2. writing learning-objectives
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Transcript of 2. writing learning-objectives
Prof. Dr. Ram Sharan Mehta
Writing Learning Objectives
“If you are not certain where you are going, you may very well end up somewhere else
and not even know it”
- By Mager
Objectives
• Differentiate between course goals and learning objectives
• Describe purpose of a learning objectives• Identify components of a learning
objective• Write learner-centered, measurable
objectives
Review: Terminology1. Vision: future oriented purposeful
statement, e.g. I want to service my country.2. Mission: Statement of the reasons for
existence, e.g. I want to be a nurse.3. Goal: desired outcome, end result, general
aim, and purpose of education intuitional objective.- CMC: service + education- BPKIHS: education + research + service
4. Objective: end result/intended outcome
5. Instructional objective: learning outcome after a period of instruction. Intended outcome.
6. Teaching objective: teacher centered, teacher intended to achieve
7. Learning objective: learner oriented, learner’s need to achieve
8. General objective: expected outcome, vague, communicate the intent of the programme/institution. (BPKIHS- hospital)
9. Specific objectives: means of achieve outcome, measurable, concise, it’s instructional objective
10. Behavioral objective: written in such a way as to indicate what observable and measurable behaviour is.
Learning Objectives
Write the Objective
Teach Based on the Objective
Test Over the Objective
INSTRUCTION AND TEACHING
INFORMATION Vs. INSTRUCTION
Information:
The aim of information is to officially tell someone something
The aim of instruction is to change the behaviour of a person
Instruction :
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Behaviour refers to any observable activity performed by a person
INSTRUCTION AND TEACHING
Interaction emphasizes the following aspects:
Teacher or
MediaStudent
1. Active responding / practicing2. Confirmation and Feedback
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EDUCATIONAL OBJECTIVES:
To bring behavioural changes through acquisition of knowledge, skill and attitudinal changes at the end of teaching/learning programme.
USES: • Framing curriculum• Preparing teaching/learning programme• Deciding Evaluation method
EDUCATIONAL OBJECTIVES
TEACHING/ LEARNING ACTIVITIES
EVALUATION
PLAN
TYPES OF EDUCATION OBJECTIVES:
1. Institutional Objectives
2. Intermediate Objectives: At the level of the department.
3. Specific Instructional Objectives: At the level of each instruction or class.
SOURCES OF EDUCATIONAL OBJECTIVES:
1.Health needs: National & International
2.Services to the community
3.Services to the patient
4.The Health Professional
5.Teachers and learners
Goals and Objectives
Goals Objectives=
Goals vs Objectives• Course goals
Describe the overall purpose of the course within the larger curriculum
• Course objectives Break down goals into measurable
behaviors that demonstrate competencyEnsure successful accomplishment of
course goals
Comparison: example• Goal
– Students will gain an appreciation and understanding of the value of applying family systems theory to the real world of patient care.
• Objective– Students will be able to construct a three
generation genogram with a patient in the office setting within a 5 minute time frame and explain how the information potentially impacts on the patient’s care.
Goals• Definition
– A statement that describes in broad terms what the learner will do.
• Example
– Students will gain an appreciation and understanding of the value of applying family systems theory to the real world of patient care.
Characteristics of Goals
• Broad, vague• General intentions or observations• Intangible• Abstract• Cannot be validated
Objectives• Definition
– A statement in specific and measurable terms that describes what the learner will know or be able to do.
• Example– Students will be able to construct a three
generation genogram with a patient in the office setting within a 5 minute time frame and explain how the information potentially impacts on the patient’s care.
Characteristics of Learner Objectives
• Narrow, limited• Precise• Concrete• Measurable• Competency based• Always stated in terms of the learner
SMART
“Begin with the end in mind”
Stephen CoveyThe Seven Habits of Highly Effective People
Begin with Objectives
• Strategically and formally identify learning objectives
• Learning objectives guide design and development of the course
• What do you want the learner to do, know, apply after completing your course?
