Developing Objectives

and Relating them

to Assessment
Ms Sue Bannister
Assessment Lecturer
Education Centre
Faculty of Medicine & Dentistry
University of Western Australia
[email protected]
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 • Cognitive domain – encompasses intellectual or thinking

Knowledge,
Skills and
skills (Termed Knowledge Objectives)
Attitudes
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: Example
Try to cover the Make decisions based
different levels of on diagnosis,
each learning investigation and
Domain management (Levels 3-
5)

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 associate, describe, differentiate,

the meaning of the knowledge being discuss, explain, extend, generalise, give
learned examples, illustrate, infer, interpret
locate, rearrange, reorder, restate,
rewrite, summarize, transform, translate

Application: The ability to use apply, calculate, choose, classify,

learning materials in a new way demonstrate, develop, generalize,
illustrate, operate, organize, practise,
restructure, sketch, solve, transfer, use

Analysis: The ability to break material analyse, categorize, classify, compare,

down into its parts so that its contrast, deduce, describe, detect,
organizational structure may be diagram, discriminate, differentiate,
understood distinguish, experiment, group, inspect,
point out, put into lists, question, sub-
divide, 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 Some objectives should deal with facts, some with concepts and some with the
Objectives 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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Knowledge – Can students RECALL information?
Who, What, Where, When, How Which one
How much Name
Describe Label
Define List
Memorise Reproduce
Literal questions Recall

Comprehension – Can students EXPLAIN ideas?

Explain What are they saying
Describe in your own words Explain what is happening
Inferential questions Give an example
Summarise State in 5 words
What would go better Explain what is meant
Select the definition What restriction would you add
Read the graph table Translate
This represents Outline
Condense this paragraph Locate
What part doesn’t fit Match

Application – Can students USE ideas?

What is this used for? How would you use
Make a model Tell what would happen
If…how Demonstrate how
Construct how Show how
How much would there be if… Design a lesson
Choose the statements that don’t apply

Analysis – Do students SEE relationships?

Whole into parts Analyse, Research, Survey
Group, Categorise, Compare and Contrast What inconsistencies, fallacies
Arrange What is the relationship
Chart What is the function of
Diagram What conclusions
Reason for… What does the author believe
Investigate Make a distinction
Cause for What motive is there
Conclude State the point of view
Separate What relationship
Similar Graph
Like Differentiate
Dissect Categorize
Distinguish fact from fiction, fact and inference, fact from opinion, advantage from
disadvantage, good from poor reason What persuasive technique

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Synthesis – Can students combine ideas and CREATE a new entity?
New ways of doing Take risks
Consider the unexpected Pose an alternative
Hypothesis create
Compose Solve
Design Blend
Construct How else would you
Build Combine
Solve the following Imagine
Plan Predict
Link concepts in an unusual and flexible way Make
What if Make a film
Invent Propose an alternative

Evaluation – Can students make JUDGEMENTS and support them?

Evaluate quality, relevance, reliability, truth Which is best
Accuracy and effectiveness Choose and explain why
Rate Rank
Defend Choose
Grade Order
Verify Dispute
Criticise Defend
Find the errors Editorialise
Appraise Judge
What fallacies, consistencies, inconsistencies appear
Which is more important, better, moral, appropriate, inappropriate, useful, clearer, suits the
purpose, achieves the goal, logical, valid
Hint:
Avoid using verbs that
Stating Objectives clearly represent actions or
concepts that are
difficult to measure
In order for objectives to provide a useful basis for creating test such as appreciate, be
questions, they must contain verbs that describe observable, familiar with, believe,
measurable, achievable actions and specific levels of thinking, comprehend, enjoy,
because these are things that can be tested. The words in the left know, learn, master
of the table below are difficult to assess, to recognise whether the and understand
objective has been achieved.
Avoid words like….. Use words like…..
Know List
Understand Describe, explain
Be familiar with Evaluate
Appreciate Identify
Be aware of Design
Have a good grasp of Explain
Have a knowledge of Select
Realise the significance of Distinguish
Believe Construct
Be interested in Solve

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Steps in writing objectives

Hint:
1. Review existing course aims, objectives, literature, course
Work backwards from
existing data documents and reports to benchmark appropriate standards
required for objectives writing

2. Identify professional attributes of ideal graduating students (eg refer to

professional bodies, Australian Medical Council Guidelines). Graduate attributes are
used to decide appropriate learning outcomes for the course

3. Deduce learning outcomes from desirable terminal practice-based behaviours

implicit in graduate attributes

4. Assign priority to the course themes

5. Assign priority to learning levels (knowledge, skills, attitudes).

The knowledge domain for Medicine should be complete and comprehensive,(as is
presented in the Medical Core Skills list) This means that knowledge content and
skills content need to be carefully detailed.

6. Agree on a basic educational philosophy which captures preferred teaching

methodologies and assessment approaches

5. Establish ways of measuring attainment of objectives/learning outcomes via

6. the selection of appropriate assessment tools

7. Review the appropriateness of objectives and their correlation with what is taught
and assessed.

Design Backward

Intended Intended Intended Intended Intended

learning learning learning aims & mission
outcomes outcomes outcomes objectives of the
of the lesson of the unit of the of the institution
course Faculty

Deliver Forward

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Checking the quality of objectives

3Do objectives reflect appropriately all the intended outcomes and do they sit
well with the present state of knowledge of the students?

3Are they observable and measurable and the outcomes clearly defined to a
specified standard or set of conditions?

3Are they attainable by intended learners and in the time available?

3Do they reflect the course and curriculum aims?

