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Behavioral Objectives. Recommended Materials . Guide to Accreditation. Learning Outcomes. Upon completion of this instructional unit and review of additional resources, the learner shall be able to: Differentiate between a goal and objective. Identify the four components of an objective.
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Recommended Materials • Guide to Accreditation
Learning Outcomes Upon completion of this instructional unit and review of additional resources, the learner shall be able to: • Differentiate between a goal and objective. • Identify the four components of an objective. • Correct objectives to insure each is complete and measureable. • Identify the three learning domains used in writing objectives. • Distinguish the three levels of learning in each learning domain. • Select appropriate action verbs for writing objectives. • Classify objectives according to the learning domain and level of learning.
Behavioral Objectives • Also known as: • Learning objectives • Instructional objectives • Performance objectives • An objective is the knowledge or skills one wants the student to be able to exhibit in order to be considered competent • Objectives are related to outcomes because they detail the expected results or outcomes of instruction
Behavioral Objectives • Goal = a general statement that defines the major purpose of instruction • Broad statement that provides a direction of content but no means of how to achieve it • Must be translated into specific objectives • Objective = a statement that describes what the learner will be able to accomplish after completion of instruction • Very specific and detailed statements • Must relate to the course and program goals • Must be measurable so one can objectively evaluate the outcome or result
Behavioral Objectives • Purpose • Provides a guide for instructional content • Helps instructor plan activities to enhance learning • Improves communication with student on expected outcomes • Helps in assessment (evaluation) of the outcomes of instruction • Helps student organize the material for studying • Provides the student with a self-evaluation tool • Provides the student with a clearer view of what is expected
Behavioral Objectives • There are 4 elements (ABCD) to an objective • Audience (A) – who is the learner? • Behavior (B) – what must the learner be able to do? What is the expected outcome? • Condition (C) – what are the conditions, limitations or boundaries for learning? • Degree (D) – how well will the learner need to perform? What defines acceptable performance? • A good objective communicates exactly the intended learning outcome. • If any of the elements are missing then the communication with the student is diminished or fuzzy.
Behavioral Objectives • Audience • Defines who is going to perform the desired behavior • Often listed as student, trainee, learner or participant • It is not the instructor • Behavior • The specific action or behavioral verb that describes exactly what the learner is expected to exhibit to achieve competency. • The choice of the action verb is very important in an objective. • Must use verbs that are measurable and observable to insure a clear statement • A good objective delivers the instructor's intent and leaves little room for interpretation • Poor verbs such as know, be familiar with, have knowledge of, learn, understand, grasp, and show are open to many interpretations by both the instructor and student
Behavioral Objectives • Condition • A objective should define the conditions for performance of the behavior • Requirements or restrictions identified as necessary for achievement of the desired behavior or outcome • Upon completion of lecture • Without the use of calculator • After demonstration • Degree • The acceptable level of performance needed to achieve the behavior and be considered competent • One school of thought is if it is not stated then it is always assumed to be 100% • Within 15 minutes • Within 10% of the automated result • Within +/- 2 standard deviations
Behavioral Objectives • Often a lead-in descriptor sentence prior to a listing of objectives prevents writing the same required conditions over and over • Upon completion of the lecture and laboratory session, the student shall be able to: • Objective #1 • Objective #2 • Objective #3 • Additional conditions or degrees, such as time limits or % accuracy, can be listed in specific objectives as needed.
