Learning Objective

“If You don’t know your destination, any road can take you?”

What Is a Learning Objective?• A learning objective is a statement of what the learner will know,

understand, or be able to do as a result of engaging in a learning activity.

• Well-written learning objectives are essential to building a strong foundation in the development of training materials.

Goals vs. Objectives

• The difference between goals and objectives is that goals are broad, generalized statements of instructional intent, while objectives are specific, measurable outcomes that help a learner achieve the goals. For example:

• Goal The overall goal of this presentation is to help participants understand how to write SMART learning objectives.

• Objectives: The objectives of this presentation is to help participants identify action verbs that should not

be included in writing SMART learning objectives. » Describe the importance of writing SMART learning

objectives.

Why Are Learning ObjectivesImportant?

Developing learning objectives is one of the most critical steps in the training development process. Well-constructed learning objectives enable :

trainers to choose appropriate methods, assessment and evaluation tools that accurately reflect the course,

trainees to know what new information or skills they will be learning. They can take more responsibility for their own learning when they know what they are expected to achieve they will learn, and

Stakeholders to know what will be achieved (knowledge, skills and attitudes) through the training programs.

Potential Problems with Learning Objectives

• Could limit learning if learning outcomes are written within a very narrow framework –lack of intellectual challenge to learners

• Could give rise to confusion among students and staff if guidelines are not adhered to when drawing up learning outcomes.

• (So, learning objectives must be clear and measurable.)

• Here you should consider what exactly you would like trainees to be able to do by the end of the training session. – In what ways will students be “different” when they

finish the course?– What should students be able to DO with the

knowledge and skills gained in the course?– What do students need to KNOW in order to do the

things they should be able to do when they finish the course?

– What types of Attitudes students need to develop?

How to Write Learning Objectives?

Components of Learning Objectives

• Educational theorist Robert Mager in his 1962 book on “Preparing Instructional Objectives” created a clear framework for developing learning objectives, in which they are constructed around four main components: ABCD model (audience, behavior, condition, and Degree)

• Audience: refers to Participants/trainees/ Students ” – (reminding you that the focus is to the learner not instructor)

Cont’d• Behavior (observable action verb): Choose an

action verb that best describes the type of behavior that the learner needs to display after the training.

• These might include “list,” “explain,” or “identify.” • The action verb is the most important component of

the learning objective because it indicates what will be accomplished through the training.

• Try to avoid verbs such as “understand,” “know,” or “increase awareness of,” as these are not easily measurable.

AV

For example, compare the ff:• By the end of this course, trainees will be able to:

“list the systems for initiating their subordinates,” X “Know the systems for initiating their subordinates .”

X Understand the importance of providing voluntary counseling and testing (VCT) services to pregnant women. (broad & difficult to measure)

Identify three barriers to implementing effective voluntary counseling and testing (VCT) services.

Cont’d

• Condition: Determine under what conditions the task must be performed.

For example, “By the end of the class, trainees will be able to list six criteria for initiating subordinates .”

• The condition might also identify tools, procedures, materials, aids, or facilities to be used in performing the task, for example, “without reference to a manual” or “by checking a chart.” When you combine these elements, you get effective learning objectives.

Cont’d

• Degree: It describes the level of proficiency to be elicited by the training—in other words, how the learner will be able to perform in terms of quantity, quality, and time limitations.

• It will answer a question such as “How many?” “How fast?” or “How well?”

• Examples of Degree include • Accuracy• Speed • Number • Permissible Errors • Degree of Excellence

Examples of Learning Objectives

• Following this lecture, the participants will be able to correctly explain four characteristics of good research topic.

• After completing this class, trainees will be able to correctly conduct a independent research on identified intelligence problems.

Degree

Condition AUDIENCE

Condition AUDIENCEbehavior

Degree behavior

Degree

Making Learning Objectives “SMART”

• Use SMART as a checklist to help ensure that you have considered each item in formulating learning objectives.

• Effective learning objectives are SMART: Specific, Measurable, Action-oriented, Reasonable, and Time bound.

Specific means that the learning objective describes the knowledge, attitudes, or skills that a learner should be able to demonstrate following exposure to a learning activity.

Measurable means that achievement of learning objectives can be measured by test items, observation, problem-solving exercises, or other evaluation methods during or after the training.

