Writing Objectives

Objectives describe what a successful learner is able to do at the end of the instruction. Objectives may also be called performance objectives, learning objectives, instructional objectives, course objectives, module objectives, or just plain objectives, which is the term we will use for simplicity.
An Objective describes "what the job incumbent must do on the job when performing the task." "The objective describes the end result the instruction is intended to produce. The objective states what the learner will do after instruction is finished." (Instructional Design for New Designers by Langevin Learning Service)

Rothwell did a survey in 1997 and found "writing performance objectives ranked as the second most important duty of instructional designers - following only needs assessment." (Mastering the Instructional Design Process by Rothwell and Kazanas)

"Before you prepare instruction, before you select instructional procedures or subject matter or material, it is important to be able to state clearly just what you intend the results of that instruction to be." "If you're not sure where you are going, you're liable to end up someplace else." (Preparing Instructional Objectives by Mager)

Three Components of an Objective:

Conditions:Describes the conditions, if any, under which the performance is to occur.
We have used:
Upon completion of this session you will be able to:
At the end of this session you will be able to:

Performance:Describes what the learner is expected to be able to do
For example:
Define a term
List four elements
Identify three types
Write a plan

Criterion:Describes how well the learner is expected to perform
We don't add this part to each objective, because we mean with an overall accuracy of 80%.

  • Objectives must be clear, concise, specific and measurable.
  • Clear objectives make it easy to write test questions. Each objective should have one or more assessment questions.
Bad Objective: At the end of this module you will be able to know all about the phases of testing
Better Objectives: At the end of this module you will be able to list the three phases of testing.
At the end of this module you will be able to define the Pre-Analytical Phase of Testing.
Bad Objective: At the end of this module you will be able to really understand the CLIA '88 regulations.
Better Objectives: At the end of this module you will be able to define the terms law, statute, and regulations as they relate to the medical laboratory environment.
At the end of this module you will be able to determine if a laboratory is subject to CLIA regulations.
Bad Objective: At the end of this module you will be able to fully appreciate what you need to document personnel qualifications
Better Objective: At the end of this module you will be able to list four acceptable ways to document personnel qualifications

Levels of Objectives in the Cognitive Domain (Knowledge)
Highest Level 
   Evaluation Assessing the value of ideas, things, and so on
   Synthesis Assembling a whole from parts (inductive)
   Analysis Disassembling a whole into parts (deductive)
   Application Using what has been previously learned
   Comprehension Knowing what a message means
   Knowledge Remembering/recalling terms, facts, and so on
Lowest Level 

Levels of Objectives in the Affective Domain (Attitudes)
Highest Level 
   Characterization Adopting a new way of life or outlook
   Organization Developing/acquiring a new value system
   Valuing Accepting values/beliefs
   Responding Participating
   Receiving Paying attention
Lowest Level 

Levels of Objectives in the Psychomotor Domain (Skills)
Highest Level 
   Complex Overt Response Performing automatically with facility/habitually
   Mechanism Acting without assistance
   Guided Response Performing a task with assistance
   Set Getting ready to perform
   Perception Observing behaviors involved in a task
Lowest Level 

 

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