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• Educational Objectives


  Used to identify the intended outcomes of education process, whether in reference to an aspect of a program or a total program of study, that guide the design of curriculum
• Instructional Objectives


  Describe the teaching activities and resources used to facilitate effective learning
• Behavioral/Learning Objectives


  Action oriented rather than content oriented, learner centered rather than teacher centered and outcome focused rather than process focused
• The term goals and objectives are often used interchangeably and incorrectly
• Goal


  The final outcome of what is achieved at the end of the teaching-learning process. A goal is a statement that describes the ideal or ultimate state of being. Goals are global and broad in nature, they serve as long term target for both the learner and the teacher.
• Learning Objective


  Describes in observable and measurable terms what a student is able to do as a result of completing a course. The creation of effective learning outcomes focuses on the student and what he or she will be able to do rather than on what the teacher will teach.
• Writing good learning outcomes is a reflective practice
• Learning outcomes are student-centered focused on the knowledge and skills that students can demonstrate and should encompass the essential and significant knowledge and skills students should develop in your course
• Learning outcomes are short; usually one sentence in length that clearly states the behaviors that students should be able to demonstrate
• Outcomes


  Focus on the action that signifies student learning by using concrete, measurable verbs: action verbs
• The number of outcomes will vary from course to course, usually between 5 and 7, and generally not more than ten
• The focus should be on creating a manageable number of significant learning outcomes, it is better to work with six focused outcomes of significant learning than a dozen scattered ones
• Knowing the outcomes, the teachers are able to communicate to the students the expectations after completion of a course
• Writing student learning outcomes assist faculty in determining appropriate assessment strategies
• Well-written learning objectives


  Put together the knowledge, skills, and attitude the learners will attain from the teaching-learning process
• Writing effective learning objectives is a necessary skill for all teachers
• SMART


  A mnemonic used to describe the elements of a well-written learning objectives: Specific, Measurable, Achievable, Relevant, Time-bound
• Goals are where you want to be, objectives are the steps needed to get there
• Goals are broad, lofty ideas that are intangible, abstract and may not be measurable; long term
• Objectives are SMART; short term
• Writing objectives that have meaning not just for you but also for the learners is an important consideration
• Values of Objectives


  To guide your selection and handling of course materials, Help to determine whether people in the class have learned what you have tried to teach
• Types of Objectives


  • Educational Objectives
  • Instructional Objectives
  • Behavioral/Learning Objectives
• Educational Objectives are used to identify the intended outcomes of education process, whether in reference to an aspect of a program or a total program of study, that guide the design of curriculum
• Instructional Objectives describe the teaching activities and resources used to facilitate effective learning
• Behavioral/Learning Objectives are action oriented rather than content oriented, learner centered rather than teacher centered and outcome focused rather than process focused
• Parts of a Well-Written Objective

  • Audience: who is the learner
  • Performance: Describes what the learner is expected to be able to do or perform
  • Condition: Describes the testing situation, resources, assistance or constraints under which the behavior will be observed or completed
  • Criterion: Describes how well, with what accuracy, or within what time frame the learner must be able to perform
• Samples of Well-Written and Poorly-Written Objectives


  • Well-Written: After watching a demonstration on suctioning, the nurse will be able to correctly suction a client using aseptic technique
  • Poorly-Written: The patient will be able to prepare a menu on low fat foods (CONDITION AND CRITERION MISSING)
• Common mistakes when writing objectives include: not stating the objective in terms of the student, the objective cannot be observed or measured, the objective is too general, the objective is too long, the objective does not meet the needs of the students
• Learning objectives


  Provide teachers with the specific criteria they will use to judge their students' learning
• Poorly written objective: "The student will know the names and symbols of elements on the periodic table"
• This objective does not specify how many elements students need to know
• Well-written objective

  "The student will list the names and symbols of the first 20 elements on the periodic table"
• Teachers should be careful how they describe the means to measure the learning or limit the criteria in an objective
• Overly complicated and wordy learning objectives are not as effective as ones that simply state what students are to learn from the lesson
• The best learning objectives consist of simple action verbs and measurable outcomes
• Well-written lesson objectives should be customized for each class based on the needs of the students
• Common mistakes in writing learning objectives


  • To describe what the instructor rather than the learner is expected to do
  • To include more than one expected behavior in a single objective
  • To forget to include all four components (audience, performance, condition and criterion)
  • To use terms for performance that are subject to many interpretations, not action oriented and difficult to measure
  • To write an objective that is unattainable given the ability level of the learner
  • To write objectives that do not relate to the stated goal
  • To clutter an objective by including unnecessary information
  • To be too general so as not to clearly specify the expected behavior to be achieved
• Terms with many interpretations (not recommended)

  • To know
  • To understand
  • To appreciate
  • To realize
  • To enjoy
  • To value
  • To feel
  • To think
  • To learn
• Terms with few interpretations (recommended)


  • To apply
  • To choose
  • To classify
  • To compare
  • To describe
  • To demonstrate
  • To differentiate
  • To recall
  • To verbalize