LEARNING OBJECTIVES
ROBERT MAGER'S A-B-C-D FORMAT
TERMINAL AND ENABLING OBJECTIVES
SMART OBJECTIVES
BLOOM'S TAXONOMY
BEHAVIOUR
CONDITION
AUDIENCE
DEGREE
It's very important to know your target audience,
The audience component of the objective is the LEARNER.
The behavior element of the objective should state what the learner will be doing using verbs that are measurable example apply, classify, explain etc
Conditions should provide context that supports all other elements of that objective.
What will the learner be doing?
"should be able to" VS "will be able to"
Avoid making promises
Use only measurable and observable verbs
Avoid using know and understand
Use apply, classify and explain
given a desk reference guide
after completing a real-life simulation
The level at which learners must perform the task
without error
successfully five times
within one hour
on two different issues
Terminal
Terminal objectives describe what the learners are expected to be able to do by the end of the course.
Enabling
Enabling objectives support terminal objectives.
They define the skills, knowledge, or attitudes learners must obtain to complete terminal objectives.
smart objectives, focus on the result
rather than the activities, and allow learners to measure their own success.
SMART stands for
Attainable
Relevant
Measurable
Timely specific
Specific
Objectives should state the knowledge or skill the learner needs to demonstrate
identifies time and reason
Specific objectives define what needs to be done by answering the WHAT, WHY and HOW questions
Should focus on evaluation standards
Instructional designers should be able to evaluate this element through assessment
responsible for satisfying the expectation using action
Verbs such as observe, participate, demonstrate and communicate can help represent the behavior the objective is trying to measure
Why something should be done?
emphasizes the practicality of the objective and clarifies why something should be done
emphasizes the practicality of the objective and clarifies why something should be
done
Affective Domain
Psychomotor Domain
Cognitive Domain
KNOWLEDGE
ATTITUDE
SKILLS
ability to recall specific facts that help learners develop new skills and abilities
includes feelings, emotions, motivations and attitudes
includes movements, coordination and motor skills
simplest
most complex
simplest
most complex
simplest
most complex
knowledge
evaluation
receiving level
internalizing level
perception
origination
Revised Cognitive Domain.
The two major modifications he made include changing names from noun to verb forms and rearranging the levels.
Remember
Understand
Apply
Analyze
Evaluate
Create
Recall facts and basic concepts
Define, duplicate, list, memorize, repeat, state
Explain ideas or concepts
classify, describe, discuss, explain, identity, locate, recognize, report, select, translate
Use information in new situations
execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch
Draw connections among ideas
differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test
Justify a stand decision
appraise, argue, defend, judge, select, support, value, critique, weigh
Produce new or original work
design, assemble, construct, conjecture, develop, formulate, author, investigate
Given handouts and videos related to essay writing, you should be able to complete essay-writing activities with 100% accuracy
Example - Given realistic scenarios showing the most common writing problems of high school graduates, you should be able to write essays without errors