Cont’d

Action-oriented means that the objective includes an action verb that demonstrates change or acquisition of knowledge, attitudes, or skills.

Reasonable means that the objective reflects realistic expectations of knowledge, attitude, or behavior acquisition/change given the conditions for instruction (e.g., time and scope of training).

Time-bound means that the objective specifies a time frame in which learners are expected to achieve the learning objective(s)—usually by the end of the training.

Examples of SMART objectives

• After the end of this course(time-bound), participants will describe (action-oriented) four factors (specific, measurable, reasonable) that increase the risk of HIV transmission in women.

• After attending the class and studying the assigned handouts (time-bound, reasonable), participants will list (action-oriented) three types of tests (specific, measurable) performed in Ethiopia to detect HIV.

1. After completing the course, the trainees will be able to have adequate knowledge of counter terrorism.

• This objective is time-bound, The action verb is “have,” which is not specific. Simply stating “adequate knowledge” is difficult to determine if it is reasonable or not. It is not specific enough to measure.

2. Trainees able to understand the functions of EW at all levels. • This objective is not time-bound, which makes it difficult to

determine if it is reasonable or not. The verb, “understand,” is not an action verb and is not easy to measure.

Examples of poorly written objectives(not SMART)

The Cognitive Domain

1. The cognitive domain relates to knowledge and intellectual skills such as understanding, organizing ideas, analyzing and synthesizing information, applying knowledge, choosing among alternatives in problem solving, and evaluating ideas or actions.

2. Subcategories in the cognitive domain, described in the table below, move from simple cognitive processes — such as the basic recall of information — to more complex cognitive processes — such as the analysis, and application of knowledge.

COGNITIVE DOMAIN, ACTION VERBS for OBJ ECTIVES

Knowledge Comprehension

application Analysis Synthesis evaluation

Describe, define, identify, list, name,recognize, reproduce, state

Articulate, distinguish, estimate, explain,generalize, infer, interpret, paraphrase,rewrite, summarize, translate

Apply, change, construct, demonstrate,modify, operate, predict, prepare,produce, show, solve, use

Analyze, categorize, compare, contrast,differentiate identify, illustrate, infer,outline, relate, select, separate

Compile, create, design, diagnose,diagram, discriminate explain, generate,modify, organize, plan, relate, reorganize,separate, summarize, write

Appraise, assess, compare, conclude,contrast, criticize, critique, describe,evaluate, explain, interpret, justify,summarize, support

The Affective Domain• The affective domain relates to the

emotional component of learning, and is concerned with changes or growth in interest, attitudes, and values. It emphasizes feeling, tone, emotion, or degree of acceptance or rejection.

• Subcategories, described in the table below, move from more simple affective components — such as receiving and responding to new information — to more complex ones — such as organizing and internalizing values.

Affective Domain, ACTION VERBS for OBJ ECTIVES

Receiving Responding Valuing Organization Internalizing values

(characterization)

Ask, choose, describe, give, identify, locate,select

Answer, assist, discuss, greet, help, participate,present, read, report, select, Tell

Complete, demonstrate, differentiate, explain,follow, initiate, join,justify, propose,read, Share

Adhere, alter, arrange, combine, compare,defend, explain, integrate, modify

Act, display, influence, listen, modify,perform, propose, question, serve, solve,verify

The Psychomotor Domain

• The psychomotor domain (developed by Dave's in (1975) relates to the physical skills and/or the performance of motor tasks according to a standard of accuracy, rapidity, or smoothness.

• Subcategories progress from imitation to performance of a procedure to mastery of a physical skill. Learning is demonstrated by the learner performing the skill to a level of proficiency.

PSYCHOMOTOR DOMAIN ACTION VERBS for OBJ ECTIVES

Imitation Manipulation Precision Articulation Naturalization

Observe, attend to, ask, participate,Answerparticipate, tell, give examples, expressconfidence

Complete, demonstrate, replicate,share, point out, break down, puttogether

Arrange, choose, conduct, construct,design, integrate, organize, perform,modify, refine, mixes, respond, vary

conduct, construct,design, integrate, organize, perform,modify, refine, mixes,

arranges, builds, combines, composes, constructs, creates, designs, initiates, makes, originates