Writing Objectives in Education

Writing Objectives in Three Domains

• Goals are broad aims or purposes of a course
• General Objectives are broad statements of learning outcome, typically immeasurable, and don't include specific course content
• Performance Objectives are precise, measurable statements of observable performance, including specific course content, usually one concept per objective

A Learning Outcome

• Focuses on the products of learning, not the process
• A measurable learning outcome, intended as a result of instruction
• Represents what students should be able to do at the end of instruction

Advantages of Objectives

• Shift in emphasis from what the instructor teaches to what the student should be able to do
• Help students understand the connection between the course and curriculum
• Facilitate fair delivery and evaluation
• Establish a learning sequence
• Encourage self-assessment
• Improve learning efficiency and reduce anxiety

Writing Objectives

• Objectives should be related to performance or behavioral outcomes
• Objectives should be specific, clear, and concise
• Objectives should be observable
• Objectives should be measurable
• Objectives should include action words

Complete the Phrase

• "Upon completion of this session, the participant will..."

Conditions

• Objectives can be applicable "Upon Completion" or "During the Experience"
• Objectives can be demonstrated "With Assistance" or "Independently"
• Objectives can be measured by "100% Performance" or "75% Accuracy"
• Objectives can be measured "One Time" or "Repeated Measures"

Use Observable Action Words

• Use action words: List, Maneuver, Design, Explain, Calculate, Position, Provide, Sort, File, Demonstrate
• Avoid words like Understand, Know, See, Think (which are not observable)

Classifying Objectives

• Bloom's taxonomy classifies educational objectives into three domains: Cognitive, Psychomotor, and Affective

Taxonomy of Educational Objectives (Cognitive Domain)

• Knowledge (simple)
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation (complex)

Taxonomy of Educational Objectives (Psychomotor Domain)

• Perception (simple)
• Set
• Guided Response
• Mechanism
• Complex Overt Responses
• Adaptation
• Origination (complex)

Taxonomy of Educational Objectives (Affective Domain)

• Receiving (simple)
• Responding
• Valuing
• Organization
• Characterization by a value or value set (complex)

Write Stronger Affective Domain Objectives (Examples)

• Example 1:*
• From this: Attend two history seminar sessions. What is the expected participation level?
• To this: Demonstrate a willingness to learn about women's roles in this period of history by participating in discussions at two seminar sessions.
• Example 2:*
• From this: Read textbook assignments on computer technology in schools. How will exposure to these topics alter the student's assessment of technology?
• To this: Demonstrate interest in at least one topic from the assigned reading by reviewing an outside book or movie that addresses that issue.
• Example 3:*
• From this: Join a student organization. What level of commitment is required?
• To this: Demonstrate leadership skills by volunteering for a committee in a student organization.
• Example 4:*
• From this: Describe radiographic evidence of child abuse. (Passive, only between student and faculty)
• To this: Design an interactive poster or website (with self-tests and case studies) about evidence of child abuse for display in the hospital lounge.