Educational Objective Clusters Survey: A Comprehensive Guide
Educational Objective Clusters Survey: Guidance for Self-Reflection
This document outlines the "Educational Objective Clusters Survey" from Classroom Assessment Techniques by Thomas A. Angelo and K. Patricia Cross (Copyright 1993, reprinted with permission). The core purpose of this survey is to meticulously present a wide array of potential educational objectives, thereby facilitating individuals in identifying and clarifying their own personal academic goals. It emphasizes that there are no 'right' or 'wrong' answers, as its primary function is to stimulate deeper reflection on one's personal academic journey.
Survey Instructions for Completion
Participants are asked to rate each statement within the five subsequent sections based on its current importance to them. The rating scale is as follows:
Yes: Indicates the statement is Very Important/Essential.
No: Indicates the statement is Not Important, at least not at the present time.
Categories of Educational Objectives
1. Higher Order Thinking Skills
This cluster focuses on developing advanced cognitive abilities crucial for academic and intellectual growth:
Developing the ability to apply learned principles and generalizations to novel problems and situations.
Cultivating strong analytic skills.
Enhancing problem-solving capabilities.
Fostering the ability to draw logical inferences from observations.
Improving capacity to synthesize and integrate diverse information and ideas.
Developing holistic thinking; perceiving both the overall structure and its individual components.
Nurturing creative thinking abilities.
Sharpening the ability to differentiate between factual information and fiction.
2. Basic Academic Success Skills
This section addresses fundamental skills essential for successful academic performance:
Improving the skill of sustained attention.
Developing the ability to concentrate effectively.
Enhancing memory retention and recall.
Improving active listening skills.
Boosting speaking skills for effective communication.
Improving reading comprehension and speed.
Developing strong writing skills.
Acquiring proficiency in computer skills.
Developing appropriate study skills, strategies, and consistent habits.
Improving mathematical proficiency.
Cultivating effective library research skills.
3. Discipline Specific Knowledge and Skills
This category requires the participant to first specify a subject field of greatest interest (e.g., English, women’s studies, history). All subsequent statements in this section are to be rated in relation to that chosen subject:
Learning the specific terms and foundational facts of the chosen subject.
Understanding the core concepts and theories pertinent to this subject.
Developing practical skills in utilizing materials, tools, and/or technology central to this subject.
Learning to comprehend the unique perspectives and underlying values inherent in this subject.
Preparing for advanced study (transfer or graduate level) within this subject.
Acquiring knowledge of the techniques and methodologies employed to generate new understanding in this subject.
Learning to critically evaluate the methods and materials commonly used in this subject.
Developing an appreciation for significant contributions made within this subject area.
4. Liberal Arts and Academic Values
This cluster pertains to broader intellectual and civic development, emphasizing the value of a comprehensive education:
Developing an appreciation for the liberal arts and sciences disciplines.
Cultivating an openness and receptiveness to new ideas.
Developing an informed concern regarding contemporary social issues.
Fostering a commitment to actively exercise the rights and responsibilities associated with citizenship.
Nurturing a lifelong passion for learning.
Developing aesthetic appreciations across various forms of art and culture.
Acquiring an informed historical perspective.
Developing an informed understanding of the pivotal role played by science and technology in society.
Cultivating an informed appreciation for diverse other cultures.
Developing the capacity to make well-reasoned ethical choices.
5. Personal Development combined with Work and Career Preparation
This final category integrates personal growth with readiness for professional life:
Cultivating a strong sense of personal responsibility for one's own behavior.
Improving self-esteem and self-confidence.
Developing a firm commitment to one's personal values.
Fostering respect for others.
Cultivating emotional health and overall well-being.
Developing an active and steadfast commitment to honesty.
Enhancing the capacity to think independently.
Developing the capacity to make judicious decisions.
Improving the ability to collaborate productively with others.
Developing effective management skills.
Cultivating leadership capabilities.
Developing a strong commitment to producing accurate and high-quality work.
Improving the ability to accurately follow directions, instructions, and plans.
Enhancing the ability to effectively organize and manage time.
Fostering a commitment to personal achievement.
Developing the ability to perform tasks skillfully.
Post-Survey Reflection Exercise
Following the rating of all statements, participants are instructed to engage in a reflective exercise for each of the five sections. For each section ( through ):
Select a Statement: Choose one statement for which a 'YES' response was given, indicating it is an academic objective considered very important/essential at present.
Course Identification: List at least one specific course, including its Department and Course Title, through which the participant believes this objective has been realized during their university study.
Instructor Recognition: Optionally, list any instructors who are felt to have particularly aided in the realization of this objective.
For Section (Discipline Specific Knowledge and Skills), the specific subject field previously listed must also be explicitly stated again as part of the exercise.
Concluding Assessment
The ultimate goal of this entire process is to utilize the responses from this reflection exercise to construct a comprehensive 'composite picture' of one's personal and academic goals in earning their degree. This composite picture will then serve as the basis for an assessment of how effectively these identified goals and objectives have been achieved during their educational journey.