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Guidelines for Writing Measurable Educational Objectives

DO NOT put either your abstract text or URLs in Learning Objectives.
DO NOT place any HTML tags (ol, ul, li, etc.) into the "Learning Objectives" box.

The following guidelines are provided to assist in the development of measurable educational objectives for a proposed educational experience.

Objectives: Objectives are stated in operational/behavioral terms that define expected learner outcomes and indicate what the participant should be able to do at the conclusion of the activity. An average of three objectives per half-day APHA-LI course is realistic. There must be an abstract, (400 words for day course and 800 words for full-day or day and course) describing the course. In addition, there must be at least a two-sentence abstract - of not less than 2-3 sentences - and one measurable educational objective for each faculty presentation. Writing the objectives within the abstract is not acceptable. Referring back to the full course abstract content for the objectives is also not acceptable.

Content: The content must be congruent with the educational purpose and the objectives. Each objective has corresponding content detailing key points that will be addressed. Content must be more than a restatement of the objective. It is recommended that the content be sequentially numbered to show how the objectives correspond directly with the related objective.

Teaching Methods, Strategies, Materials and Resources: List the methods, strategies, materials and resources to be used by presenter/content specialist to cover each objective. These are to be congruent with the objectives and content covered. The teaching methods and strategies must be based on adult learning theory.

Instructions for Writing Educational Objectives:
Step 1: Write your objectives according to what is expected of the learner, not what you will do.


Step 2: Make the behavior or verb of your objective clear and measurable. Behaviors can be written on different levels (see Table below).

 

SOME POSSIBLE VERBS FOR USE IN STATING COGNITIVE OUTCOMES 1

 

6.00

Evaluation

judge

appraise

evaluate

rate

compare

value

revise

score

select

choose

assess

estimate

measure

 

5.00

Synthesis

compose

plan

propose

design

formulate

arrange

assemble

collect

construct

create

set up

organize

manage

 

4.00

Analysis

distinguish

analyze

differentiate

appraise

calculate

experiment

test

compare

contrast

criticize

diagram

inspect

 

3.00

Application

interpret

apply

employ

use

demonstrate

dramatize

practice

illustrate

operate

schedule

 

2.00

Comprehension

translate

restate

discuss

describe

recognize

explain

express

identify

1.00

Knowledge

define

repeat

record

list

recall

name

relate

1 Compliments of Marybelle Savage: Johnson & Johnson. Assuring Learning w/Self-Instructional Packages, Self-Instructional Packages, Inc., 1973.

 

Changing levels, as described in the table, requires some modification in the teaching techniques and time required. As a general rule, knowledge level behaviors can be taught in a short period of time while objectives at the evaluation level will take much longer periods of time. Your course will probably be concerned only with the knowledge and comprehension levels.


In this example above, write is more specific than understand and is open to fewer interpretations.

Step 3: Make the content of your objective as specific as possible.

The "Better" example specifies the exact number of elements and the specific model that the participant is expected to learn. The "OK" example does not specify the number of elements nor does it specify the exact adult learning model.

The "Better" example specified exact terms while the "OK" example was vague. "Current terms" has different meanings to different people.

IMPORTANT!! For the correct display of Educational Objectives on the on-line technical program
you MUST follow the format shown in Example of Educational Objectives below.

1. List five indicators that link a healthy community to healthy economy.
2. Articulate the proceedure for assessing the health status of a patient with Alzheimer's Disease.
3. Develop a care plan for a family of six supported by an annual income of $32,000, and caring for a child who has cystic fibrosis.

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