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    Abcd Model

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    This document outlines the ABCD model for writing objectives for instructional design. The four components of objectives are the Audience, Behavior, Condition, and Degree. Objectives must be observable and measurable. There are also first level and second level objectives, with first level identifying the overall goal and second level identifying sub-goals. Throughout the design process, the content should be compared to the objectives to ensure performance agreement.

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    Abcd Model

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    waqarali78692
    145 views3 pages
    This document outlines the ABCD model for writing objectives for instructional design. The four components of objectives are the Audience, Behavior, Condition, and Degree. Objectives must be observable and measurable. There are also first level and second level objectives, with first level identifying the overall goal and second level identifying sub-goals. Throughout the design process, the content should be compared to the objectives to ensure performance agreement.

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    This document outlines the ABCD model for writing objectives for instructional design. The four components of objectives are the Audience, Behavior, Condition, and Degree. Objectives must be observable and measurable. There are also first level and second level objectives, with first level identifying the overall goal and second level identifying sub-goals. Throughout the design process, the content should be compared to the objectives to ensure performance agreement.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    145 views3 pages

    Abcd Model

    Uploaded by

    waqarali78692
    This document outlines the ABCD model for writing objectives for instructional design. The four components of objectives are the Audience, Behavior, Condition, and Degree. Objectives must be observable and measurable. There are also first level and second level objectives, with first level identifying the overall goal and second level identifying sub-goals. Throughout the design process, the content should be compared to the objectives to ensure performance agreement.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    The key takeaways are the ABCD model for writing objectives which includes Audience, Behavior, Condition and Degree. Objectives should be observable and measurable. Performance agreement ensures that content meets objectives.

    The 4 parts are Audience, Behavior, Condition, and Degree. They describe the learner, observable behavior, conditions, and degree of acceptable performance respectively.

    Performance agreement is a reiterative process where content is compared to objectives to determine if content enables students to meet objectives. It allows for minor adjustments during development rather than major changes later.

    The ABCD model for writing objectives Introduction Objectives will include 4 distinct components: Audience, Behavior, Condition

    n and Degree. Objectives must be both observable and measurable to be effective. Use of words like understand and learn in writing objectives are generally not acceptable as they are difficult to measure. Written objectives are a vital part of instructional design because they provide the roadmap for designing and delivering curriculum. Throughout the design and development of curriculum, a comparison of the content to be delivered should be made to the objectives identified for the program. This process, called performance agreement, ensures that the final product meets the overall goal of instruction identified in the first level objectives. Characteristics of objectives Observable and measurable Unambiguous Results oriented / clearly written / specific Measurable by both quantitative and qualitative criteria Communicate a successful learning in behavioral terms Written in terms of performance May be presented in 2 levels: 1st level and 2nd level o 1st level: identify the overall goal of the instruction for the program or instructional event Sometimes called terminal objectives nd o 2 level: identify the goals required to meet the 1st level objectives Sometimes called enabling objectives Samples Given a standard sentence, the English 101 student should be able to identify the noun and verb without error. Given an assortment of EMS equipment to pick from, the paramedic should be able to identify all of the equipment necessary to perform rapid sequence intubation without error. The EMT-B participant in this pediatric workshop should be able to identify at least 4 warning signs of possible child abuse from a family members interview that contains 5 warning signs. 4 Parts of an ABCD Objective Audience Behavior Condition Degree

    o The objective does not have to be written in this order (ABCD), but it should contain all of these elements Audience Describe the intended learner or end user of the instruction Often the audience is identified only in the 1st level of objective because of redundancy Example: The paramedic refresher participant Example: The EMT-B student Example: The prehospital care provider attending this seminar Behavior Describes learner capability Must be observable and measurable (you will define the measurement elsewhere in the goal) If it is a skill, it should be a real world skill The behavior can include demonstration of knowledge or skills in any of the domains of learning: cognitive, psychomotor, affective, or interpersonal Example: should be able to write a report (can also be written as will be able to or willl + verb) Example: should be able to describe the steps (can also be written as will be able to or willl + verb) o Cognitive domain Emphasizes remembering or reproducing something which has presumably been learned Deal with what a learner should know, understand, comprehend, solve, spell, critique, etc. o Psychomotor domain Emphasizes some muscular motor skill, some manipulation of material and objects, or some act that requires a neuromuscular coordination Concerned with how a learner moves or controls his/her body o Affective domain Composed of two different types of behaviors: reflexive (attitudes) and voluntary reactions and actions (values) Stages: perception, decision, action and evaluation o Interpersonal domain Emphasizes learner skills (not attitude or knowledge) associated with interpersonal exchanges How a learner interacts with others in a variety of situations Condition Equipment or tools that may (or may not) be utilized in completion of the behavior Environmental conditions may also be included

    Example: given an oxygen wrench, regulator and D tank with oxygen Example: given the complete works of William Shakespeare Example: given the following environment: 10PM, snowing, temperature 0 degrees C

    Degree States the standard for acceptable performance (time, accuracy, proportion, quality, etc) Example: without error. Example: 9 out of 10 times. Example: within 60 seconds. Review of ABCD Objectives Who is to exhibit the performance? What observable performance is the learner to exhibit? What conditions are provided for the learner at the time of evaluation? What constitutes a minimum acceptable response? Performance Agreement Reiterative process where content is compared to objectives to determine if the content being delivered actually enables the student to meet the objectives o Be reiterative we mean that throughout the development of the course you should be reviewing to see if performance agreement is present. It is much easier to make minor adjustments as you go along than it is to make major changes in the end. If you cannot clearly see that the content being delivered meets the objectives then you must decide the following: o Rewrite the objectives to meet the content o Modify, enhance or remove the content to meet the objective as stated

    Retrieved 01/27/2012 from www.mdfaconline.org/presentations/ABCDmodel.doc

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