The document discusses learning objectives, which describe what a learner will be able to do after a learning experience. Learning objectives are specific, measurable statements and differ from broader aims. Objectives should be written using active verbs and focus on knowledge, skills, or attitudes. Well-written objectives provide structure for teaching and allow students to assess their own progress.
Writing Learning Objectives:Beginning With The End In Mind - Faculty DevelopmentJoyRussellPhD
Writing Learning Objectives:Beginning With The End In Mind - Faculty Development. Tutorial on how to write a learning objective using the ABCD method. Course goals, bloom's taxonomy and Gagne's hierarchy of learning are reviewed.
Writing Learning Objectives:Beginning With The End In Mind - Faculty DevelopmentJoyRussellPhD
Writing Learning Objectives:Beginning With The End In Mind - Faculty Development. Tutorial on how to write a learning objective using the ABCD method. Course goals, bloom's taxonomy and Gagne's hierarchy of learning are reviewed.
At the end of the workshop, the participants will be able to:
write an appropriate student learning outcome for their program
Describe specific behaviors that a student of your program should demonstrate after completing the program
Focus on the intended abilities, knowledge, values, and attitudes of the student after completion of the program
At the end of the workshop, the participants will be able to:
write an appropriate student learning outcome for their program
Describe specific behaviors that a student of your program should demonstrate after completing the program
Focus on the intended abilities, knowledge, values, and attitudes of the student after completion of the program
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
7 Steps to Develop Well-Designed Course ObjectivesWiley
Why are well-designed learning objectives so important? The answers may seem self-evident; they provide a roadmap for students to follow, and they enable the measurement of student learning.
Writing Measurable Learning Outcomes
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3rd Annual Texas A&M Assessment Conference
You got to be careful if you don’t know where you’re going,
because you might not get there – Yogi Berra
Assessment is a systematic and on-going process of collecting, interpreting,
and acting on information relating to the goals and outcomes developed to
support the institution’s mission and purpose. It answers the questions: (1)
What we are trying to do? (2) How well are we doing it? And (3) How can we
improve what we are doing? Assessment begins with the articulation of
outcomes. Writing measurable outcomes involves describing the first three
components: outcome, assessment method, criteria for success, in the
assessment cycle.
Assessment CycleAssessment Cycle
Outcome
Assessment
Method
Criteria for
Success
Assessment
Results
Use of
Results
Broadly speaking, there are two types of outcomes: learning outcomes and
program outcomes. Learning outcomes describe what students are expected
to demonstrate and program outcomes describe what a program is expected
to accomplish.
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Learning Outcomes
Learning outcomes describe what students are able to demonstrate in terms
of knowledge, skills, and values upon completion of a course, a span of several
courses, or a program. Clear articulation of learning outcomes serves as the
foundation to evaluating the effectiveness of the teaching and learning
process.
The Components of a Measurable Learning Outcome. Three essential
components of a measurable learning outcome are:
Student learning behaviors
Appropriate assessment methods
Specific student performance criteria / criteria for success
When writing a measurable learning outcome, it is important to:
focus on student behavior
use simple, specific action verbs
select appropriate assessment methods
state desired performance criteria
Focus on Student Behavior. Learning outcomes are about what students are
able to demonstrate upon completion of a course or a span of courses or a
program. Learning outcomes are not about what the instructors can provide
but what the students can demonstrate. The following are not learning
outcomes:
Offer opportunities for students to master integrated use of
information technology.
The program will engage a significant number of students in a
formalized language/cultural studies program.
Students who participate in critical writing seminars will write two
essays on critical thinking skills.
Students will be exposed to exceptionality in learning disabilities
including visual and perception disabilities.
Use Simple, Specific Action Verbs. When writing learning outcomes, focus on
student behavior and use simple, specific action verbs to describe what
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students are .
Educational objectives are the statements of those desired changes in behavior as a result of specific teaching-learning activities or specific teacher-learner activity
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2. What are Learning Objectives?
are statements that describe what a learner will
be able to do as a result of learning.
sometimes called learning outcomes.
are also statements that describe what a learner
will be able to do as a result of teaching.
Some definitions stress: is a sort of contract that
teachers make with learners that describes what
they will be able to do after learning that they
could not do before, the 'added value' of teaching.
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3. Factors can interfere with the
achievement of objectives:
◦ the existing knowledge of the learner,
◦ the relevance or usefulness of the material
presented,
◦ the skills of the teacher.
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4. What are the difference between
Aims and Objectives?
Aims - general statements concerning the
overall goals, ends or intentions of teaching.
Objectives - are the individual stages that
learners must achieve on the way in order
to reach these goals.
◦ Example: A teacher might have an aim that a
student should be able to take blood pressure
using a sphygmomanometer.
