Instructional Design Aids: Writing (Final) Learning Outcomes (Objectives)

“Clearly stated objectives with a broader emphasis defined in terms of performance are better suited to developing a learning environment for active engagement with instructional materials where students engage in meaningful learning.” (Gronlund, 2004, p 6)

Preplan

Step 1:

Identify the specific competency or curricular goal being addressed.  At this level think in terms of higher order:

Knowledge

1. Knowing/Comprehending (Define/Discuss)
2. Applying (Demonstrate)
3. Analyzing (Examine)
4. Evaluating (Critique)
5. Creating (Syntheisize)

Skills

1. Procedural (execution – action appropriate) skill
2. Application (implementation – context appropriate) skill
3. Problem solving (transfer – critical thinking appropriate) skill

Attitudes

1. Receiving/Responding (Listen/Describe)
2. Valuing (Endorse)
3. Organization (Integrate)
4. Characterization (Advocate)

Step 2:

Identify how you plan to assess mastery (or progression) of that competency or goal.  What is the observable result of mastery (or progression)?

Step 3:

Identify what the student will be provided during the assessment of the competency.

Start SMART

Step 4:

(Specific) Be as specific as possible in rephrasing the component of competency being addressed by the outcome.  If your preplanning resulted in multi-part outcomes in one sentence, decide whether they should be broken apart into two or more outcomes.

Step 5:

(Measurable) Choose an appropriate action verb that can be “observed” and which creates measurable evidence of mastery (or progression).

Step 6:

(Achievable) Be cognizant of whether the outcome is appropriate for the program, curriculum, and course level.  Is it within “scope” for the course?

Step 7:

(Time-based) Be cognizant of whether the outcome can be realistically accomplished within the semester.

Finish Strong

Step 8:

Define the audience once.

Example:  Upon completion of this course, undergraduate BPH students will be able to:

Step 9:

Start with that observable action verb.

Example: Analyze a case study using the social ecological model

Step 10:

Add what they will need (and be given) to perform the action

Example: given specific information about a community experiencing a public health issue

Step 11:

Add the marker of competence.

Example: by identifying factors from at least three levels of the model impacting community response.

Final Result

Example:

Upon completion of this course, undergraduate BPH students will be able to:

1. Analyze a case study using the social ecological model by identifying factors from at least three levels of the model impacting community response when given specific information about a community experiencing a public health issue.

References

Gronlund, N. E. (2004). Writing Instructional Objectives for Teaching and Assessment (7th ed.). Upper Saddle River, New Jersey: Pearson Education, inc.