Activity
• Review goals as stated in your syllabus• Review objectives as stated in your
syllabus• Compare with examples• Discuss revisions
Assignments? For next class : discuss
Purpose of Learner Objectives
• Facilitate course development through objective-directed planning
• Inform students of the expectations of course
• Guide the development of instructional activities
• Guide the development of assessments and evaluations
Curriculum
GoalsInstructor Goals
Objectives - Assessments & Teaching Strategies
Assignments
A1 A7A6A5A4A3A2
Alignment
Tom Cantu, Instructional DesignerUniversity of Maryland, Technology Enhanced Learning Group
Curriculum
GoalsInstructor Goals
Objectives - Assessments & Teaching Strategies
Assignments
A1 A7A6A5A4A3A2
Out ofAlignment
Tom Cantu, Instructional DesignerUniversity of Maryland, Technology Enhanced Learning Group
Definitions of Learning Objectives(Instructional Objectives)
• A good learning objective is one that can be assessed to determine the students’ mastery of the course material.
• Learning objectives describe the intended result of instruction rather than the process of instruction.
DEFINITION OF INSTRUCTIONAL OBJECTIVES
Instructional objectives are statements, which communicate in behavioural terms the expected performance of the students at the end of instruction.
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Objectives
Student output (Terminal Behaviour)
Student input (Entry Behaviour)
InstructionalProcess
Evaluation
BLOCK DIAGRAM OF INSTRUCTIONAL SYSTEM
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BASIC TEACHING MODEL
Instructional Objectives
EnteringBehaviour
InstructionalProcedures
PerformanceAssessment
Slide # 34
NEED FOR INSTRUCTIONAL OBJECTIVES Objectives should be written for each subject of the curriculum because they
(i) Specify what the students should learn to do. Thus objectives serve as sign posts to the student.
(ii) Provide direction to the teacher in the selection of the most effective instructional methods, and media and resource materials to be used during instruction in order to attain the stated objectives.
(iii) Provide guidance to the question paper setter for evaluating students’ achievement.
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Slide # 36
OBJECTIVES
STUDENT
QUESTION PAPER SETTER
TEACHER
Characteristics of Learner Objectives
• Specific and focused• Targets performance• Realistic to achieve• Can be measured and validated• Time-bound with a deadline• Specifies conditions and criteria that
qualifies expected behavior
Parts of an Objective• Measurable verb
– Construct– Explain
• Criteria– 3 generation genogram – Within 5 minutes
• Conditions– In the office setting with patient
Characteristics/Components of a good Objective
ABCD of a good Objectives: • Audience/Lerner: who is learner • Behavior: What/ Observable behavior • Condition of performance: computer, list• Degree/criteria: how well- accuracy, time
Audience• The learner: who will be doing the
behaviorUndergraduate studentsGraduate studentsProfessionalsGovernment personnel
Observable Behavior
• What will the learner be able to do as a result of learning?
Example: The learner will define math terms
Condition• What are the conditions under which the
learners must demonstrate their mastery of the objective?
Example: The student will be provided with a list of 200 math terms, no references and a timed test after instruction.
Degree or Criteria
• What are the standards of acceptable performance: Quantity, quality, efficiency durability?
Example: Performance will be satisfactory if all 200 terms are defined consistent with the text in 100 minutes.
Objective Part
Description Example
Behavior What will learner be able to do
Learner will define math terms
Condition How will they be able to do it
Learner will be provided a list of 200 math terms, no references and a timed exam
Criteria Degree of accuracy
Performance will be satisfactory if all 200 terms are defined consistent with the text
Activity: Assignment???
• Identify one of your objectives• Rewrite objective in terms of behavior,
condition and criteria• Share revised objective with nearby
friends• Report revised objectives to group
Terms: Sources of Confusion• Behavioral Objectives• Instructional Objectives• Educational Objectives• Terminal Objectives• Outcomes• Objectives• Aims• Intents• Objections
(i) General Objectives (G.O.)(ii) Specific Objectives (S.O.)
There are two types of objectives:
GENERAL OBJECTIVES AND SPECIFIC OBJECTIVES
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General Objectives
On completion of the study the student will be able:
These are very general statements which describe in implicit terms the overall aims of the total educational process.
GENERAL OBJECTIVES
1. To understand the concept of Data Flow Diagram2. To appreciate the difference between System
flow chart and Program flow chart3. To comprehend the use of a scanner
Examples:
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Specific objectives are expressed in behavioural terms and Identify the end product of instruction in terms of observable performance of students.