Remember, objectives should:

• define specific outcomes or competencies to be achieved in terms of skills, content
mastery, attitudes or values
• form the basis upon which to select or design instruction materials, content or
techniques
• provide the basis for determining or assessing when the instruction purpose has
been accomplished
• provide a framework within which learners can organize their efforts to complete
the learning tasks

Well written Objectives and Learning Outcomes:

o Are carefully worded to include standards, conditions and terms which must be met.

Criteria/standards: - defined
levels of accuracy, quality,
quantity, time constraints

o include special conditions that apply to the actual activity that the learner will perform

Performance:
the learner will..(verb)…

o specify the degree of accuracy or proficiency that the learner must meet.
Conditions:
given “x”…. without “y “

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Choose assessment methods from the following
categories to suit your desired objectives, learning
outcomes and course content

• Demonstrating knowledge and understanding

Essays reflective journals/portfolios
Report Critical incident analysis
Short answer questions Concept mapping
Reflective case summary Case based article
Videotaped consultation Critical appraisal

• Assessing critical thinking skills

Essay Critical evaluation of the literature
Report Critique on an issue
Critical incident analysis Reflective journal writing
Assessing Peer feedback Seminar presentation

• Assessing problem solving skills

Simulation Problem Based Learning (PBL)
Report Poster
Clinical assessment Simulated patient interviews
Essay Question Viva voce
Observed long case

• Assessing performance of procedures and demonstrating techniques

Mastery performance tests OSCE
Video skill assessment Web-based skills assessment
Assessment of competence in simulation Ward rating
Case History exercises Special clinical skills exam
Clinical tutor evaluation Laboratory reports
Observed long case Case presentation
Clinical tutor assessment Case assessment

• Assessing ability to reflectively integrate learning into professional

practice
Reflective journals Portfolio
Simulations Critical incidents
Case Study Project
PBL Log diary
Clinical tutor evaluation Clinical experience record
Videotaped consultation Reflective case summary
Case presentation Clinical tutor rating

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 • Assessing independent learning skills
Learning contracts Portfolios
Peer assessment Project
Critical appraisal Reflective case summary
Clinical experience record Case based article

• Assessing collaborative learning skills

Group projects where the group process and group outcomes are assessed (using criteria
against which the group can assess itself and determine future, more effective ways of
functioning) Peer tutoring

• Assessing research skills

Research assignment that is professionally relevant (and where students are assisted to
develop the requisite skills)
Develop a database on a particular area Literature review
Writing an annotated bibliography Research paper
Case based article

Hint:
o As you can see, some assessment methods can
Testing experts recommend be used to assess more than one objective in
covering each objective with the same activity.
more than one assessment
tool
o Some assessment methods can also cover more
than one level of learning at the same time,
depending upon how well the objective or
learning outcome has been written.

The following grid shows how you might plan a Biology exam to include questions
at the various cognitive levels. Exam content is then chosen to match the level.

Content Recall/ Skills Critical Total

area Recognition Comprehension Thinking Allocation
No of questions at this Application Problem of marks
level No of questions at this No of questions
Solving
level No of questions at this level
at this level
Biochemistry 3 12 0 15
Cells/Tissues 4 13 3 20
Genetics 2 10 3 15
Reproduction
Invertebrates 4 6 0 10
Vertebrates 5 11 4 20
Plant life 2 6 2 10
Ecological 0 7 3 10
Total 20 65 15 100

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You can also write multiple choice questions (MCQs) which
measure at the various cognitive learning levels, such as in the
following Biology example:

1. Knowledge
Which of the following are raw materials or photosynthesis?
a. Water, heat, sunlight
b. Carbon dioxide, sunlight oxygen
c. Water, carbon dioxide, sunlight
d. Sunlight, oxygen, carbohydrates
e. Water, carbon dioxide, carbohydrates
2. Comprehension
If living cells similar to those found on earth were found on another planet where there
was no molecular oxygen, which cell part would most likely be absent?
a. Cell membrane
b. Nucleus
c. Mitochondria
d. Ribosome
e. Chromosomes
3. Application
Phenylketonuria (PKU) is an autosomal recessive condition. About one in every fifty
Individuals is heterozygous for the gene but shows no symptoms of the disorder. If you
select a symptom-free male and a symptom –free female at random, what is the
probability that they would have a child afflicted with PKU?
a. (.02)(.02)(.25) = 0.0001 = 0.01%, or about 1/10,000
b. (.02)(.02) = 0.0004 = 0.04%, or about 1/2,500
c. (1)(50)(0) = 100% = all
d. (1)(50)(0) = 0 = none
e. 1/50 = 2%, or 2/100
4. Analysis
Mitochondria are called the powerhouses of the cell because they make energy
available for cellular metabolism. Which of the following observations is most cogent
In supporting this concept of mitochondrial function?
a. ATP occurs in the mitochondria
b. Mitochondria have a double membrane
c. The enzymes of the Krebs cycle, and molecules required for terminal
Respiration, are found n mitochondria
d. Mitochondria are found in almost all kinds of plant and animal cells
e. Mitochondria abound in muscle tissue
5. Evaluation
Disregarding the relative feasibility of the following procedures, which of these lines of
research is likely to provide us with the most valid and direct evidence as to revolutionary
relations among different species?
f. Analysis of the chemistry of stored food in female gametes
g. Analysis of the form of the Krebs cycle
h. Observation of the form and arrangement of the endoplasmic reticulum
i. Comparison of details of the molecular structure of DNA
j. Determination of the total protein in the cells

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