objectives

By the end of the presentation each
candidate should be able:
Define learning objectives.
Differentiate between Goal and objectives.
Explain the Importance of learning objectives
Discuss Types of Educational Objectives.
Discuss components of educational objective.
:Objectives

By the end of the presentation each candidate
should be able:
 Discuss How to Write an Educational Objective.
 Identify Categories/ domains of Behaviors for
educational objectives
Differentiate domains of educational
objectives.
List Common Mistakes When Writing
:Objectives

 Introduction.
 The definition learning objectives.
 Goal and objectives
 Importance of setting objectives
 Responsibility for Establishing Goals and
Objectives
Outlines:

Characteristics of a specific educational objective
Components of educational objective
Categories/ domains of Behaviors for educational
objectives
How to Write an Educational Objective
Common Mistakes When Writing Objectives cont..,
Con.,

Introduction
Learning Objectives:
A Learning Objective describes a direction for a
student acquiring the new skills or knowledge
Learning involves
students acquiring
new skills and
knowledge
• Objectives provide
an aim or direction
for the learning

learning objectives =performance or
instructional objectives)
 A clearly written statements that describe what
students will be able to do once they
successfully complete a unit of instruction
Or
 Desired changes of the behavior or desired
outcome which the teaching-learning process
is meant to achieve
Definition of learning objectives:

A Goal:
 Is a broad statement of expected learning outcome of a course.
Learning activities :
 Are the resources that help in achieving the learning objectives
or are the learning experience that provide students the
opportunity to practice the
desired skills
Example:
 students will write an essay on one of the major theories of the
cause of glaciation.
 Learning objectives :
 By the end of this session students will be able to explain the
major theories of the cause of glaciation.
Definition of learning objectives cont.., :

Goals & Objectives
Goals Objectives
Broad Narrow
Intangible Tangible
General intention Precise
Abstract Concrete
Can not be validate Can be validate
long-term short-term
cannot be attained. can be attained

Goals & Objectives cont..,
Goals Objectives
 Are broad, brief
statements of
intent that provide
focus or vision for
program planning .
 Are more realistic,
describe targets for
the program
 They are write in
non-specific, non-
measurable verbs
as; learn,
understand, feel ,
know and usually
 They are write in an
active measurable
tense and use strong
verbs like list , write,
conduct, produce, they
can be attained

•The Clinical Problem
Solving course is designed
to help first year students
develop effective skills in
symptom recognition and
differential diagnosis
A Goal is a broad
statement of
expected
learning outcome
of a course
• Given a set of clinical
data, the first year
student in CPS small
groups will be able to
state a hypothesis and
A Learning Objective
is a specific
statement of
observable student
behaviors that can
be measured and
contributes to
Goals & Objectives cont..,

A Goal has multiple Learning
Objectives
Goal
The Clinical
Problem
Solving
course is
designed to
help first
year
students
develop
effective
skills in
symptom
recognition
Learning Objectives
• analyze a case
• evaluate historical data
to determine a
• write a report with a
and evidence to support
it
• interpret lab results to
confirm diagnosis
• apply knowledge
acquired through
At the end of the small group session,
students will be able to:

Importance of stating objectives
or
How objectives guide teaching
Stating objectives is very important because it provides criteria
for
1. Selecting content of the program.
2. Selecting teaching strategies.
3. Provide the basis for evaluation.
4. Provide the learner with means to organize efforts
toward accomplishing objectives.

