Goals and Objectives. Introduction. Introduction

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1 Goals and Objectives 1 Introduction In order for instruction to have meaning, all educational materials should have goals and objectives Without goals and objectives the instructor would not know what to teach and the student would not know what they are expected to learn Even a new instructor may be called upon to help write goals and objectives 2 Introduction Objectives can help the instructor determine how much information should be covered on a given topic Helps to separate what is needed to know from what is nice to know and help determine the depth and breadth of material you are presenting Instructors must evaluate students using the objectives as guides 3 1

2 Goal Overarching, global statement of expecting learning outcome Usually without any specific method required to accomplish it the student will understand the anatomy of the respiratory system 4 Objective Statement of expected learning in terms of behaviors students will exhibit An objective should clearly articulate the audience, expected behavior, condition under which that behavior will be performed and the measurement tool or strategy used to determine successful completion of the objective A well written objective should lead to the completion of the goal Given a diagram of the respiratory system, the student shall be able to label each component 5 Common Characteristics of Goals May be philosophical in nature, somewhat like a mission or vision statement A goal may not contain all of the ABCD elements (discussed later in this section) Also called primary objectives or expected learning outcomes The goal of this course is to provide the necessary tools to become an entry level EMS instructor 6 2

3 Common Characteristics of Objectives Must be observable and measurable Should articulate an expected behavior that can be observed Should describe how this behavior will be measured (skill sheet, test, etc.) Objectives are unambiguous Clear terminology Readily apparent to student and instructor what behavior is expected 7 Common Characteristics of Objectives Objectives must be measurable by both quantitative and qualitative criteria Quantitative: quantity Qualitative: quality 8 Quantitative Criteria Successfully meeting the objective requires that the expected behavior be exhibited under the conditions specified The student and teacher should know how that behavior will be measured Examples: The lowest acceptable passing score The number of attempts allowed during a skill test A time limit imposed on a skill test 9 3

4 Qualitative Criteria Describes non-numerical observations with the purpose of expressing underlying dimensions or patterns of relationships Examples: Value a concept or idea Defend the need to perform a skill Adopt a new behavior 10 Performance Levels A performance level of 100% accuracy on quantitative or qualitative measures is not required for every object May have an acceptable level established that allows the students to miss some elements but still pass Example: minimum score of 75% on exams May not have a required overall score Example: critical criteria on skills exams 11 Common Characteristics of Objectives Should be written in terms of performance If an objective does not describe or define the expected behavior you cannot evaluate if learning has taken place Should communicate successful learning in behavioral terms To have meaning, an objective should define the expected behavior change you are looking for to determine that learning has taken place 12 4

5 Examples of Expected Behavior Select from an assortment of EMS equipment and supplies those items required to perform spinal immobilization Demonstrate how to perform a database search on the Internet with a topic provided by the instructor State three reasons why it is important to take BSI precautions when providing patient care 13 Domains of Learning and Objectives Domains of Learning Cognitive Psychomotor Affective Objectives should reflect each of these domains 14 Cognitive Domain Level 1: Knowledge (recall), comprehension and application Level 2: Analysis Level 3: Synthesis and evaluation 15 5

6 Psychomotor Domain Level 1: imitation and manipulation Level 2: precision Level 3: articulation and naturalization 16 Affective Domain Level 1: receiving and responding Level 2: valuing Level 3: organizing and characterizing 17 Action Verbs for Writing Objectives 18 6

7 Cognitive Domain Knowledge Level : Arrange, Define, Describe, Identify, Label, List, Name, Identify, Match, Memorize, Order, Recognize, Recall, Recite, Repeat Comprehension Level: Classify, Discuss, Distinguish, Explain, Identify, Indicate, Locate, Review, Rewrite, Summarize, Tell, Translate 19 Cognitive Domain Application Level: Apply, Choose, Compute, Demonstrate, Operate, Practice, Prepare, Solve Analysis Level: Analyze, Calculate, Compare, Contrast, Criticize, Diagram, Differentiate, Distinguish, Examine, Experiment, Evaluate, Relate, Separate, Select 20 Cognitive Domain Synthesis Level: Assemble, Compose, Construct, Create, Combine, Design, Formulate, Organize, Prepare, Set up, Summarize, Tell, Write Evaluate Level: Appraise, Evaluate, Judge, Score 21 7

8 Psychomotor Domain Imitation Level: Repeat, Mimic, Follow Manipulation Level: Practice with minimal assistance, Create, Modify Precision Level: Perform without error, Perform without assistance Articulation Level: Demonstrate proficiency, Perform with confidence, Perform with style or flair Naturalization Level: Perform automatically 22 Affective Domain Receiving Level: Accept, Attempt, Willing Responding Level: Challenge, Select, Support, Visit Valuing Level: Defend, Display, Offer, Choose Organization Level: Judge, Volunteer, Share, Dispute Characterization Level: Consistently, Join, Participate 23 Action Verbs for Writing Goals Know Realize Enjoy Believe Understand Appreciate Value Comprehend Aware Tolerate Be familiar with Desire Feel Write 24 8

