Developing Objectives and Relating them to Assessment

Developing Objectives and Relating them to Assessment

Ms Sue Bannister Assessment Lecturer Education Centre Faculty of Medicine & Dentistry University of Western Australia sbannis@cyllene.uwa.edu.au May 2002

Overview

Objectives:

When you have mastered the material in this Guide, you should be able to 1. write clear objectives which define the specific outcomes or competencies to be achieved in terms of skills, knowledge, attitudes or values, 2. form the basis upon which to select or design instruction materials, content or teaching techniques, 3. provide the basis for determining or assessing when the instruction purpose has been accomplished, 4. provide a framework within which a learner can organize his or her efforts to complete the learning tasks.

Hint: well-written objectives should be clearly defined, observable, measurable and valid.

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Writing Objectives

There are various ways of writing objectives. Besides referring to themes, you might also classify according to educational domains. The three groups of domains identified by educational psychologist, Benjamin Bloom are commonly used to group objectives and learning outcomes. These are:

Hint: Include Knowledge, Skills and Attitudes Objectives

? Cognitive domain ? encompasses intellectual or thinking skills (Termed Knowledge Objectives)

? Psychomotor domain ? encompasses physical skills or the performance of actions. (Termed Skills Objectives)

? Affective domain ? encompasses attitudes and values (Termed Attitudes Objectives)

Levels of Objectives Writing

Within each Domain there are several levels you may wish to specify in your objectives writing. This will depend upon the extent of detail that is required in the curriculum and what you know about the learning style and readiness of the students.

Hint: Try to cover the different levels of each learning Domain

Example Make decisions based on diagnosis, investigation and management (Levels 35)

Describe the complications of hypertension (Level 2)

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Perform a complete physical examination (Levels 3-5) Perform a venipuncture (Levels 3-5)

Further develop a professional attitude and conduct (Level 5) Demonstrate a willingness to be critically evaluated by others (Level 3)

In each Domain, Bloom identified several levels, each with a list of suitable verbs for describing that level in written objectives. The following table describes the cognitive domain, and levels are arranged from the least complex levels of thinking to the most complex levels of thinking.

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COGNITIVE DOMAIN

Level and Meaning

Use these words in written objectives

to describe the associated cognitive

level:

Knowledge: The remembering of

define, distinguish, identify, inquire, label,

previously learned material (recall of list, match, memorise, name, read, recall,

facts)

recognize, relate, repeat, record, select

Comprehension: The ability to grasp the meaning of the knowledge being learned

associate, describe, differentiate, discuss, explain, extend, generalise, give examples, illustrate, infer, interpret locate, rearrange, reorder, restate, rewrite, summarize, transform, translate

Application: The ability to use learning materials in a new way

apply, calculate, choose, classify, demonstrate, develop, generalize, illustrate, operate, organize, practise, restructure, sketch, solve, transfer, use

Analysis: The ability to break material down into its parts so that its organizational structure may be understood

analyse, categorize, classify, compare, contrast, deduce, describe, detect, diagram, discriminate, differentiate, distinguish, experiment, group, inspect, point out, put into lists, question, subdivide, test

Synthesis: The ability to combine

combine, compile, create, design,

previous experiences with new

generate, integrate, modify, plan,

material to form a whole new structure produce, propose, solve

Evaluation: The ability to judge the appraise, assess, choose, compare, value of material for a given purpose conclude, consider, criticize, evaluate,

judge, measure, rate, score, select, support, validate, value

(Source: Bloom, B., Taxonomy of Educational Objectives, 1956)

Hint: Group

A variety of cognitive levels should be represented in the objectives.

together

related Objectives

Some objectives should deal with facts, some with concepts and some with the application of the information. Assuming that the objectives are well written,

this will also lead to exam questions that address a variety of cognitive levels.

Using Bloom's Taxonomy of Cognitive Levels for grouping objectives, the following provides

some examples of how you might use these for assessment purposes:

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