Importance of stating objectives
or
How objectives guide teaching
Assessmen
t
(how
students'
achievement
is
assessed)
Content
(what is
taught )
Methods
(how it is taught)
Objectives
guide

Responsibility for Establishing Goals and
Objectives
Setting of goals and objectives must be a
mutual decision-making process between
the teacher and the learner.
Both parties must “buy into” and participate
in establishing predetermined objectives
and goals prior to initiating the
teaching/learning process.
Blending (combining together) what the
learner wants to learn and what the teacher
has assessed the learner needs to know to
provide for a mutually accountable,
respectful, and fulfilling educational

Types of Educational Objectives
objectives have been classified into three
types
(1)
General
objectives
(2)
Intermediate objectives
(3)
Specific
objective
s

Reflect main professional functions which
are broad statements and describe those
objectives that the learner should be able
to demonstrate at the end of the academic
educational program.
Example:
Providing preventive and curative care to
the individual and community, in health
General objectives (Goal)

Breaking down professional functions into
components (activities) which together
indicate the nature of the functions.
Example:
planning and carrying out blood sampling
session for a group of adult in the
community.
Intermediate objectives

precise professional tasks whose results are
observable and measurable against given criteria. It
should be stated for each course in order to reach the
general objectives of the academic educational
program.
 Specific objectives describe the performance
demonstrated by the learner at the end of each course
or units.
Example:
Using the syringe to take a blood sample (5 ml) from
the capital vein of an adult (criteria: absence of
hematoma; amount of blood taken within 10% of the
amount required; not more than two attempts).
Specific objectives

N.B
In stating specific objectives ; the verb will help to focus
on what will be assessed
For example
“Students will be able to do research”. The verb do is
vague. Do you mean identify an appropriate research
question, review the literature, establish hypotheses, use
research technology, collect data, analyze data, interpret
results, draw conclusions, recommend further research,
or all of those? Each of the verbs in those statements is
appropriately specific. The more specific objectives is

Example for Goal & Specific
objectives
Broad:
Identify mental health problems in
children; propose measures and
participate in their application.
More specific:
Determine the priority mental health
problems in children of his own health
sector.
Coordinate health, administrative and
educational resources available for
dealing with mental health problems in
children (particularly those

Application of SMART at all goals and
objectives will promote a strong program or
project that are directed to the outcome .
SMART means
characteristics of a specific
educational objective

Specific :
The objective must be clearly defined.
“What exactly are we going to do, with or
for whom”?
Measurable :
The objective must be measured and the
measurement source is identified.
All activities should be measurable at some
level.
“Is it measurable & can WE measure it”?

Achievable :
The objective must be directly supports the
outcomes of the program agency.”
Will this objective lead to the desired results”?
Realistic or relevant :
The objective must be realistic regarding
conditions, time period, resources allocated, etc.
“Can it done in the proposed timeframe/in this
political climate/ for this amount of money”?
Timely:
The objective must be stating clearly
when the objective will be achieved
“When will be accomplish this objective”?

Components of educational
objective
Well-written objectives contains three
components:
Performance Conditions Criteria

1. Performance – Indicates what
participants are expected to as a result of
the learning activity.
2. Conditions – Specifies under what
conditions should the participants perform
3. Criteria – Identifies how well the
participants have to perform to satisfy the
requirements

Performance (Who , what)
A learning objective is participant-centered
and performance based. It should describe
what participants will be able to do as a
result of the learning event.
Therefore, the statement should have an
action verb that best describes the type of
behavior that the participant needs to
display.

Performance cont..,
The only way you can determine whether
or not a participant has learned something
is to observe some kind of behavior that
indicates learning has taken place.
Therefore, the action verbs should be
specific, observable, and measurable.
Verbs such as “understand,” “know,” or
“comprehend” are not easily observable
and measurable, and should be avoided.

Possible action verbs include:
List
Identify
Explain
Describe
Calculate
Compare
Demonstrate
Analyze

for example
after completing of maternal child
health course the student will:
 Assist with a normal childbirth
 Assess and classify the sick child
Administer the chosen family
planning method
 Provide counseling and testing
services for people with HIV/AIDS

Condition (When)
A learning objective should describe
conditions under which the
participants will perform the behavior.
The conditions under which the task
will be performed typically addresses
time
 place
Resources
circumstances.

