Creating Measurable Learning Objectives

Sara Bakker

Abstract


This essay argues for the articulation of learning goals at all levels of teaching in music theory, from the curriculum to the individual lesson plan. It summarizes the use of cognitive-process verbs from the field of learning theory and acknowledges a confusing overlap between common music theory tasks and cognitive-process verbs. It suggests a model for stating learning goals in music theory that blends our current terminology with more universal and established terms. It concludes with a detailed discussion of several models of learning goals at the assignment, course, and curricular levels.

Keywords


goals; objectives; outcomes; Bloom's taxonomy; verbs; curriculum

Full Text:

HTML


DOI: http://dx.doi.org/10.18061/es.v7i0.7369

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Sara Bakker

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


Beginning with Volume 7 (2019), Engaging Students: Essays in Music Pedagogy is published under a Creative Commons Attribution 4.0 International license unless otherwise indicated.

Volumes 1 (2013)  6 (2018) were published under a Creative Commons Attribution-ShareAlike 3.0 Unported License unless otherwise indicated.

Engaging Students: Essays in Music Pedagogy is published by The Ohio State University Libraries.

If you encounter problems with the site or have comments to offer, including any access difficulty due to incompatibility with adaptive technology, please contact libkbhelp@lists.osu.edu.

ISSN: 2689‐2871