9 Using Goals and Objectives Before you teach, review the lesson plan and objectives to determine the depth and breath you must cover the material for that session After you teach, evaluate if the level taught was adequate for learning to take place Did it target the level specified in the objectives? 25 Failure Example Your objectives state that the student should apply the information presented on therapeutic communications by describing how they would react in a scenario But, class time was used to define terms but no time was spent role playing therapeutic communications The material was not taught to the level the student will be tested 26 Too Extensive Example Your objective states that the student should match a set of given directional terms to their correct definitions The instructor taught all the medical terms in the textbook by the Latin word root, suffix, and prefix Students had an extensive list of medical terminology and the class was several hours behind schedule The instructor went way beyond what was required by the objectives and threw off the schedule 27 9

10 Goals in Lesson Plans The first level identifies the overall goal of the instruction for the program or instructional event May be called terminal objective or primary goal of instruction 28 Goals in Lesson Plans Goals do NOT contain specific information on HOW learning is to be accomplished or measured Goals are philosophical statements of what learning is intended to produce 29 Objectives in Lesson Plans The objective is subordinate to the goal and should relate to the goal In completing the objective the student is moving toward meeting the goal Sometimes these objectives are called enabling objectives Because these are true objectives, they should follow the ABCD format described later in this module 30 10

11 Example of Objectives Given an assortment of EMS equipment, the paramedic should be able to identify all of the equipment necessary to perform rapid sequence intubation without error The EMT-B participant in this pediatric workshop should be able to identify at least 4 warning signs of possible child abuse from a mock family member s interview that contains 8 warning signs 31 Parts of an Objective ABCD Format A=Audience B=Behavior C=Condition D=Degree An objective does not have to be written in the ABCD format, but should contain all of these elements 32 2 Simple Methods The Audience will Behave (Behavior) in Condition circumstances to Degree level Given Condition(s), the Audience, will Behavior to a specific Degree 33 11

12 Audience Describe the receiver of the instruction Often the audience is identified only in the 1st level of objective (which is usually the goal) or the first objective in the series of objectives for that section Examples: EMT-B student, AEMT student, Paramedic student, Pre-hospital care provider 34 Behavior Describes learner capability What the receiver will be expected to do following the instructional event Must be observable and measurable If a skill, it should be a real world skill and relative to the current clinical practice 35 Behavior The behavior can include demonstration of knowledge or skills in any of the domains of learning: cognitive, psychomotor or affective Examples of behavioral statements: Should be able to write a report Should assemble the necessary equipment to perform a needle cricothyrotomy Defend the need to use reasonable force for self protection 36 12

13 Behavior Terminology may be important Wording like should be able to or will be able to carry different legal expectations and may be an issue to your organization Good communication with person writing the objectives (Coordinator) is crucial 37 Condition Any circumstances that will impact upon the behavior the student will exhibit Equipment or tools that may or may not be utilized Environmental conditions may be included Time limits 38 Examples of Condition Statements Examples of Condition Statements: Given an oxygen wrench, regulator and D tank with oxygen. Given a scenario of ambient temperature above 100 with high humidity. Following the last ventilation given by BVM and within 30 seconds

14 Degree States the standard for acceptable performance (time, accuracy, proportion, quality, etc.) In the event that the degree statement is not included in the objective you may infer that the acceptable standard for performance is 100% 40 Degree Examples of Degree Statements: Without error 9 out of 10 times Without committing any critical errors Answering correctly at or above 75% 41 Well Written Objectives Tell You.. Who is to exhibit the behavior (target audience)? What observable performance is the learner to exhibit? What conditions are provided for the learner at the time of evaluation? What constitutes a minimum acceptable response? 42 14

15 Evaluating Goals and Objectives Compare the content you intend to deliver to the course goals and objectives to determine if the content being delivered actually enables the student to meet the objectives If you cannot clearly see that the content being delivered meets the objectives then you must modify, enhance or remove content to meet the objectives as stated 43 Evaluating Goals and Objectives You need to determine if you are teaching too much or too little (depth and breadth) or if you are off the topic Review the verbs in the goals and objectives looking for clues of the level the statement is written to 44 Evaluating Goals and Objectives You should evaluate before and at the end of each presentation to determine if you are on target It is much easier to make minor adjustments as you go along than to wait until testing time to evaluate if you taught the material to the right level 45 15

16 Conclusion Goals and objectives are crucial to providing a successful class and course Goals and objectives come from numerous sources such as the program director (coordinator), national standards, testing sheets, etc. If you don t like the goals and objectives follow the proper procedures to change them It is your responsibility to see that you meet the goals and objectives; even if you disagree 46 16