Behavioral Objectives • Bloom’s Taxonomy • In the mid 1950’s, Benjamin Bloom categorized learning into three domains • Cognitive • Deals with facts, knowledge, comprehension and critical thinking • Psychomotor • Involves the physical skills needed to complete tasks • Affective • Entails attitudes, emotions, feelings and values • Bloom theorized a well rounded education should include learning across all three domains
Behavioral Objectives • Within each learning domain, acquiring knowledge progresses from simple to complex • Learning requires the individual to begin with basic information or skills and then build to achieve higher levels of learning such as critical thinking or problem-solving • The term taxonomy level is used to describe different learning levels within a learning domain
Behavioral Objectives • Learning Domain – Cognitive • Taxonomy levels • Initially 6 levels of learning were described using Roman numerals to designate progression • (I) - Knowledge – recall of basic facts • (II) - Comprehension – organize, compare and describe facts • (III) - Application – use information in a new situation • (IV) - Analysis – break down information into parts • (V) - Synthesis – put information together in a new manner • (VI) - Evaluation – make judgments and resolve issues
Behavioral Objectives • Cognitive domain • Others have now simplified the 6 levels into 3 • Knowledge (I) – recall and comprehend information • Application (II) – break down information and use in a new manner • Problem-solving (III) – put information together in a new manner, make decisions based on information and resolve issues
Behavioral Objectives • Cognitive domain measurable action verbs • The key to determining the taxonomy level of an objective often depends on the action verb used
Behavioral Objectives • Cognitive domain examples of objectives: • Level I – Upon completion of lecture, the student shall be able to list the gram stain reagents in order of use. • Level II – Upon completion of lecture, the student shall be able to compare and contrast the structure and function(s) of IgG, IgM, IgA, and IgE. • Level III – Upon completion of lecture, the student shall be able to correlate patient history, urinalysis results and other laboratory data to determine potential renal diseases present.
Behavioral Objectives • Learning Domain – Psychomotor • Taxonomy levels • Readiness (I) – observation of task or activity and ability to replicate • Proficiency (II) – recognition of steps and conditions needed to perform a task correctly and ability to evaluate own skills and make corrections • Adaptation (III) – application of skills, ability to adapt to new situations, creation of new skills, education of others
Behavioral Objectives • Psychomotor domain measurable action verbs
Behavioral Objectives • Psychomotor domain examples of objectives: • Level I – Upon completion of lecture and laboratory session, the student shall be able to prepare reagents, with 100% accuracy, using the recipe provided. • Level II – Upon completion of lecture and laboratory session, the student shall be able to perform a white blood cell differential, on a stained peripheral blood smear, with results within 10% of the instructor’s results. • Level III – Upon completion of lecture and laboratory session, the student shall be able to perform instrument maintenance, according to department policies and procedures, and resolve issues that may arise.
Behavioral Objectives • Learning Domain - Affective • Taxonomy levels • Awareness (I) – aware of belief, value, or attitude, and complies and exhibits a change as a result of exposure • Valuing (II) – recognition of belief, value or attitude, can attach worth to it and displays behavior • Commitment (III) – recognition of importance of belief, value or attitude and internalization as part of the person’s character
Behavioral Objectives • Affective domain measurable action verbs • These objectives can be very difficult to write and measure and may appear subjective especially at the higher taxonomy levels.
Behavioral Objectives • Affective domain examples: • Level I – The student shall maintain confidentiality for all patient information. • Level II – The student shall defend the value of honesty in the clinical laboratory setting and MLS program. • Level III – The student shall model a “patient-oriented” attitude during clinical rotations .
Behavioral Objectives • Provide the framework for the assessment or evaluation of the learner’s knowledge , skills and beliefs, values and attitudes • Can easily create valid evaluation tools using the expected outcomes of well written and measurable objectives across all learning domains • Provide a means to insure achievement of program competencies
Assessment Identify the statement that demonstrates all four elements of an objective. • The student can prepare a peripheral blood. • Demonstrate initiative. • The student shall know the four elements of an objective. • The student shall perform serial dilutions with 100% accuracy while using an automated pipetter.
Assessment Select the objective that is complete and measurable. • During lecture, instructor shall explain the basic principle of each biochemical test employed. • The student shall demonstrate adherence to policies and procedures at all times during the MLS program. • Be able to write appropriate and measurable objectives at each taxonomy level within each learning domain. • Do a manual red cell count to the satisfaction of the instructor.
Assessment Identify the objective that represents the psychomotor learning domain. • Following review of the manufacturer’s instructions manual, instruction and under supervision, the student shall operate each chemistry analyzer encountered. • After lecture, the student shall be able to compare and contrast an automated susceptibility system and the Kirby-Bauer method. • The student shall demonstrate confidentiality in dealing with patient test results.
Assessment Identify the objective which represents the affective learning domain and taxonomy level III. • After lecture, demonstration and practice, the student shall be able to perform a manual WBC differential within 90% agreement of the automated system results. • After graduation, the student shall serve as a role model for future MLS students. • The student shall be able to list and describe the 3 taxonomy levels of objectives within each learning domain.
Assessment Practice writing objectives at each taxonomy level within each learning domain for your discipline.