WRITING LEARNING OUTCOMES / BEHAVIOURAL OBJECTIVES

INTRODUCTION

Learning objectives will serve the purpose of guiding teachers and students in the achievement of
desirable behavior modifications prescribed by the educational programme.

Behavior is what student should know or be able to do after the teaching – learning activity, e.g., the
knowledge, skills, ability, attitude, interest, which the student develops.

Learning outcomes is also known as educational objectives.

DEFINITION:

Acc. To Anderson, ‘’Learning objectives are statements that define the expected goal of a curriculum,
course, lesson or activity in terms of demonstrable skills or knowledge that will be acquired by a learner
as a result of instruction’’.

Educational objectives are the statements of those desired changes in behavior as a result of specific
teaching – learning activity.

ATTRIBUTES / QUALITY / CHARACTERISTICS OF EDUCATIONAL OBJECTIVES:

Learning objectives should have the following SMART attributes. They are:
 Specific: clear, concise, well- defined statement of what students will be able to learn / do.
 Measurable: the goals suggest that how students should be assessed at the end of learning
activity.
 Attainable: the objectives should be achievable within the allotted time and available resources.
 Relevant: objectives formulated should have a direct relationship with the learner needs and
course content.
 Time- bound: learning objective should include a specific time frame by which it will be
completed.

Others:

 Unequivocal: equivocal words have more than one or two meanings. Equivocal words should be
avoided while framing objectives. Unequivocal words are clear and have one meaning and less
chance of misinterpretation.
 Observable: observe the progress of learners towards achievement of desirable objectives.

CLASSIFICATION OF BEHAVIOURAL OBJECTIVES:

Educational objectives are classified differently. One of the classification are as follows:

1. Institutional or general objectives:

 These objectives are generally followed by all institutions offering the same educational
program.
 It is usually formulated by the curriculum committee of the institute.
  They are written down for the attainment of overall aim or objective of a particular
educational program.
 E.g., On completion of the BSc (N) programme, the graduates will be able to utilize the
knowledge and skills in providing comprehensive care for patients of all ages.
2. Intermediate or departmental objectives:
 These objectives are related to a particular learning experience or subject matter.
 Formulated by the curriculum committee.
 E.g. students acquire knowledge and able to provide comprehensive care to patients with
ear, nose and throat disorders.
3. Instructional objectives/ specific objectives:
 Instructional objectives are specific, precise, attainable, measurable and corresponding to
each specific teaching – learning activity.
 Formulated by the teacher at the instructional level.
 E.g. specific objectives for a class on peptic ulcer can be formulated as follows: the
students will be able to: define peptic ulcer, list down the etiology of peptic ulcer, explain
the medical management of peptic ulcer.
 It is written as per the needs of the learner.
 It should be clear and unambiguous

Other classification:

1. Central objectives:
 Central objective is written for every topic or lesson and is the core of the unit.
 Important in any teaching activity
 Helps in formulating subsequent contributory objective
 E.g. If the teacher wishes to teach the students about the lecture method, she can
formulate the central objectives as follows: At the end of the class, the students acquire
knowledge regarding lecturing techniques, discriminates the mrits and demerits of lecture
method and able to practice it in an effective way.
2. Contributory objectives:
 Contributory objectives are synonymous with specific objectives.
 They are the derivatives of central objectives.
 Written more specifically in terms of knowledge, skills, attitude, abilities and interest
which will develop in students as a result of teaching – learning activity.
 E.g. At the end of the class the students will be able to:
 define lecture method
 list down the purposes of lecture method
 explain the lecturing techniques
 mention the merits and demerits of lecture method.
 Contributory objectives will help the teacher in attaining the central objectives.
3. Indirect objectives:
 Indirect objectives bring understandings, attitude, perceptions, opinions, or thoughts
related to the student ability.
  E.g. Appreciates the value of lecture method -Motivates the students to honor the value of
lecture method in future by practicing it with adequate preparation and suitable
techniques.

WRITING BEHAVIOURAL OBJECTIVES:

Following measures will help in writing good objectives.

1. Begin with an action verb that describes the desired behavior or skill the student should
possess. E.g. identify, analyze, define, explain, discuss, list down, illustrate, etc.
2. Always try to prepare learner – centered objectives.
3. Ensure that the outcome is measurable and observable, so it can be assessed effectively.
4. Align the learning objective with the overall goals and objectives of the course or curriculum.
5. Prepare only manageable number of objectives.
6. The objectives should be attainable through instruction within a given time period.
7. Objectives should always be based on course contents
8. Objectives need to be evaluated at regular intervals for ensuring its relevance
9. Familiarize with blooms taxonomy. This helps to develop learning objectives in a clear
manner.
10. Use SMART attributes- objectives should be specific, measurable, attainable, relevant, and
time bound.