SPECIFIC OBJECTIVESSpecific Objectives
On completion of the study the student will be able:
Examples:
(i) To list the six levels of a Data Flow Diagram used in an application system
(ii) To draw a system flow chart for a given application system
(iii) To scan a given picture and transfer it to the appropriate module of application
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GENERAL RULES FOR STATING SPECIFIC OBJECTIVES
Instructional Objectives should be stated in terms of learner’s performance and not teacher’s performance
The Objective should specify what the learner will be able to do at the end of the lesson and not what the teacher had intended to do.
Non-example:
To teach Java Remote Method Invocation
Example:
The student will be able to distinguish between “Remote Method Invocation and “Remote Procedure calls”
Rule 1:
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GENERAL RULES FOR STATING SPECIFIC OBJECTIVES
The mere description of subject matter should be avoided
An objective should specify both the kind of behaviour expected and the subject or context to which that behaviour applies.
Non-example:
Multithreading technique
Example:
The student will be able to write a Java program to show Nepali Standard Time using Nepali thread by applying multithreading technique
Rule 2:
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.
Rule 3:
Non-example:
The student will be able to know the network hardware
Example: The student will be able to state the functions of the four types of connectivity hardware
GENERAL RULES FOR STATING SPECIFIC OBJECTIVES
Use verbs that refer to any observable activity displayed by a learner
Use Action Verbs
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Specify the standards of minimum acceptable performance
Examples:
GENERAL RULES FOR STATING SPECIFIC OBJECTIVES
Rule 5:
1. To list any six differences between metals and non-metals
2. To determine the diameter of a given rod using a suitable screw gauge to an accuracy of 0.05 m.m within 10 minutes
1. The student will be able to distinguish between metals and non-metals
2. The student will be able to determine the diameter of a given rod
The student will be able:
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The standards of minimum acceptable performance must be specified in terms of (a) the number of points / examples / differences etc. in case of theory subjects (b) the accuracy of results and speed of performance in the case of practical / laboratory work.
Non Examples:
An objective should not consist of more than one learning outcome
Non-example:
Example:
GENERAL RULES FOR STATING SPECIFIC OBJECTIVES
Rule 6:
1. To explain why networks are needed2. To list the two types of networking
The student will be able to explain the need for networking and list the types of networking.
The student will be able:
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Kinds of Objectives(Categories of Objectives)
• Cognitive – thought or knowledgeWhat learner is able to do
• Affective – feelings or choicesHow learner chooses to act
• Psychomotor – physical skillsWhat learner can perform
Bloom’s Taxonomy (1950s)
• Structure for categorizing competencies• Description of skills that must be
demonstrated for each level of thinking • Action verbs that elicit student
responses within that level
Knowledge(HEAD)
CognitiveDomain
Affective domain
Attitudes(HEART)
Skills(HANDS)
PsychomotorDomain
MAIN CATEGORIES OF HUMAN BEHAVIOUR
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compute
describe
discuss
explain
express
identify
locate
report
restate
review
tell
translate
apply
calculate
dramatize
employ
examine
illustrate
interpret
operate
practice
schedule
sketch
solve
use
cite
count
define
draw
list
name
record
relate
repeat
underline
analyze
appraise
calculate
categorize
compare
contrast
debate
diagram
differentiate
examine
inventory
question
test
arrange
assemble
collect
compose
construct
create
design
formulate
integrate
manage
organize
plan
prescribe
propose
appraise
assess
choose
compare
criticize
estimate
evaluate
judge
measure
rank
rate
revise
score
select
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
The hierarchical steps in the cognitive domain.
COGNITIVE DOMAIN
Simple
Complex
AFFECTIVE
DOMAIN
The hiera
rchica
l steps in
the affec
tive domain
.
RECEIVING
CHARACTERIZATION
ORGANIZATION
VALUING
RESPONDING
acceptattenddeveloprealizereceiverecognizereply
behavecompletecomplycooperatediscussexamineobeyobserverespond
acceptbalancebelievedefenddevoteinfluencepreferpursueseekvalue
codifydiscriminatedisplayfavorjudgeorderorganizerelatesystematizeweigh
internalizeverify(formal instruction does not address)
Simple
Complex
PSYCHOMOTOR
DOMAIN
The hierarchical steps in
the psychomotor domain.