However to achieve this aim a series of objectives must
be met. eg to explain procedure to patient, to position
cuff correctly, to inflate to correct pressure.
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5. Aims are general, objectives are specific.
There are more objectives than aims.
Aims are like strategy, objective are like
tactics.
◦ Aims and objectives can form hierarchical
structures so that in complex curricula aims at one
level might be seen as objectives at another.
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6. What are the main categories of learning
objectives?
Learning objectives are aimed at the three
domains of learning:
1. Knowledge/cognitive
2. Skills/psychomotor
3. Attitudes/affective
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7. How do you write aims and learning
objectives?
focus on the most important outcomes
for your learners at that stage of their
course.
◦ Example: if you want them to be able to take
blood pressure using a sphygmomanometer
after you have demonstrated the procedure
that would constitute your aim. But to achieve
that they will have to have attained a series of
objectives on the way.
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8. Some of these objectives might include
◦ the basic knowledge behind cardiovascular
physiology such as the sequence of the
cardiac cycle, systole, diastole, cardiac output,
stroke volume etc.
Further skill objectives might include
◦ communicating with patients,
◦ explaining procedures etc.
Finally the skills of the procedure itself
broken down into suitable steps.
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9. Aims and objectives for one possible teaching
sequence might look like the following:
Aims:
The student should be able to measure blood pressure on a colleague/patient
using a sphygmomanometer and a stethoscope (to an accuracy of +/- 10mm
Hg).
Objectives:
1. Can describe the cardiac cycle and explain the terms systole, diastole,
cardiac output, stroke volume.
2. Can effectively communicate instructions to patient concerning the
procedure.
3. Fits and inflates cuff to appropriate pressure.
4. Releases pressure carefully and uses stethoscope to listen to brachial
artery and Korotkow sounds.
5. Deflates cuff.
6. Records systolic and diastolic pressure correctly.
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10. In the case of more knowledge orientated
aims and objectives imagine you are going
to give a lecture with the aim of ensuring
that students understand the relationship
between protein structure and function
and the various factors that influence
enzyme reactions. Here you need to
break the knowledge down into smaller
components that logically build towards
the final goal.
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11. Aims:
To understand the relationship between protein structure and function and the factors
that influence enzyme reactions.
Objectives:
1. State the different categories of amino acid.
2. Explain what a peptide bond is and how polypeptides are formed.
3. State the four levels of protein structure and explain how the sequence of amino acids
leads to the final three dimensional configuration of the protein.
4. Explain how variations in pH, ion concentration and temperature influence the three
dimensional configuration of a protein.
5. State that an enzyme is a protein designed to catalyse a specific chemical reaction.
6. State that an enzyme speeds up the rate of a chemical reaction by lowering the
activation energy of the transition complex and that it does not influence the
equilibrium or overall energy change of a reaction.
7. Explain how variations in pH, ion concentration and temperature influence catalytic
activity.
8. Describe how enzyme activity can be regulated by other molecules.
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12. Remember:
Objectives do not include the word
◦ 'know' or 'understand'.
They do include active verbs such as
◦ 'state', 'explain', 'outline', 'list' or 'describe'.
Know and understand
◦ do not specify any overt 'doing' and although knowing
and understanding underpin learning, objectives are
always written using active doing verbs.
◦ They are statements of what you want your learners
to do.
◦ At the end of the day being a doctor, nurse or dentist
is about doing things not just knowing things.
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13. Examples of learning objectives
verbs:
Knowledge
analyse Arrange calculate circle cite
classify Compare contrast compare define
describe Diagram differentiate group identify
interpret Itemize label list match
name Outline plan record revise
select Solve state tabulate give examples
evaluate Recognize
Skills
adjust assemble chart collect use
draw Employ establish illustrate imitate
interact Locate maintain measure modify
operate organise rearrange return set up
practice manipulate master fit perform
demonstrate
Attitudes
accept adopt advocate approve assess
challenge characterise choose criticise defend
evaluate formulate judge justify manage
model persuade recommend resolve select
specify value re-assure empathise
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14. Why do we have to use learning
objectives?
All teachers in higher education have to use
learning objectives. The Quality Assurance
Agency (the quality control branch of the
Higher Education Funding Council) specify
that all taught sessions must have learning
objectives.
◦ QAA observers, when conducting a subject
review, use an observation protocol that includes
monitoring the learning objectives of the teacher.
◦ QAA observers have the right to watch any
teacher teach and can ask them what their
learning objectives are.
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15. What are the advantages of using learning
objectives?
From an educational perspective:
◦ learning objectives define learning outcomes
and focus teaching.
◦ They help to clarify, organize and prioritize
learning. They help students evaluate their
own progress and encourage them to take
responsibility for their learning.
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16. If you believe in yourself,
nothing can keep you away,
from your aim.
THANK YOU.
-DR. J.M. ALO
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