Ability statements
are created in the Analysis phase of the HPM.
They are a result of the course/program
definition and the identified course content.
Examples of Ability Statements
The following are examples of ability statements
that may well be included if preparing
instruction for students who are learning to
become teachers or trainers.
Examples:
-
DESIGN
instruction
-
PRESENT
material
-
EVALUATE
student performance
-
USE media
-
WRITE
lesson plans
These simple action verb and direct object
statements identify what the student will learn and
what the instructor will teach.
Because of the action verb and the direct object,
these statements provide the guidance for writing
ability-based objectives and matching assignments
and assessments.
They also provide sequencing guidance to plan
instruction to build on skills.
The ability statement examples provided here
indicate the instructional topics would include:
how to design instruction, presentation techniques,
various ways of measuring student learning, using a
variety of media in teaching, and creating effective
lesson plans that are based on best practices in
teaching and learning.
Words
to Avoid
Avoid these words in
writing ability statements!
-
Know
-
Understand
-
Appreciate
-
Aware
-
Familiar
|
|
These words cannot be measured
unless they are coupled with an
action verb.
For example — You and I have an
appreciation for art. You have
studied and took formal art
classes for a number of years
and have visited art museums
throughout the world. I, on the
other hand, just enjoy walking
through art galleries and seeing
the variety of artistic
displays. We both appreciate,
but at much different levels of
sophistication. Given such a
scenario, how would you fairly
grade our “appreciation” of art?
If you couple these
non-measurable, problem words
with an action verb as shown in
this example, you create a
measurable objective that
communicates the expected level
of performance.
Don't use the ability
statement: Know World War
II history
Instead use:
-
Demonstrate knowledge
of World War II history by
writing a report on the
causes leading to. . .
OR
-
Write a report on the
causes leading to the start
of World War II…
Anyone looking at either of
these statements can see that a
written report will be used to
judge the students’ knowledge of
World War II history — not a
true and false or
multiple-choice test, or short
answer quizzes or some other
type of assessment.
Here we have another example.
By coupling a problem word with
an action verb or simply
eliminating the problem word,
the level of student performance
is made clear.
Don't use the ability
statement: Understand the
principles of accounting
Instead use:
-
Demonstrate an
understanding by applying
the principles of accounting
to solve financial problems.
OR
-
Apply accounting
principles in solving
financial problems.
There are many action verbs
which indicate wide varieties
and levels of
abilities — ranging from the
very simple (identify, name) to
much more sophisticated
abilities (compare and contrast,
assemble, synthesize).
Some Examples of Action Verbs:
-
List
-
Identify
-
Name
-
Describe
-
Develop
-
Create
-
Calculate
-
Compare and Contrast
-
Assemble
-
Synthesize
-
Demonstrate
-
Design
-
Interpret
Return to Top
Cognitive Domain
|
Cognitive Domain of learning
includes types of learning associated
with thinking and metal processes
including categories of knowledge,
comprehension, application, analysis,
synthesis and evaluation. Ability
statements and objectives developed for
the cognitive domain deal with the
recall or recognition of knowledge and
the development of intellectual
abilities and skills (Bloom,
Engelhart, Furst, Hill, & Krathwohl,
1956, p. 7).
|
This chart below shows a
step-by-step advancement
through the cognitive
learning domain and it
is based on Bloom’s
taxonomy of learning
(Bloom,
Engelhart, Furst, Hill,
& Krathwohl, 1956,
p. 7).
Note:
For the purposes of
these tutorials, we will
focus on the cognitive
domain. However, be
aware of the two other
learning
domains—Psychomotor
(manipulative or motor
skills) and the
Affective (attitudes,
values) (
Bloom,
Engelhart, Furst, Hill,
& Krathwohl, 1956,
p. 7;
Seels, Glasgow, 1990,
p.27-29).
Similar stair-step
charts are also
available for the
Psychomotor and
Affective domains.
(Goodhart, Verdi, & Kennedy, 1991)
T
he “steps” model
clearly shows how
learning starts with
foundational information
(knowledge and
comprehension) and
progresses on through
higher, “more
intellectual levels of
comprehension ”
skills
(Morrison,
Ross, & Kemp, 2004,
p. 109)
(application, analysis,
etc.)
.
In designing instruction
it is essential to make
sure students have
mastered learning in
each step before
advancing to the next.
Skipping steps results
in gaps in learning and
poor student
performance.
Verbs in the
Knowledge step
include: cite, count,
define, draw, identify,
list, name, record,
relate, repeat, select,
underline...
Verbs in the
Comprehension step
include: compute,
describe, discuss,
explain, express,
locate, report, restate,
review, tell,
translate...
Verbs in the
Application step
include: apply,
calculate, demonstrate,
dramatize, employ,
examine, illustrate,
interpret, operate,
practice, schedule,
sketch, solve, use...
Verbs in the Analysis
step include:
analyze, appraise,
categorize, compare,
contrast, debate,
diagram, differentiate,
examine, inventory,
question, test...
Verbs in the
Synthesis step
include: arrange,
assemble, collect,
compose, construct,
create, design,
formulate, integrate,
manage, organize, plan,
prescribe, propose...
Verbs in the
Evaluation step
include: appraise,
assess, choose, compare,
criticize, estimate,
evaluate, judge,
measure, rank, rate,
revise, score...
(Morrison,
Ross, & Kemp, 2004,
p. 115)
>>
Review
© 2005 Towson University ◦ Gloria P. Holland, Ed.D.
Return to Top
|
|
|