Possible conditions include;
using a calculator
referencing a chart
while being monitored
using a drill and saw
in 10 feet of water

Possible conditions include;
• After completing this module,
• After completing this course,
• After completing this clinical rotation,
• After completing this lesson.
• on a boat
• in the daylight

 A learning objective should describe the
criteria that will be used to evaluate
performance to determine what is acceptable.
 The criteria should communicate the level of
proficiency that is expected. It might describe
how the learner will be able to perform in
terms of quality, quantity, and time
measurements.
Criteria of performance. (How)

Criteria cont…,
Possible standards include;
within 10 minutes
within acceptable industry guidelines
80% or better
assembling 15 items
in compliance with a chart

Components of educational
objective
Consider these examples of standards:
 According to the standards presented in
the course materials
 According to the clinical protocol or
checklist
 With at least 97% accuracy

Another example of Components of an
objective
 At the end of their field research
(Condition ,When),
 Students will be able to write a research paper
( Performance , Who , What)
 In the appropriate scientific style
(Criteria, How)

Categories/ domains of Behaviors
for educational objectives
Cognitive Domain
Affective Domain
Psychomotor Domain

Cognitive Domain
Dealing with intellectual abilities
Approximately 80% of educational
objectives fall into this domain(such as
problem solving)
Most familiar to both instructors, authors
and learners
“Head” objectives

Bloom's learning domains
I- Cognitive Domain
Evaluation judges the value of information
Synthesis
builds a pattern from diverse
elements
Analysis
separates information into part
for better understanding
Application
applying knowledge to a new
situation
Comprehension understanding information
Knowledge recall of data

Examples for cognitive
objective:
Following a discussion related
to nurse-patient interaction,
the registered nurse will
identify in writing four phases
of nurse-patient relationship.

Affective Domain
 Relating to the expression of feelings ,
including emotions, fears, interests,
attitudes, beliefs, values and appreciations.
 Often the most difficult objectives to
develop

II- Affective Domain
Internalizing
Values
behavior which is controlled by a
value system
Organization
organizing values into order of
priority
Valuing
the value a person attaches to
something
Responding to
phenomena
taking an active part in learning;
participating
Receiving
phenomena
an awareness; willingness to listen

Example for affective objective:
Given the opportunity for
attending a leadership
development workshop – the
registered nurse demonstrates
interest by participating in

Psychomotor Domain
The easiest objectives to write as the
behavior is easily observed and monitored.
Psychomotor skills often involve the use of
tools or instruments.
“ Hands On” courses will contain
psychomotor objectives

III- Psychomotor Domain
Origination
a learner's ability to create new
movement patterns
Adaptation
a learner's ability to modify motor
skills to fit a new situation
Complex Overt
Response
the intermediate stage of learning
a complex skill
Mechanism
the ability to perform a complex
motor skill
Guided
Response
the early stage of learning a
complex skill which includes
imitation
Set a learner's readiness to act
Perception
the ability to use sensory cues to

Example of psychomotor
objective:
After observing a demonstration
of an intramuscular injection,
the licensed practical nurse will
repeat the demonstration in
accordance with established
procedure.

Related Action Verbs to the three
domains
Learning
Type
Related Action Verbs
Attitude
Developmen
t
analyze , assess, choose, criticize, decide,
evaluate, pick, select, accept, judge, justify
,value.
Skill
Developmen
t
assemble , compute , construct , copy , count,
demonstrate, design, develop, draw, measure,
operate, prepare, process, prove, record,
repair, peak, transcribe, type, manipulate.
Knowledge
Developmen
t
Cite, compare, contrast, define, describe,
detect, Differentiate, distinguish, enumerate,
explain
Identify, list, name, quote, recite, recognize,

How to Write an Educational
Objective
1)Planning Your Objective
2)Writing Your Educational Objective
3)Reviewing Your Objectives

1. Planning Your Objective
A.Differentiate between goals and
objectives.

1. Planning Your Objective cont...,
B. Familiarize yourself with Bloom's
Taxonomy

1. Planning Your Objective
cont...,
C. Learn the characteristics that
communicate your intent.

2. Writing Your Educational
Objective
A.Write stem statements

Objective con..,
B. Select the proper verb

Objective con..,
C. Determine the outcome.

