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Writing Educational Learning Objectives

1) Educational objectives are statements that convey what a teacher expects students to know, be able to do, and feel after completing a course. They help teachers design instruction and assess student achievement. 2) Educational objectives are typically classified into three domains: cognitive (knowing), psychomotor (doing), and affective (feeling). The distribution of objectives depends on the intended learning outcomes. 3) Well-formulated educational objectives benefit both teachers and students by providing clear guidelines for designing instructional strategies, selecting content, assessing student learning, and evaluating instruction.

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43 views

Writing Educational Learning Objectives

1) Educational objectives are statements that convey what a teacher expects students to know, be able to do, and feel after completing a course. They help teachers design instruction and assess student achievement. 2) Educational objectives are typically classified into three domains: cognitive (knowing), psychomotor (doing), and affective (feeling). The distribution of objectives depends on the intended learning outcomes. 3) Well-formulated educational objectives benefit both teachers and students by providing clear guidelines for designing instructional strategies, selecting content, assessing student learning, and evaluating instruction.

Uploaded by

Putri Rizki
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Writing Educational (Learning) Objectives to Facilitate

Student
Learning
Professor Matthew C.E. Gwee
Department of Pharmacology & Medical Education Unit
Associate Director CDTL
Associate Professor Tan Chay Hoon,
Department of Pharmacology & Medical Education Unit

Learning objectivesassist the teacher in designing instructional systems by guiding the selection and
sequencing of subject matter content and the choice of instructional material and procedures. enable a
student to guide and manage his own learning. serve as criteria for assessing student
achievement and for evaluating the quality of instruction. (Davis, et al., 1974)

Classification: Knowing Doing and Feeling Domains


Educational (learning) objectives are clearly written statements or descriptions documenting a teachers
intent and expectations of the educational outcomes, including the expected level of performance to be
achieved after a period of learning. Essentially, educational objectives convey in a meaningful way what
the teacher expects students, after completing a course of study, to know, be able to do and be able to
feel (i.e. to be able to display an appropriate response, in terms of attitudes and behaviour, in a given
situation). In general, educational objectives are often classified within three learning domains
(categories):
Cognitive (knowing) domain: focusing on knowledge and information acquisition, retention and recall,
and higher order thinking and intellectual skills and ability;

Psychomotor (doing) domain: relating to skills that require various levels of well co-ordinated physical
activity and manipulation, such as in speech making, the performing arts, operating machinery,
surgical procedures; and
Affective (feeling) domain: dealing with feelings, emotions, mindsets and values, including the
nurturing of desirable attitudes for personal and for professional development.

Formulation Of Educational Objectives


Whether or not educational objectives in all three learning domains need to be formulated for a given
course of study will depend upon the intended learning outcomes. For example, the educational
objectives for a lecture will usually focus mainly on the cognitive domain. However, educational
objectives in all three learning domains will be required in a medical or some other professional course in
which it is also important to nurture the students communication and interpersonal skills for future
professional practice. It is also not necessary to have equal proportions of educational objectives for
every learning domain, as the distribution will be determined by the intended learning outcomes in each
domain.
In addition, in formulating educational objections, it is best to use words or phrases (e.g. to identify, to
differentiate, to evaluate, to perform a particular task or procedure, to elicit a response from) that
describe, as precisely as possible, measurable or observable learning outcomes. Phrases like to know,
to understand, and to appreciate, which are not precise enough for this purpose, may however be used
in statements that describe the general goals of a course/programme. The educational objectives could
also specify the performance level expected of the students under a given set of conditions.
For example, the intended outcomes of this article can be conveyed to readers in the form of educational
objectives as shown in the figure below:

General Goal
To understand the pedagogical principles and general procedure involved in the formulation and
application of specific educational (learning) objectives in the educational process.
Specific Educational Objectives
After reading the article readers should be able:
To explain the educational implications of the terms, general goals and specific educational (learning)
objectives for a given course (or lecture);
To write statements that clearly convey to students the intended learning outcomes and the expected
level of performance on completing a course;
To classify specific educational objectives into the cognitive (knowing), psychomotor (doing) and
affective (feeling) learning domains;
To formulate specific educational objectives in your own course discipline according to the reviewed
guidelines;
To reflect on and identify the likely benefits and limitations in the application of specific educational
objectives in your own disciplines; and
To design and plan instructional strategies (including the selection of content, teaching methodology and
assessment strategy) that will be consistent with the specific educational objectives (i.e. with the
intended level of learning outcomes) formulated for the study programme.
Although teachers and students can benefit from well-formulated educational objectives, there can be
some limitations. Educational objectives can be difficult to formulate for the affective domain and are
generally more useful in disciplines that have a high sequential content structure. Furthermore, it is not
possible to identify all potential educational outcomes of learning at the beginning of a course, and
specific educational objectives tend to make learning/education too mechanistic.

Enhancing Achievement Of Learning Outcomes


Educational objectives will enhance achievement of the intended learning outcomes as they provide
useful guidelines for teachers to adopt a more systematic pedagogical approach in designing and
planning instructional strategies, particularly with respect to:
What to teach: Selecting content that will define the subjects intended scope and depth;
How to teach: Selecting appropriate instructional strategies for the chosen subject (e.g. lecture, small
group tutorial, e-learning or practical laboratory experiments) that will best achieve the learning
outcomes intended;
How to assess: Designing appropriate assessment strategies (e.g. MCQs, essay questions or open book
exams) to obtain consistent and reliable evidence on whether students have achieved the intended
level of learning outcomes; and
What to evaluate: Appraising the quality of instruction and quality of the course programme.

Conclusion
Educational objectives therefore define more clearly for students the intent and expectations of the
teacher with respect to the learning outcomes to be achieved. Thus, educational objectives can serve as
a means of effective communication between teachers and learners in the educational process.
Educational objectives will therefore facilitate student learning and consequently, encourage and
empower students to take greater initiative and responsibility to direct and to manage their own
learning.

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