Rationale and Strategies
1

• Appreciate the value of writing clear and measurable behavioral objectives.
• Re-evaluate objectives they have written and work to enhance them.
• Make additional efforts to enhance the congruency of: Objectives, Learning
Activities, and Test Items.
2

• State the definition of a behavioral objective.
• List the three components of a behavioral objective.
• List three purposes which behavioral objectives serve.
• State a rationale for writing behavioral objectives.
• Describe a strategy for writing behavioral objectives.
• Describe how to increase the congruency among: objectives, learning activities, and evaluation
3

Evaluation
& Feedback
Needs
Assess
Support &
Logistics
Revise
Learner
Character istics
Goals
&
Objectives
T & L
Activities
Pre & Post
Assessment
Content
4

5

• Definition
– A statement that describes in broad terms what the learner will do.
• Example
– Students will gain an appreciation and understanding of the value of applying family systems theory to the real world of patient care.
6

• Definition
– A statement in specific and measurable terms that describes what the learner will know or be able to do.
• Example
– Students will be able to construct a three generation genogram with a patient in the office setting within a 5 minute time frame and explain how the information potentially impacts on the patient’s care.
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• Goal
– Students will gain an appreciation and understanding of the value of applying family systems theory to the real world of patient care.
• Objective
– Students will be able to construct a three generation genogram with a patient in the office setting within a 5 minute time frame and explain how the information potentially impacts on the patient’s care.
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• Measurable verb
– Construct
– Explain
• Criteria
– 3 generation genogram
– Within 5 minutes
• Conditions
– In the office setting with patient
9

• Know the purposes of behavioral Objectives.
• State the purposes of behavioral objectives.
• Understand the difference between goals and objectives.
• Describe the difference between goals and objectives.
10

• Behavioral Objectives
• Instructional Objectives
• Educational Objectives
• Terminal Objectives
• Outcomes
• Objectives
• Aims
• Intents
• Objections
11

• Purposes
– Guide for the teacher
– Guide for learner
– Basis for dialogue
– Basis for evaluation
– Makes curriculum explicit
– Makes curriculum analysis/evaluation possible
12

•Cognitive
•Psychomotor
•Affective
(knowing)
(doing)
(feeling)
13

• Bloom’s Taxonomy
– Knowledge (verbal recall)
– Comprehension
– Application
– Analysis
– Synthesis
– Evaluation
Evaluation
Knowledge
14

• What is the level of this objective?
– Participants will be able to name the three parts of a behavioral objective.
• What is the level of this objective?
– Participants will be able to write a behavioral objective that contains a measurable verb, condition, and criteria.
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• No So Specific:
– The learner will be able to: orally present a new patient's case
• More Specific:
– The learner will be able to: orally present a new patient's case in a logical sequence (SOAP), chronologically developing the present illness, summarizing the pertinent positive and negative findings as well as the differential diagnosis and plans for further testing and treatment.
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• Start with the bigger goal in mind.
• Write the objective in general but measurable terms.
• Think about the learning context.
• Think about how you want to measure it.
• Rewrite to make the objective more specific and check it for measurable verb, meaningful conditions, and meaningful criteria.
• Share it with a colleague for feedback.
• Rewrite to further clarify.
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Teaching/Learning Activities
Objectives Evaluation
18

Teaching/Learning Activities
Objectives Evaluation
19

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