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Scordo Writing Objectives

1) Behavioral objectives describe the specific behaviors students are expected to exhibit as a result of learning experiences, rather than simply describing content covered. This allows for evaluation of what students can do rather than what they know. 2) Behavioral objectives serve as clear communication for students and instructors about learning goals. They allow students to self-direct their learning toward achieving goals. 3) Guidelines for writing behavioral objectives include using observable and measurable verbs, focusing each objective on a single behavior, being concise, and avoiding describing methods of learning.

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84 views3 pages

Scordo Writing Objectives

1) Behavioral objectives describe the specific behaviors students are expected to exhibit as a result of learning experiences, rather than simply describing content covered. This allows for evaluation of what students can do rather than what they know. 2) Behavioral objectives serve as clear communication for students and instructors about learning goals. They allow students to self-direct their learning toward achieving goals. 3) Guidelines for writing behavioral objectives include using observable and measurable verbs, focusing each objective on a single behavior, being concise, and avoiding describing methods of learning.

Uploaded by

Sharmane Santiago
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Writing Behavioral Objectives

K.A. Scordo, PhD, RN, ACNP-BC

Behavioral objectives, unlike content (course) objectives are more amenable to


evaluation. They are statements that describe the behavior the student (you ) is
expected to exhibit as a result of one or more learning experiences. Emphasis on
behavior means that evaluation is concerned with what you DO, rather than on what
material (content) is covered.
The identification of behavior as the critical variable in the evaluation process
arises from the concept of the learning process. Learning is described as a change in
behavior as a result of experiencing. Thus, selection of behaviors appropriate to a
learning situation and their statement in measurable terms give direction to the learner=s
experiences and become the object of student evaluation.

behavioral objectives serve as a vital source of communication to all involved


behavioral objectives offer students the opportunity to become self-directing; when
goals are clear, you can direct your own endeavors toward activities that help you
achieve these goals.

Guidelines for writing personal objectives:


1. A behavioral term is one this is observable and measurable.
2. A behavioral objective expresses the intended outcome, not outcomes,i.e.,
be singularCan objective should focus on one and only one aspect of
behavior.

Incorrect: Learn how to read an EKG.


Correct: Identify EKG abnormalities of selected diseases.

Incorrect: The nursing student identifies and analyzes phenomena in the


patient=s environment that influence his ability to adapt to limitations imposed by
his illness.
Correct: The nursing student analyzes phenomena in the patient=s
environment that influence his ability to adapt to limitations imposed by his
illness.

3. Be conciseCat most, objectives should be one or two sentences in length.


4. Do NOT include the method in the statement of the objective. This places
a severe limitation on the learner as well as the evaluator-states that there
is only one way you can learn a particular behavior. When you find
yourself ready to use words such as through or by . . . STOP.
Incorrect:
The nursing student demonstrates collaborative skills through
maintenance of effective interpersonal interactions.
2 Writing Behavioral Objectives

5. Describe expected behaviorCan objective should indicate the desired end


product.

Be realisticCan objective should focus on observable behavior, not your illusions


or delusions of grandiosity.
6. Use definite termsCterms such as Adefine,@ Alist,@ Acompare@ have definite
meaning, whereas terms such as Aknow,@ and understand@ have a
multitude of meanings.

A system for ordering behaviors within the context of development is the


taxonomy of education objectives developed by Bloom, Krathwohl, and colleagues. A
taxonomy is a classification system that specifies the desired outcomes of an
instructional endeavor. (Do see the newest version, click on the link below.)

Learning behavior is manifested in three ways; (a) cognitive, the intellectual


ability; (b) affective, the states of feeling, valuing; and (c) psychomotor, the manipulative
and motor skills. The three domainsCcognitive, affective & psychomotorCrepresent a
broad classification of human behavior.

Incorrect: To know how to do a head-to-toe assessment.


Correct: To be able to demonstrate the correct procedure for a head-to-toe
assessment.

Evaluation: process concerned with determining the quality of a substance, action, or


event. Summative evaluation occurs at the end of a program, course, or unit and refers
to the extent to which the learner has realized all of specified behavioral objectives.
Formative evaluation occurs throughout the program, course, and unit, and refers to the
learner=s progress toward realizing behavioral objectives.

New levels of Bloom’s taxonomy


3 Writing Behavioral Objectives

Remembering: can the student recall or remember the information? define, duplicate, list,
memorize, recall, repeat, reproduce state
Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain,
identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way? choose, demonstrate, dramatize,
employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.
Analyzing: can the student distinguish between the different parts? appraise, compare, contrast,
criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select,
support, value, evaluate
Creating: can the student create new product or point of view? assemble, construct, create,
design, develop, formulate, write.

From: http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

References

Bloom, B, (Ed). (1956). Taxonomy of educational objectives. New York: David


McKay.
Reilly, D. (1975). Behavioral objectives in nursing: Evaluation of learner
attainment. New York: Appleton-Century-Crofts.

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