TAXONOMY OF EDUCATIONAL OBJECTIVES / BLOOMS TAXONOMY:

Intro:

 Prof. Dr. Benjamin Samuel Bloom and his associates developed a system of classification of
objectives called the taxonomy of educational objectives in the year 1956.
 The word taxonomy is derived from the Greek word ‘’taxis’’ which means ‘’systematic
classification’’
 They described the three domains(category) of learner as
 Cognitive domain (concerned with knowledge and intellectual skills)
 Affective domain (attitude and values)and
 Psychomotor domains (physical skill)

Cognitive domain:
Cognitive domain consists of six levels of objectives.
Level 1: Knowledge/ Remembering
 Knowledge is defined as recall of information’s pertaining to a concept.
 This level is related to remembering of previously learned material.
 The learners recall relevant knowledge from long – term memory.
 E.g. of behavioral verbs for this level is: define, cite, describe, identify, label, list, match, name,
outline, quote, recall, state, retrieve, and tell.
 E.g defines immunity, describes the healing process
This level is revised in 2001 by Anderson and Krathwal, and they renamed knowledge level as
remembering level.
Level 2: Comprehension/ Understanding:
 Ability of the students to interpret and explain the informations in their own words.
 The students learn from known to unknown.
 Action verbs used are: formulate, name, explain, classify, illustrate, select, identify, discuss,
distinguish, interpret, etc.
 E.g. classify cirrhosis of liver based on etiology, explains the management of COL.
This level is revised in 2001 by Anderson and Krathwal, and they renamed comprehension level as
understanding level.
Level 3: Application:
 Ability to use information or skill in a new situation.
 Action verbs used are: apply, inculcate, demonstrate, classify, employ, examine, experiment,
implement, modify, organize, predict, solve, etc.
Level 4: Analysis:
 Analyzing is the ability to breakdown information into elements of information/ parts and
determines how it can be related to one another.
 For example: analyze the relationship between lifestyle and diseases, distinguishes between
marasmus and kwashiorkor, identifies the warning signs of MI, diffentiates between
hypothyroidism and hyperthyroidism.
Level 5: Synthesis/ Creating:
 At this level learner is expected to develop new knowledge and skills
 E.g. formulates a care plan for a patient with MI, derives a solution for hospital waste disposal.
Level 6: Evaluation:
 This level is concerned with the ability to judge the value of the concept learned.
 E.g. compare and contrast any two definitions of education.

Affective domain:
 Francis M Quinn describes the affective domain.
 Attitude and values are developed by students and not taught to them (feelings, interests, respect,
compassion, responsibility)
 Affective domain consists of 5 levels of objectives.
Level 1: Receiving / Attending:
 Receiving means awareness of the importance of the topic, willingness to listen, and
concentration/ pay attention.
 The students should be aware of the existence of certain ideas, phenomenon, or concepts.
 The students should posses the ability to listen and remember the new concepts.
Level 2: Responding:
 Active response by the learners
 He/she attends and answers/ shows willingness to respond
Level 3: Valuing:
 Valuing indicates acceptance of the values or attitudes and willingness to perceive the concept.
 E.g. Maintains IPR with patients
Level 4: Organization:
 Ability to organize the gained knowledge / skills as per the priorities
 Arranges the concepts in appropriate order.
Level 5: Characterization:
 In this level the learners develop philosophy of life.
 Acts according to the values learned.
 E.g. a student accepts that cheating is unethical and completes a difficult assignment
independently even though a friend offers to let them copy their answers.

Psychomotor domain:
According to Francis M Quinn, there are seven levels:
Level 1: Perception (awareness):
 Awareness to use the sensory stimuli to action (motor activity).
 E.g. student listens to teacher’s class and writes down the notes. Detects the early signs of
decubitus ulcer.
Level 2: Set:
 Readiness to act.
 Student’s response to different situation.
 E.g. a student who needs improvement in marks is motivated to study for their next exam.
Level 3: Guided Response:
 This level refers to the knowledge/ skills gained by the students followed by instruction or
demonstration by the teacher
 Students learn skills through trial and error.
 E.g. performs bed making correctly as demonstrated by the teacher.
Level 4: Mechanism (basic proficiency):
 At this level, the performance becomes habitual.
 Develops basic proficiency.
 E.g. calculates the volume of fluid required in the first day for a patient admitted with 60% burns
and weighing 50 kgs.
Level 5: Complex Overt Response (expert):
 Performs a task with advanced proficiency
 E.g. performs endotracheal intubation correctly, able to perform BCLS.
Level 6: Adaptation:
 Skills are well developed and the individual can alter/ modify/ adapt the skills as per the
situations.
 E.g. modifies the sterilization techniques according to the article to be sterilized.
Level 7: Origination:
 Creating new pattern / skill based on the particular situation.
 E.g. designs a splint to restrain the forearm of a child who is on IV infusion.

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