Objective con..,
D. Put it all together

3. Reviewing Your Objectives
A.Make sure your objectives are SMART.

Cont..,
B. Evaluate whether objectives are being met.

Cont..,
C. Revise your objectives if necessary.

Common Mistakes When Writing
Objectives
1. The objective is not stated in terms of the
student or Describing what the instructor
rather than the learner is expected to do.
An example :
"The teacher demonstrate how to use
a graphing calculator to find the limit of a
function."
This error is easily corrected by beginning
each objective with a term such as, "The
student will..." or "The learner will...."
A better example of this type of objective
would be: "The student will use a graphing
calculator to find the limit of a function."

Objectives cont..,
2. The objective is not something that can be
observed or measured.
Example :
To communicate effectively with team
members in order to manage time effectively to
provide appropriate evidenced based care.
It is not clear how ‘effective’ will be measured
(i.e. what are the criteria for this?). There is
also is no clear timeframe of how and when the
objective and measurement was to take place.
It is not clear how communicating effectively is
linked to managing time effectively.

Objectives cont..,
3. The objective does not list specific criteria for
what is acceptable.
example, :
"The student will know the names and symbols
of elements on the periodic table."
The problem here is that there are 118
elements on the periodic table. Do the
students have to know all of them or just a
specific number of them. A better objective
would read, "The student will know the names
and symbols of the first 20 elements on the
periodic table."

Objectives cont..,
4. Including more than one expected behavior in a single
objective (avoid using the compound word and to connect two
verbs—e.g., the learner will select and prepare).
5. Writing objectives that do not relate to the stated goal.
6. Being too general so as not to specify clearly the expected
behavior to be achieved.
7. Forgetting to include all the objective ‘s components.

Interrelationship between 3
domains
Using a syringe, take a blood sample(5 ml) from the
cubital vein of an adult
The main component is a practical skill, but the
other two (communication and intellectual skills) are
also involved.
The communication skill
(introducing yourself to the patient,. going to do,
etc.
The intellectual skill
sketch from memory the position of the cubital vein
list the measures to be taken to ensure
sterility during the act

Check Up Quiz
Explore is theses statements are well
written or poorly written objectives
1. Following a class on hypertension, the
patient will be able to state three out of
four causes of high blood pressure.
(well)
2-After conducting a thorough health
assessment, the staff nurse will create a
nursing care plan consisting of at least
three needs of the patients.
(well)

Check Up Quiz
3- Given a list of exercises to relieve low back pain,
the patient will understand how to control low back
pain.
(poorly) [Performance not stated in measurable terms;
criterion missing]
4- The nurse will demonstrate crutch walking
postoperatively to the patient
(poorly) [Teacher-centered]

Check Up Quiz
5-After reading handouts, the patient will be
able to state three examples of foods that are
sources of protein.
(well)
6-After a 20-minute teaching session, the
patient will verbalize at least two feelings or
concerns associated with wearing a
colostomy bag
(well)
]

Check Up Quiz
An educational objective corresponds to all the following
elements excepts one. Indicate which:
A. it is sometimes also called a learning objective.
B. it defines explicitly what the teacher should do.
C. it should be the basis for the preparation of the students
'timetable
D. it can be general or specific.
E. it is defined in behavioral terms corresponding to the tasks
to be accomplished
]

Check Up Quiz
There have been numerous classifications of
educational object dives. One of them consider three
domains:
1. Domain of communication skills.(Affective )
2. Domain of practical skills.(psychomotor)
3. domain of intellectual skills (cognation)
Using the following code:
A =1
B=2
C=3
indicate the domain{s} to write the following objectives
correspond

Check Up Quiz1. the student should be able to name four new
ideas concerning TB control
(C)
1. the student should be able to measure the
length of the new porn infant with a
maximum error 1 cm
(B)
1. the student should be able to avoid giving
guilt feelings to a five –years-old enuretic
child
(A)
]

objectives

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