
of Bloom’s taxonomy (Krathwohl, et al., 1964). intellectual skills:
7. Gaining a broader understanding and
III. Expressiveness. appreciation of intellectual-cultural activity
Two objectives focus on learning to express one’s (music, science, literature, etc.)
individuality: 10. Developing a clearer understanding of, and
6. Developing creative capacities (writing, commitment to, personal values.
inventing, designing, performing in art, music 11. Learning to analyze and critically evaluate
drama, etc.) ideas, arguments, and points of view.
8. Developing skills in expressing oneself orally or
in writing Being ―intellectually well-balanced‖ has
traditionally been regarded as a sign of an
Creativity connotes originality, imagination, and educated person, especially by advocates of the
expressiveness. While it is often associated with liberal arts. For many years, colleges and
the fine arts and literature, it is often relevant to universities offered broad survey courses to give
aspects of science, engineering, and other fields their students opportunities to become acquainted
where design, research, and innovation are with the content, methods, and importance of the
required. The instructional challenge is to help physical and biological sciences, the social
students to develop their creative potential. sciences, the fine arts, and the humanities. While
"Creativity" requires flexibility and divergence in the popularity of such courses has declined, the
thinking – new ways of thinking or expressing commitment to the ideal of providing a basic
oneself; pursuing questions for which there is no understanding of, and appreciation for, the broad
single correct answer. It implies a stretching and divisions of knowledge has been an enduring
expansion of the students' thoughts and ideas and tradition. "Understanding" is often simply the
the development of original insights. For these means to an end. By learning to "appreciate,‖
reasons, it often requires overcoming fear and students broaden the range of activities that can
encouraging self-confidence. be interesting and rewarding to them; at the same
time, they become more ―interesting‖ people
Creative capacities are important not only in the themselves. The enthusiasm of teachers who are
humanities, but also in science, technology, social immersed in and enthralled with their intellectual-
sciences, and many professional courses cultural specialty often spreads to their students.
(business, education, law, etc.). The development This objective should be selected as important or
of creative capacities is expected more often in essential if the focus of the course is on
upper division courses than in lower division broadening intellectual background and increasing
courses. For this (or any other) objective to be the breadth of students’ interests and
classified as ―Essential‖ or ―Important,‖ it should be appreciations. Such courses are usually directed
a significant emphasis in the course and there to non-majors, although they may serve as
should be specific instruction or assignments introductory courses for majors as well.
designed to promote its development.
Objective 10 focuses on the exploration of
Objective 8 stresses communication skills. It is personal values and the beliefs and priorities that
obviously relevant to composition and speech guide the way one’s life is conducted. They
courses, as well as to many language and writing ―explain‖ why we make the choices we do; they
3describe our conclusions about life’s purposes and courses intended for majors will give some
what life’s greatest satisfactions are. Many people emphasis to its development. But because it is
have not developed a coherent set of personal also a distinguishing characteristic of the educated
values; their life decisions seem to be made by person, those teaching courses intended to
default, or by following the norms of their culture support an institution's general education program
(conforming to societal expectations). Such people will also find this objective relevant to their
pursue goals that have been imposed, not chosen; purposes.
for this reason, they have difficulty in finding
lasting satisfaction. Except for selected moral V. Lifelong Learning
values, there is no consensus about the values Two objectives are concerned with the
that ―ought‖ to guide our lives. In fact, the values development of skills helpful in the continual
society places on ―liberty‖ and ―individuality‖ pursuit of learning after the formal educational
ensure that diverse value patterns are necessary experiences are over.
in order to accommodate the wide differences in 9. Learning how to find and use resources for
individuals and their circumstances. Still, the answering questions or solving problems.
opportunity to lead a personally meaningful, 12. Acquiring an interest in learning more by
fulfilling, and satisfying life is enhanced if it is asking questions and seeking answers.
guided by thoughtfully chosen, enduring values,
regardless of the particular values which are Educators have increasingly become aware of
adopted. how quickly knowledge becomes obsolete. We live
in a technological, information-based society;
Some college courses offer students the effective functioning in this society requires
opportunity to explore alternative value systems as continually updating and enlarging knowledge and
a means of facilitating this process. Although such skills--lifelong learning. In recognition of this
courses usually are oriented around disciplinary reality, many faculty members design courses to
content, their true subject matter is the student. If enhance students’ capacities to function as
the emphasis is on stimulating a consideration of independent learners. Objective 9 should be
alternative goals and life styles, on differentiating chosen as ―Important‖ or ―Essential‖ for courses
the basic from the superficial, and on assuming that emphasize the development of independent
personal responsibility for life choices, then this learning skills. The emphasis is on skills in finding
objective should be considered as important or and using appropriate learning resources,
essential. including traditional library searches as well as
computer-based information and information
Objective 11, critical analysis, deals with one of shared by practitioners and consultants. This
the most distinguishing characteristics of the objective is especially appropriate for courses in
educated person – discernment. Children accept which students have already acquired sufficient
nearly everything that they are told. But as they background information and skill to permit them to
mature, contradictions become apparent; not identify the trends or unresolved problems that are
everything can be equally true or valid. Educated likely to form the basis for future advances in the
persons learn to critically examine information, field.
