Teaching Goals Inventory:
Self-Assessment of Instructional Goals
The following self-assessment of instructional goals has been reproduced with permission from Angelo and Cross (1993).
Purpose: The Teaching Goals Inventory (TGI) is a self-assessment of instructional goals. Its purpose is threefold: (1) to help college teachers become more aware of what they want to accomplish in individual courses; (2) to help faculty locate Classroom Assessment Techniques they can adapt and use to assess how well they are achieving their teaching and learning goals; and (3) to provide a starting point for discussions of teaching and learning goals among colleagues.
Directions: Please select ONE course you are currently teaching. Respond to each item on the inventory to that particular course. (Your responses might be quite different if you were asked about your overall teaching and learning goals, for example, or the appropriate instructional goals for your discipline)
Please print the title of the specific course you are
focusing on:
Please rate the importance of each of the fifty-two goals listed below to the specific course you have selected. Assess each goal's importance to what you deliberately aim to have your students accomplish, rather than the goal's general worthiness or overall importance to your institution's mission. There are no "right" or "wrong" answers; only personally more or less accurate ones.
For each goal, circle only one response on the 1-to-5 rating scale. You may want to read quickly through all fifty-two goals before rating their relative importance.
In relation to the course you are focusing on, indicate whether each goal you rate is:
(5) Essential a goal you always/nearly always try to achieve (4) Very important a goal you often try to achieve (3) Important a goal you sometimes try to achieve (2) Unimportant a goal you rarely try to achieve (1) Not applicable a goal you never try to achieve
Rate the importance of each goal to what you aim to have students accomplish in your course.
1. In all, how many of the fifty-two goals did you rate as
essential? __________
2. How many "essential" goals did you have in each of the six clusters listed below?
and Name |
in Cluster |
of "Essential" Goals in Each Cluster |
from 1st to 6th - by Number of "Essential" Goals |
|||
| I | Higher-Order Thinking Skills | |||||
| II | Basic Academic Success Skills | |||||
| III | Discipline-Specific Knowledge and Skills | |||||
| IV | Liberal Arts and Academic Values | |||||
| V | Work and Career Preparation | |||||
| VI | Personal Development | |||||
3. Compute your cluster scores (average item ratings by cluster) using the following worksheet.
and Name |
||||||
| I | Higher-Order Thinking Skills | |||||
| II | Basic Academic Success Skills | |||||
| III | Discipline-Specific Knowledge and Skills | |||||
| IV | Liberal Arts and Academic Values | |||||
| V | Work and Career Preparation | |||||
| VI | Personal Development | |||||
Angelo, T. A., and Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers, 2nd edition, San Francisco: Jossey-Boss.
To view the TGI as a PDF file (useful for printing), click here.
Note: To view the TGI as a PDF file (Portable Document Format), the Adobe Acrobat Reader plug-in is required. You can download Acrobat Reader for free by linking to the Adobe Home Page and following the installation instructions that they provide. The program is available for Macintosh, Window, DOS, and Sun UNIX platforms.
