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Guidelines For Writing Learning Objectives

The document provides guidelines for writing effective learning objectives, including specifying the intended audience, describing an observable behaviour, determining standards of performance, and specifying conditions. It also outlines the three domains of learning - cognitive, affective, and psychomotor. Good learning objectives guide content, assessment methods, and evaluation questions according to the domain and level of learning. Examples are provided of acceptable learning objectives that address what the learner will know, understand, or be able to do.

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84 views1 page

Guidelines For Writing Learning Objectives

The document provides guidelines for writing effective learning objectives, including specifying the intended audience, describing an observable behaviour, determining standards of performance, and specifying conditions. It also outlines the three domains of learning - cognitive, affective, and psychomotor. Good learning objectives guide content, assessment methods, and evaluation questions according to the domain and level of learning. Examples are provided of acceptable learning objectives that address what the learner will know, understand, or be able to do.

Uploaded by

ashley-keane
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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GUIDELINES FOR WRITING LEARNING OBJECTIVES

A learning objective is a statement of what the learner will know, understand, or be able to do as a result
of engaging in a learning activity. The following guidelines are provided to assist in the development of
appropriate learning objectives. When you combine these elements, you get effective learning objectives.

Audience: Specify the intended audience. In most cases this will be the intended participants e.g.
patients, relatives or caregivers of patients

Behaviour (observable action verb): Choose an action verb that best describes the type of behaviour
that the participant needs to display after the educational session
 NB: Create a single action for each objective. No compound objectives (e.g. list and discuss).

Standard: Determine how the learner will be able to perform in terms of quantity, quality, and time
limitations. It will answer a question such as “How many?” “How fast?” or “How well?”

Condition: Determine the actual conditions under which the task will occur or be observed. This speaks
to time and place. For example, “By the end of the session, participants will be able to list three criteria
for choosing a healthy meal. The condition might also identify tools, materials, aids, or facilities to be
used in performing the task, for example, “with the aid of a calorie chart

Domains of Learning: When planning an educational session, it is important to think about these three
domains of learning and to develop objectives for the session that address each domain.

The Cognitive Domain: This domain relates to knowledge, understanding and intellectual skills such as
organizing ideas, applying knowledge, choosing alternatives and evaluating ideas or actions

The Affective Domain: The affective relates to the emotional component of learning, and is concerned
with changes or growth in interest, attitudes, and values

The Psychomotor Domain: This domain relates to the physical skills and/or the performance of motor
tasks according to a standard of accuracy, rapidity, or smoothness

Good learning objectives guide content and methods. They also guide the methods and tools used to
assess the achievement of those objectives. Cognitive domain evaluation questions focus on “What
knowledge was gained, and how well can participants apply it?” Affective domain evaluation questions
focus on “Did attitudes change, and in what way?” Psychomotor domain evaluation questions focus on
“What skills were developed or enhanced?” Whenever possible, choose evaluation methods that most
accurately reflect both the domain and the level of learning described in the learning objective

Examples of acceptable learning objectives:


At the end of the session patients will be able to:
 List five symptoms of hypoglycaemia
 Discuss the negative implications of uncontrolled blood sugar
 Compare the cost and benefits of keeping clinic appointments
 Re-tell in their own words why persons with diabetes need to check their feet regularly

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