Writing Measurable Objectives

1. Writing Measurable Objectives Alicia C. Pruitt, RN DNP CFNP CEN

2. What is an OBJECTIVE? 3 Specific, measurable, student behaviors Reasonably accomplished within the given timeframe Foundations for designing a teaching plan Benefits Assures discipline of learning plan Focuses both student and educator Provides method for evaluation May utilize many tools to accomplish

3. Bloom�s Taxonomy1 A classification of educational methods Divides objectives into three �domains� Affective Psychomotor Cognitive Hierarchical � learning higher levels is dependent on having attained prerequisite knowledge and skills Goal is to motivate educators to focus on all domains, creating a more holistic teaching approach

4. Affective Domain2 Interests, attitudes, appreciations, values, and emotional sets or biases Simple attention Selected phenomena Complex qualities of character and conscience

5. Levels of the Affective Domain2 From highest level to lowest� Receiving Passively attention Without this level no learning can occur. Responding Active participation in the learning process Attends to a stimulus and reacts Valuing Value attached to an object, phenomenon, or piece of information

6. Levels of the Affective Domain (cont�d) 2 Organizing Assimilates different values, information, and ideas Accommodates learning within his/her own plan Comparing, relating and elaborating on what has been learned. Characterizing Value or belief held that now exerts influence on his/her behavior Behavior becomes characteristic

7. Psychomotor Domain4 Physical movement, coordination, and use of the motor-skill Development requires practice Measured in terms of speed, precision, distance, procedures, or techniques in execution

8. Levels of the Psychomotor Domain4 From highest level to lowest� Perception Ability to use sensory cues to guide motor activity Sensory stimulation through translation Set Readiness to act Mental, physical, and emotional Dispositions that predetermine a person�s response to different situations Mindsets

9. Levels of the Psychomotor Domain (cont�d) 4 Guided Response Early stages in learning a complex skill Includes imitation and trial and error Adequacy of performance is achieved by practicing Mechanism Intermediate stage in learning a complex skill Responses have become habitual Movements performed with some confidence and proficiency

10. Levels of the Psychomotor Domain (cont�d) 4 Complex Overt Response Skillful performance Involve complex movement patterns Proficiency is indicated by a quick, accurate, and highly coordinated performance, Requires a minimum of energy Includes performing without hesitation and automatic performance.� �Second Nature�

11. Levels of the Psychomotor Domain (cont�d) 4 Adaptation Skills are well developed Individual can modify movement patterns to fit special requirements Origination Creating new movement patterns to fit a particular situation or specific problem Learning outcomes emphasize creativity based upon highly developed skills

12. Cognitive Domain1 Knowledge Development of intellectual skills Includes Recall or recognition of specific facts Procedural patterns Concepts

13. Levels of Cognitive Domain1 From highest level to lowest Knowledge Recall data or information Comprehension Understanding the meaning, translation, interpolation, and interpretation of instructions and problems State a problem in one's own words

14. Levels of Cognitive Domain (cont�d) 1 Application Use a concept in a new situation Unprompted use of an abstraction Applies what was learned in the classroom into novel situations in the work place Analysis Separates material/concepts into component part Understands organizational structure of material/concepts Distinguishes between facts and inferences

15. Levels of Cognitive Domain (cont�d) 1 Synthesis Builds a structure or pattern from diverse elements Put parts together to form a whole Emphasis on creating a new meaning or structure Evaluation Make judgments about the value of ideas or materials Sometimes included in Affective Domain

16. Bloom�s Taxonomy(1)Activities learners can display what they learned and products of learning faculty might use to evaluate the degree of learning

17. Components of an Objective 3 Audience Who is the intended target of the objective Usually �the student,� �the participant� Behavior What are you wanting your audience to get out of the topic? Should be observable, measurable Condition How will this learning occur? What will be given to the student to accomplish the objective? Degree Specific criteria to be met? How much/many/by when?

18. Examples 3 With the information from this section, the participant will be able to list the three most common causes of intercerebral bleeding in the elderly. After this demonstration and practice session, the student nurse will be able to insert a 20 gauge intravenous catheter in a stable human being during preparations for an elective surgical procedure within 3 attempts.

19. Examples 3 Upon completion of this chapter, the learner will be able to create his/her own definition of a nurse practitioner to a pediatric patient, an adult patient, and a physician. After this section, the participant will be able to compare/contrast the care given for a pneumothorax patient undergoing ground transport versus helicopter transport

20. Examples 3 Affective domain objectives are more difficult to quantify (degree) After the module on death and dying, the oncology nurse will write his/her responses to patients� requests for guidance during three video-taped case presentations within 30 minutes. Answers to affective domain objectives may be lengthy, often subjective, but can still be measured

21. Now it�s your turn! Apply this on your next application!

22. References Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973).Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co., Inc. Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction (3rd ed.). Atlanta, GA: The Center for Effective Performance, Inc. Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House.