15 Il sostegno della Commissione europea alla produzione di questa pubblicazione non costituisce un'approvazione del contenuto, che riflette esclusivamente il punto di vista degli autori, e la Commissione non può essere ritenuta responsabile per l'uso che può essere fatto delle informazioni ivi contenute. Convenzione di sovvenzione: 2020-1-DE03-KA226-SCH-093410 categories that reflect the level of cognitive process with which they engage, respectively (from lower-order to higher-order thinking skills): (1) remembering, (2) understanding, (3) applying, (4) analysing, (5) evaluating, (6) creating (Krathwohl, 2002). Specific action-based verbs (see examples here) that fall into each category (depending on the desired skills) can be used to describe the behaviour we want our students to exhibit, upon completion of the instruction. Having measurable verbs allows us to design relevant learning and assessment activities. Conditions: under which conditions the learners should exhibit the behaviour (e.g., what kind of support tools, references, they can or cannot use) Degree: how well the learners should exhibit the behaviours (e.g., in terms of speed, accuracy, quality, etc.). Along with that, based on Locke and Latham (2020) and Doran (1981), the learning objectives should be SMART: Specific Measurable Attainable Relevant Time-bound Considering the above, the following sentence can be used when setting objectives: “By the time a student finishes this course/lesson, s/he should be able to…” which is completed by adding: specific verbs that define the student performance [e.g., analyse, describe, evaluate] words that define the specific conditions [e.g., using an online database, a word processor, without assistance] words that define the accepted degree of success [e.g., without mistakes in terms of syntax]. To ensure that our students are ready to participate in a digital community of knowledge, the objectives should focus on developing 21st century competences. According to the Council of the European Union, the Eight Key competences for LLL 4are: Literacy and multilingualism Numeracy Digital skills Metacognition (learning how to learn) 4 https://www.eursc.eu/BasicTexts/2018-09-D-69-en-1.pdf
RkJQdWJsaXNoZXIy NzYwNDE=