PERCEPTION
ADAPTATIONCOMPLEX
OVERT RESPONSE
MECHANISMGUIDED
RESPONSE
SET
distinguish hear see smell taste touch
adjustapproachlocateplaceposition prepare
copydeterminediscoverduplicateimitateinjectrepeat
adjustbuildillustrateindicatemanipulatemixset up
calibratecoordinatedemonstratemaintainoperate
adapt buildchangedevelopsupply
constructcreatedesignproduce
ORGANIZATION
Simple
Complex
Guidelines for Writing Objectives(Criteria for Writing Instructional Objectives)
• Use action verbs to specify student behavior• Keep statements short and focused on a single
outcome• Explain expectations for student behavior,
performance & understanding• Use specific terminology that has limited
interpretation to ensure that all students understand the same interpretation.
Writing of behavioural objectives: 1. Identify the learner: who the learner is.2. specifies the kind of behaviour expected 3. reflect the process: guide in selection of
learning experiences4. end result must be observable 5. Feasible: can translated in reality:
class/clinical6. specifies the conditions of achievement
It must be: SMART• S-Specific• M-Measurable• A-Achievable• R-Realistic or Feasible• T-Time bound
Measurable Action Verbs• Analyze• Describe• Prioritize• Identify• Define• List• Apply
More Measurable Action Verbs
• Compare• Contrast• Summarize• Design• Predict• Evaluate• Others????
Verbs to Avoid• Understand• Know• Learn• Comprehend• Appreciate• Familiarize• Realize• Be aware of
(i) Knowledge of specifics(ii) Knowledge of specific facts(iii) Knowledge of ways and means of dealing with specifics(iv) Knowledge of conventions(v) Knowledge of trends and sequences(vi) Knowledge of classifications and categories(vii) Knowledge of criteria(viii) Knowledge of methodology(ix) Knowledge of the universals and abstractions in a field(x) Knowledge of principles and generalizations(xi) Knowledge of theories and structures
TAXONOMY OF EDUCATIONAL OBJECTIVES CATEGORIES IN THE COGNITIVE DOMAIN (B.S. BLOOM, 1956)
1. Knowledge: (Remembering previously learned material)
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2. Comprehension (Grasping the meaning of material)
(i) Translation (Converting from one form to another)
(ii) Interpretation (Explaining or summarizing material)
(iii) Extrapolation (Extending the meaning beyond data)
TAXONOMY OF EDUCATIONAL OBJECTIVES
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3. Application
This refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws and theories and solving of problems.
TAXONOMY OF EDUCATIONAL OBJECTIVES
69
4. Analysis: (Breaking down material into its parts)
(i) Analysis of elements (Identifying the parts)
(ii) Analysis of relationships (Identifying the relationship)
(iii) Analysis of organisational principles (Identifying the way the parts are organised)
TAXONOMY OF EDUCATIONAL OBJECTIVES
70
5. Synthesis: (Putting parts together into a whole)
(i) Production of a unique communication(ii) Production of a plan or proposed set of operations(iii) Derivation of a set of abstract relations
TAXONOMY OF EDUCATIONAL OBJECTIVES
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6. Evaluation (Judging the value of a thing for a given purpose using definite criteria)
(i) Judgements in terms of internal evidence
(ii) Judgements in terms of external criteria
TAXONOMY OF EDUCATIONAL OBJECTIVES
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EXAMPLES OF OBJECTIVES
On completion of the study of this Unit the learner will be able
1.0 To understand the working of Open System Interconnection (OSI) Network Model & its services
1.1 To draw the structure of OSI Network Model and name its seven layers (C)
1.2 To list the two principles used to arrive at the seven layers of OSI network model (C)
1.3 To list any three services provided by the application layer to the user in an OSI Network Model (K)
Example 1:
Name of the Unit: Introduction to Network Architecture
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EXAMPLES OF OBJECTIVES
1.0 To understand the working of medium access sub layer in OSI Network layer
1.1 To list the two protocols that are used in Medium Access Sub layer with respect to channel allocation (K)
1.2 To define collision with respect to channel allocation in medium access sub-layer (K)
1.3 To calculate frame time T, for a given frame length and bit rate in a channel (C)
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Example 2:
1.0 To comprehend the structure, working and applications of TCP / IP model.
1.1 To draw the structure and name the layers of TCP / IP model (C)
1.2 To describe the three main features of Internet Protocol (C)
1.3 To explain the four layers of TCP / IP model (C)
1.4 To describe any three TCP / IP applications (C)
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EXAMPLES OF OBJECTIVESExample 3:
On completion of the study of this Unit the learner will be able
1.0 To comprehend the nature of Viral diseases and methods of preventing them
1.1 To define Virus (K)
1.2 To explain the origin of Viruses on the basis of “Regressive theory” (C)
1.3 To list the four characteristic features of Viruses (K)
1.4 To define virulent cycle (K)
1.5 To give an example for (i) Spherical virus and (ii) Tadpole shaped Virus (C)
1.6 To describe the shape and general structure of Viruses (C)
1.7 To name three Viral diseases in plants (K)
1.8 To describe the structure of HIV (C)
1.9 To explain the multiplication of T4 bacteriophage with labeled sketches (C&Sk)
1.10 To describe any three Viral diseases in Human beings and methods of preventing them (C)
EXAMPLES OF OBJECTIVES
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Example 4:
On completion of the study of this Unit the learner will be able
1.0 To comprehend the principles of Cytology
1.1 To define Cytology (K)
1.2 To describe the ultrastructure of a plant cell (C)
1.3 To distinguish between plant and animal cell by stating the ten differences between them (C)
1.4 To describe the structure & chemical composition of cell wall (C)
1.5 To explain the ultrastrcture & chemical composition of chloroplast (C)
1.6 To describe the five stages of Mitosis with labeled sketches (C & Sk)
1.7 To state any three aspects that highlight the significance of Meosis (K)
1.8 To distinguish between Mitosis & Meosis by stating the eight differences between them (C)
1.9 To list any four significant features of Meosis (K)
EXAMPLES OF OBJECTIVES
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Example 5:
Benefits of Behavioural Objectives:
1. help in making curricular decision2. it guides teachers in instruction3. it helps in instructional improvement4. it helps in developing systematic evaluation
plan5. it guide students in seeking learning
opportunities6. it helps n improving learning7. it helps clients in receiving quality care:
develop mastery in learning and provide quality care.
SEE EXAMPLES OF WRITING OBJECTIVE FROM books????
Check Each Objective
• Does the objective focus on student performance?
• Is the task measurable or observable?• What criteria will I use to establish that
the objective has been reached?
Checklist• Is the learning objective written in terms
of observable, behavioral outcomes?• Is the learning objective clear and
concise?• Does the learning objective describe
expectations of student performance at the completion of instructional activity?
• Does the learning objective utilize an effective action verb that targets the desired level of performance?
Checklist• Are the learning objective aligned with the
instructional activities and assessments? • Does the learning objective specify
appropriate conditions for performance?• Is the learning objective written in terms of
observable, behavioral outcomes?• Is the learning objective clear and easily
understood by the learner?• Are the learning objectives identified and
reinforced in each module or learning unit?
How to teach Attitude/Value?There is no guaranteed method of teaching values or attitude.Abbatt has suggested following five methods of teaching attitude:
1. providing information2. providing examples or models3. providing real experience4. providing opportunity for discussion5. role playing exercise
QuestionsCommentsDiscussion
Thank you
Few Details of Taxonomy
Taxonomy• Taxonomy means classification• Taxonomy of learning objectives help teachers
(a) to identify goals, (b) to classify forms and levels of learning, (c) teaching/ learning experiences, (d) select appropriate evaluation methods and test tools.
• Hierarchical classification in any fielde.g. Phylum → order → species
Bloom’s Learning Domains
• 1950 - Dr. Benjamin S Bloom led committee of educational psychologists in the analysis of academic learning behaviors.
• Discovered three learning domains-cognitive (knowledge), affective (attitude). Psychomotor (skills).
