PREPARING YOUR COURSE

OUTLINES
Writing objectives
Aim
 At the end of this presentation, participants will be
able to:
 Distinguish between Goals/Aims/Objectives/Outcomes
 Outline the Structure of Objectives
 Write course and unit objectives relevant to their courses
 Review, re-write and critique learning objectives
 Apply conventions for writing good learning objectives
Distinguishing Goals/Aims and
Objectives/Outcomes
 Aims – General statements that provide shape
and direction to more specific actions
 Course goals
 Describe the overall purpose of the course within the
larger curriculum
 Clear descriptions of what learners should know or
able to do after the conclusion of the course
 General and rarely measurable
 Course objectives
 Break down goals into measurable behaviors that
demonstrate competency
 Ensure successful accomplishment of course goals
Distinguishing Goals/Aims and
Objectives/Outcomes
 Unit Objectives:
 are much more clearly focused than goals
 clarify your intentions for the teaching methods, setting
the stage for the assessment.
 can be considered as steps you will take to achieve
your aim
Developing Objectives- ABCD
 Learning objectives should focus on the following
four main components
 The Audience - the students
 The Behaviour - An action verb
 The Condition - Under what conditions will the behaviour be
demonstrated
 The Degree - The degree/level of proficiency

Mager’s (1962) ABCD Model for instructional objectives

Be clear, concise, focused. Use only one
action verb per objective. Avoid verbs
with vague meanings e.g. Understand,
know, learn, appreciate etc.

Use specific verbs that can provide

tangible evidence of learner
performance. The greater the specificity
the greater the measurability.

Must be realistic and achievable within

the course duration period

Must fall within the scope of the course

so as to attain programme or course
goals

Provide a time by which the objective

will be met. E.g. At the end of this
course, learners will be able to:….
Domains of Objectives
 Cognitive– development of intellectual abilities and
skills
 Affective– development of attitudes, beliefs and
values
 Psychomotor - coordination of physical movements
and bodily performances.
Cognitive Domain of Educational
Objectives
 Knowledge- Remembering previously learned
materials; require students to recognize a concept
without necessarily understanding, using or changing
it.
 List

 Recall

 Identify

 Select

 State
Cognitive Domain of Educational
Objectives
 Comprehension: the ability to grasp the meaning
of material. Require students to understand the
concept without necessarily relating it to anything
else.
 Describe
 Recognize
 Illustrate
 Distinguish
 Restate
 Summarize
Cognitive Domain of Educational
Objectives
 Application: ability to use learned material in new
and concrete situations. Require the student to use a
general concept to solve a particular problem.
 Apply
 Interpret
 Prepare
 Classify
 Demonstrate
 Illustrate
 Use
Cognitive Domain of Educational
Objectives
 Analysis: ability to break down material into its
component parts that its organizational structure
may be understood. Require the student to break
something down into parts.
 Analyse
 Determine
 Compare
 Examine
 Differentiate
 Debate
Cognitive Domain of Educational
Objectives
 Synthesis: ability to put parts together to form a new
whole. Require the student to produce something unique
or original.
 Arrange
 Develop
 Prepare
 Explain
 Write
 Modify
 Set up
Cognitive Domain of Educational
Objectives
 Evaluation: ability to judge the value of material
for a given purpose. Require the student to form
judgements and make decisions about the value of
a concept
 Agree
 Appraise
 Argue
 Assess
 Criticize
 Critique
Verbs to avoid using
 know  study
 comprehend  be aware
 understand  become acquainted
 appreciate with
 familiarize  gain knowledge of
 learn  cover
Summary
 Knowledge. To remember previously learned material
 Comprehension. To grasp the meaning of the
knowledge being learned and be able to paraphrase
or explain it
 Application. To use learned information and materials
 Analysis. To break material down into its elements or
parts so that its organizational structure may be
understood
 Synthesis. To combine previous experience with new
material to form a structure
 Evaluation. To compare and discriminate between
ideas
Consider the following….
 Learning objectives have two parts: an action verb
and a content area.
 Keep statements short and focused on a single
outcome.
 Learning objectives should be student-focused and
target the expected student outcome.
 Include complex or higher-order learning objectives
when they are appropriate.
 Learning objectives should match instructional
strategies and assessment requirements
AFFECTIVE
DOMAIN
CHARACTERIZATION
internalize
verify
ORGANIZATION (formal instruction
codify does not address)
discriminate
VALUING display
accept favor
balance judge
RESPONDING believe order
behave defend organize
complete devote relate
RECEIVING comply influence systematize
accept cooperate prefer weigh
attend discuss pursue
develop examine seek
realize obey value
receive observe
recognize respond
reply
Goodhart, F. Verdi P. Kennedy S. Assuring Quality in Health Education.
Presented at the Mid-Atlantic College Health Association,
October 25, 1991, Baltimore.
Reprinted with permission from Dr. Susan Kennedy
PSYCHOMOTOR
ORGANIZATION
DOMAIN
construct
create
ADAPTATION design
COMPLEX OVERT produce
adapt
RESPONSE build
change
calibrate develop
coordinate supply
MECHANISM demonstrate
GUIDED adjust maintain
build operate
RESPONSE illustrate
copy indicate
determine manipulate
SET discover mix
adjust duplicate set up
approach imitate
PERCEPTION locate inject
distinguish place repeat
hear position
see prepare
smell
taste
touch Goodhart, F. Verdi P. Kennedy S. Assuring Quality in Health Education.
Presented at the Mid-Atlantic College Health Association,
October 25, 1991, Baltimore.
Reprinted with permission from Dr. Susan Kennedy
Activity: Your Turn
 Look at the learning outcomes you wrote earlier.
 Evaluate your learning outcomes—
 Do they include action verbs?
 Do they describe observable behaviours that students
would be expected to perform?
 Will they be a useful guide in designing the course
material or an assignment?