"The purpose of this paper is not to set up policies for the Wakulla County school but rather to bring together some of the policies expressed in the minutes of the Wakulla County Board of Public Instruction, and other statements of policy that have made themselves felt in the operation of the schools since 1949. In the summer of 1949 the principals, supervisor, and superintendent drew up policies to govern the administration of the schools as regards students, teachers, custodians, and bus drivers. These policies were never officially adopted by the Board and so have not been of universal effectiveness"--Introduction. / Typescript. / "August 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 49-50).

The process, motivation, mechanisms, as well as examples of some of the material used in assessment at the Computer and Information Sciences Department at East Tennessee State University, are presented. More details, and the supporting forms mentioned can be found at the website www. cs. etsu. eduldepartmentlassessment. htm

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Objective: The purposes of this study were (a) to determine whether or not undergraduate athletic training educators are writing learning objectives that foster critical thinking (CT) skills, and (b) to determine if their written assignments and written examinations are measuring the extent to which students have developed CT skills. Design and Setting: Thirty institutions seeking accreditation for their athletic training programs from the Commission on Accreditation of Allied Health Educational Programs in the 1994-95 academic year were asked to provide their curriculum materials (course syllabus, two to three examinations, or both from each athletic training-specific course). Subjects: Thirteen curriculum directors (43%) provided materials. Measurements: Each learning objective, examination question, and written assignment was classified as either CT or non-critical thinking (NCT) using Bloom's taxonomy. Results: From 64 usable syllabi, a total of 678 learning objectives were classified as either CT (52%) or NCT (48%). From 81 written examinations, 3215 questions were classified as either CT (14%) or NCT (86%). In addition, a total of 143 written assignments were all classified as CT. Conclusions: The results of this study indicate that educators fostered more CT in their learning objectives and written assignments than in their written exams. Valid educational instruments (eg, Bloom's taxonomy) may help educators design learning objectives, assignments, and examinations.

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The purpose of the study was, to develop and implement a technique which could be used to explore the congruency with respect to cognitive levels and value between the instructional objectives and questions planned by social studies student teachers. Specifically, a macrocosmic view of congruency as well as a microcosmic view of congruency was obtained by analyzing the objectives and questions from one unit of instruction planned by each of the eleven student teachers in the study. The macrocosmic view examined the congruency between the unit objectives and the examination questions which were designed to measure attainment of those objectives. For a microcosmic view, objectives from a daily lesson plan from the same unit were examined and compared for congruency with the key questions planned to guide discussion for that daily lesson plan. A comparison of the macrocosmic view and microcosmic view was included. The measure used in this study, the Cognitive Index, was specifically designed to reflect the cognitive level and the value of an objective or question. The objectives and questions were classified into two cognitive categories—higher and lower — based on a modified version of Bloom's (1956) classification scheme of educational objectives. The weight or value of the objectives and _ questions was determined by the student teacher who created them. The comparison of the cognitive indices revealed that the student teachers tended to be more congruent in their daily planning as compared to their unit planning. In addition, the student teachers tended to design unit test questions with more emphasis at a lower cognitive level than the cognitive level of their unit objectives. Although more congruency was revealed between daily objectives and daily key questions, the daily planning cognitive indices did reveal a tendency for the student teachers to plan oral key questions at a level equal to or higher than the daily objectives indicated. Furthermore, the student teachers in junior high schools tended to be more congruent than the student teachers in high school. The high school student teachers had a tendency to design both unit and daily objectives at higher levels than their test questions and oral key questions. In contrast, the junior high school student teachers tended to design test and oral key questions at a higher level than their objectives. The results of the study indicated several implications for teacher education and inservice teachers. In addition, suggestions for further research are presented. / Ed. D.

Yes / Most academic literature uses ‘goal’, ‘aim’, ‘objective’ and ‘target’ as synonymous terms, but development and healthcare sectors define them as distinct etymological entities with varied and confusing interpretations. This review sought to constructively harmonise and differentiate each definition using a thematic framework. An inductive synthesis of definitions of the goal terms collected from 22 literature sources selected through a systematic internet search. Thirty-three specific definitions were reduced through serial category-building to single general definitions, and a set of theoretical themes generated as characteristic framework of each goal. Seven conceptual themes evolved from the synthesis, including the object, scope, hierarchy, timeframe, measurability, significance and expression of each goal term. Two terms, ‘goal’ and ‘aim’ are thematically similar as broad objects of immeasurable terminal impact, with a long-term timeframe. They signify organisational success, expressed as general purpose statements. ‘Objective’ is differentiated as a specific object of measurable intermediate outcome, with short-term timeframe. It signifies intervention effectiveness, expressed as a SMART statement. ‘Target’ is simply a specific quantifiable level of an indicator. Goal, aim, objective and target are conceptually different. New frameworks for writing complete goal statements are proposed, including impact and timeframe; and outcome, indicator and timeframe frameworks for aim and objective respectively

European Business School, Diss.--Oestrich-Winkel, 2006.

This study investigates which objectives in the corporate balanced scorecard (CBSC) that corporate managers in large unlisted companies focus on within corporate control. It also investigates what the explanatory factors are for the corporate managers’ focus. The CBSC was proposed to alleviate the historical financial focus of managers in control activities. This study makes a contribution by reviewing corporate managers' focus on financial and non-financial CBSC-objectives in corporate control. A multiple case study was conducted, consisting of a mutually owned and a governmentally owned company, where data was collected from semi-structured interviews, internal documents and observations. Results indicate that corporate managers from the mutually owned company primarily focused on financial and customer objectives. Corporate managers in the governmentally owned firm primarily focused on financial objectives, complemented with quality objectives. Although having a mixed influence, the perceived complexity of measures, relationship between objectives and capital market pressure promoted corporate managers’ focus. The conclusion of this study is that financial objectives are prioritised in corporate control because of the influence of the three explanatory factors.