ideas, and arguments in order to arrive at their
own understanding or point of view. Improving the Objective 12 also focuses on lifelong learning.
capacity for critical thought, a high level cognitive Whereas Objective 9 emphasizes capacities for
characteristic, is regarded as a desirable, but locating and using resources, Objective 12
challenging, objective in higher education. stresses developing capacities for identifying
Instructors choosing this as an important or salient questions. Finding answers to the wrong
essential objective will be less concerned with questions will not improve understanding, problem
subject matter mastery or the ability to apply such solving, or decision-making. This objective
knowledge to the solution of practical problems involves a fundamental, and often over-looked,
than with the capacity to reason logically and the aspect of learning, extending far beyond
ability to integrate a series of disparate facts or knowledge of how to use library resources or
assertions into a coherent conclusion. Assessment browse the Web. It requires a simulation of the
of student progress will stress logical consistency personal and professional challenges graduates
and complexity of reasoning rather than will face – challenges whose solution rests both on
"correctness." asking the right questions and on finding the right
answers. While this objective is frequently cited as
The ability to critically evaluate and reason is a one of the purposes of general education, all
valuable trait in nearly every line of employment; faculty members who want the success of their
therefore, it is expected that many upper division teaching to be judged by the degree to which
4students acquire an ―inquiring mind‖ should select Frequently, there are differences between the
it as ―important‖ or ―essential.‖ instructor's and the students' perception of the
relevance of a given objective. It is recommended
VI. Team Skills that the course objectives be discussed with the
Objective 5 overlaps from the objectives just students, preferably early in the term. It is
reviewed. For this reason, it is classified desirable to let students know that they are going
separately. to be asked to rate their own progress on these
5. Acquiring skills in working with others as a objectives, and that these ratings are taken
member of a team. seriously. Ask them to reflect on their
understanding of the course’s purposes and the
From feedback provided by employers, community way in which they believe the various parts of the
leaders, and alumni, institutions have increasingly course fit into each of the 12 objectives. Student
recognized the importance of this objective. Its learning will be enhanced if they are committed to
emphasis is on combining the knowledge and clearly formulated objectives. Thus, the
skills of a diverse group in ways that enhance its opportunity to consider the relevance of the IDEA
capacity to analyze and propose solutions to objectives to their own purposes in taking your
assigned problems. The development of team course may, in itself, stimulate success. If student
skills involves a complex set of attributes, including perceptions of the importance of the objectives
capacities for accepting and appreciating human and their relevance to various portions of the
diversity, for listening, for communicating, for course are substantially different from yours, it
compromising, and for sharing responsibility in may be helpful to explain your rationale for
developing creative proposals and selecting (or not selecting) a given objective. A
recommendations. Instructors who emphasize the discussion of such differences will not necessarily
development of team skills will note the overlap resolve them, but it will provide a framework for
with several other objectives included on the IDEA interpreting student ratings of progress on the
list, including Objective 8 Communication Skills, IDEA objectives. This should increase the
Objective 3 Applications for Problem Solving, and usefulness of student feedback.
Objective 6 Creative Capacities. If the expectation
is that all of these skills will be developed, together Based on interviews with a small number of
with skills involving effective interpersonal students, we do not believe that holding such a
relationships, then this objective should be discussion before the students fill out the IDEA
identified as ―Important‖ or ―Essential.‖ Faculty Survey Form will bias results. Students claim that
members who establish student teams or their report of progress on objectives is
subgroups for more limited purposes, such as uninfluenced by the knowledge that the instructor
learning communication skills or developing selected the objective as relevant. However,
interpersonal sensitivities, should select less progress is more likely if students and faculty are
complex objectives when completing the FIF. agreed on the major purposes of the course.
Hence, a discussion of such purposes will not only
improve the quality of responses to the IDEA form
CONCLUSION but also be beneficial to the learning process.
Hopefully, this discussion will help you select IDEA
objectives for your courses. To summarize, there
are three criteria that are useful in selecting
objectives:
(1) The objective is a significant part of the
course;
(2) Specific and substantive techniques and
assignments are employed to help the
student achieve the objective; and
(3) Relevant assessments are made of student
achievement of the objective.
Objectives should not be regarded as important
unless a substantial and explicit effort on the part
of the instructor is directed to the achievement of
that objective and unless achievement on the
objective is meaningfully reflected in the appraisal
of student progress.
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© 2006 The IDEA Center
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