Domains in learning Bloom
Performance of Specific professional tasks require the use of 1 or more Skills, pertaining to:
• Knowledge - use of HEAD- Cognitive Domain• Doing - use of HANDS- Psychomotor „ • Thinking - use of HEART- Affective „
DomainsCognitive Affective Psychomotor
Knowledge Attitude Skills
Recall data Awareness Copy/ImitationUnderstand Respond Follow
instructionsApply Value Develop
PrecisionAnalyse Organise Articulate
Synthesize Internalize Naturalize
Evaluate
Category Action Verbs
► Knowledge (Recall)
Compare, Contrast, Define, Describe, Differentiate, Distinguish, Identify, Indicate, List, Name, Summarize
► Application Calculate, Demonstrate, Estimate, Illustrate, Measure, Perform, Prescribe, Sketch, Solve
► Problem-Solving (Analyzing)
Analyze, Compose, Conclude, Construct, Decide, Design, Evaluate, Formulate, Organize
Bloom, Taxonomy of Educational Objectives
Category
Dimension
Definition
Example Objectives
Knowledge
Recalling Rote recall: Known common terms
► Name the major bones of the leg. ► List five causes of joint pain. ► Define “deep fascia”
Application
Applying Apply, solve problems, construct graphs
► Use chart to calculate appropriate dosage for a 45-pound child. ► Apply genetics concept to determine potential outcomes in a pregnant woman with x disease.
Levels of Thinking/ Learning
Category
Dimension
Definition Example Objectives
Problem-Solving
Analyzing Breaking something down and understanding its structure
► Diagram the mechanism leading to shortness of breath in interstitial lung disease. ► Determine which of the patient’s symptoms can be explained by the primary diagnosis. ► Select lab tests which should be done based on patient symptoms, history and physical exam.
Synthesizing
Building a structure/ pattern from diverse elements.
► Diagnose the patient’s problem. ► Create a care map for the treatment of diabetic patient. ► Write an article describing a research project.
Evaluating Judging the value of ideas, works, solutions, materials.
► Select the most effective treatment from an array of options. ► Select the most qualified candidate for a specified position.
Levels of Thinking/ Learning (contd…)
SPECIFIC LEARNING OBJECTIVES (SLO):
Statements which tell us what the student should be able to do at the end of learning period that he could not do before hand.
• It refers to change in 3 domains of educational process.
• SLO mostly student centered.
• Precise professional tasks – OBSERVABLE and MEASURABLE against given criteria.
1.Relevant2.Logical 3.Unequivocal4.Feasible5.Observable6.MeasurableSLO should be: • Transparent, Open• Mutually acceptable to teacher and
learner
QUALITIES OF A SPECIFIC LEARNING OBJECTIVES:
1. ACTIVITY: • Refers to an observable or measurable
performance. • It expresses in action verb, e.g. list,
enumerate, explain, perform, insert, inject
2. CONTENT:• Topic or subject matter in relation to which
the activity is performed.
3. CRITERIA:• Describes acceptable or desirable level or
proficiency expected of learner.
4. CONDITION:• Resources supplied with or without the help
of books, equipment, specimen, reports, etc.
ELEMENTS OF A SPECIFIC LEARNING OBJECTIVE:
LIST OF ACTION VERBS:
1. Words open to fewer interpretations: • To write To identify• To differentiate To solve• To list To compare• To contrast To construct,
etc. 2. Words often used but open many interpretations:
• To know, to discuss, to understand, to appreciate, to believe, to have faith, etc.
STEPS FOR STATING SPECIFIC LEARNING OBJECTIVES
STEP 1: START with an ACTION VERB e.g., Name, List, Perform, Respond
STEP 2: FOLLOW the ACTION VERB with CONTENT e.g., Perform – a lumber puncture
STEP 3: END with the performance standard (CRITERIA) e.g., Perform – a lumber puncture IN FIVE
CONSECUTIVE CASES, OBTAINING THE NECESSARY AMOUNT OF C.S.F. with a MINIMUM of DISCOMFORT to the PATIENT.
STEP 4: SPECIFY the MAIN CONDITIONS under which the ACTION IS TO TAKE PLACE e.g., GIVEN the DATE
STEPS FOR STATING SPECIFIC LEARNING OBJECTIVES (contd…)
EXAMPLE OF SLO:
1. Draw/ collect 5 ml of blood by venepuncture in an adult in not more than two attempts in 5 mins time.
• Draw/ Collect – ACTIVITY
• 5 ml of blood by venepuncture in an adult – CONTENT
• Not more than two attempts – CRITERION
• In 5 mins time – CONDITION
Exercise1.Frame one specific learning objectives
in each group in three different domains and identify the activity, content, criterion and condition in each of them.