Learning Objectives

1. Prof. Dr. Ram Sharan Mehta
Writing Learning Objectives

2. “If you are not certain where
you are going, you may very
well end up somewhere else
and not even know it”
- By Mager

3. Objectives
• Differentiate between course goals and
learning objectives
• Describe purpose of a learning objectives
• Identify components of a learning
objective
• Write learner-centered, measurable
objectives

9. Review: Terminology
1. Vision: future oriented purposeful
statement, e.g. I want to service my country.
2. Mission: Statement of the reasons for
existence, e.g. I want to be a nurse.
3. Goal: desired outcome, end result, general
aim, and purpose of education intuitional
objective.
- CMC: service + education
- BPKIHS: education + research + service
4. Objective: end result/intended outcome

10. 5. Instructional objective: learning outcome after a
period of instruction. Intended outcome.
6. Teaching objective: teacher centered, teacher
intended to achieve
7. Learning objective: learner oriented, learner’s
need to achieve
8. General objective: expected outcome, vague,
communicate the intent of the
programme/institution. (BPKIHS- hospital)
9. Specific objectives: means of achieve outcome,
measurable, concise, it’s instructional objective
10. Behavioral objective: written in such a way as to
indicate what observable and measurable
behaviour is.

11. Learning Objectives
Write the Objective
Teach Based on the Objective
Test Over the Objective

12. INSTRUCTION AND TEACHING
INFORMATION Vs. INSTRUCTION
Information
:
The aim of information is to
officially tell someone something
The aim of instruction is to
change the behaviour of a
person
Instruction :
1
2
Behaviour refers to any observable
activity performed by a person

13. INSTRUCTION AND TEACHING
Interaction emphasizes the following
aspects:
Teacher
or
Media
Student
1. Active responding / practicing
2. Confirmation and Feedback
1
3

14. EDUCATIONAL OBJECTIVES:
To bring behavioural changes through
acquisition of knowledge, skill and
attitudinal changes at the end of
teaching/learning programme.
USES:
• Framing curriculum
• Preparing teaching/learning programme
• Deciding Evaluation method

15. EDUCATIONAL OBJECTIVES
TEACHING/ LEARNING
ACTIVITIES
EVALUATION
PLAN

16. TYPES OF EDUCATION OBJECTIVES:
1.Institutional Objectives
2.Intermediate Objectives:
At the level of the department.
3. Specific Instructional Objectives:
At the level of each instruction or class.

17. SOURCES OF EDUCATIONAL OBJECTIVES:
1.Health needs: National & International
2.Services to the community
3.Services to the patient
4.The Health Professional
5.Teachers and learners

18. Goals and Objectives
Goals Objectives=

19. Goals vs Objectives
• Course goals
Describe the overall purpose of the course
within the larger curriculum
• Course objectives
Break down goals into measurable
behaviors that demonstrate competency
Ensure successful accomplishment of
course goals

20. Comparison: example
• Goal
– Students will gain an appreciation and
understanding of the value of applying family
systems theory to the real world of patient care.
• Objective
– Students will be able to construct a three
generation genogram with a patient in the office
setting within a 5 minute time frame and explain
how the information potentially impacts on the
patient’s care.

21. Goals
• Definition
– A statement that describes in broad terms
what the learner will do.
• Example
– Students will gain an appreciation and
understanding of the value of applying
family systems theory to the real world of
patient care.

22. Characteristics of Goals
• Broad, vague
• General intentions or observations
• Intangible
• Abstract
• Cannot be validated

23. Objectives
• Definition
– A statement in specific and measurable terms
that describes what the learner will know or be
able to do.
• Example
– Students will be able to construct a three
generation genogram with a patient in the office
setting within a 5 minute time frame and explain
how the information potentially impacts on the
patient’s care.

24. Characteristics of Learner Objectives
• Narrow, limited
• Precise
• Concrete
• Measurable
• Competency based
• Always stated in terms of the learner
SMART

25. “Begin with the end
in mind”
Stephen Covey
The Seven Habits of Highly Effective People

26. Begin with Objectives
• Strategically and formally identify
learning objectives
• Learning objectives guide design and
development of the course
• What do you want the learner to do,
know, apply after completing your
course?

27. Activity
• Review goals as stated in your syllabus
• Review objectives as stated in your
syllabus
• Compare with examples
• Discuss revisions
Assignments? For next class : discuss

28. Purpose of Learner Objectives
• Facilitate course development through
objective-directed planning
• Inform students of the expectations of
course
• Guide the development of instructional
activities
• Guide the development of assessments
and evaluations

29. Curriculum
Goals
Instructor Goals
Objectives - Assessments
& Teaching Strategies
Assignments
A1 A7A6A5A4A3A2
Alignment
Tom Cantu, Instructional Designer
University of Maryland, Technology Enhanced Learning Group

30. Curriculum
Goals
Instructor Goals
Objectives - Assessments
& Teaching Strategies
Assignments
A1 A7A6A5A4A3A2
Out of
Alignment
Tom Cantu, Instructional Designer
University of Maryland, Technology Enhanced Learning Group

31. Definitions of Learning Objectives
(Instructional Objectives)
• A good learning objective is one that
can be assessed to determine the
students’ mastery of the course material.
• Learning objectives describe the
intended result of instruction rather than
the process of instruction.

32. DEFINITION OF
INSTRUCTIONAL OBJECTIVES
Instructional objectives are statements,
which communicate in behavioural terms
the expected performance of the
students at the end of instruction.
3
2

33. Objectives
Student output
(Terminal
Behaviour)
Student input
(Entry Behaviour)
Instructional
Process
Evaluation
BLOCK DIAGRAM OF
INSTRUCTIONAL SYSTEM
3
3

34. BASIC TEACHING MODEL
Instructional
Objectives
Entering
Behaviour
Instructional
Procedures
Performance
Assessment
Slide # 34

35. NEED FOR INSTRUCTIONAL OBJECTIVES
Objectives should be written for each subject of
the curriculum because they
(i) Specify what the students should learn to do. Thus
objectives serve as sign posts to the student.
(i) Provide direction to the teacher in the selection of
the most effective instructional methods, and media
and resource materials to be used during instruction
in order to attain the stated objectives.
(i) Provide guidance to the question paper setter for
evaluating students’ achievement.
35

36. Slide # 36
OBJECTIVES
STUDENT
QUESTION
PAPER SETTER
TEACHER

37. Characteristics of Learner Objectives
• Specific and focused
• Targets performance
• Realistic to achieve
• Can be measured and validated
• Time-bound with a deadline
• Specifies conditions and criteria that
qualifies expected behavior

38. Parts of an Objective
• Measurable verb
– Construct
– Explain
• Criteria
– 3 generation genogram
– Within 5 minutes
• Conditions
– In the office setting with patient

39. Characteristics/Components of
a good Objective
ABCD of a good Objectives:
• Audience/Lerner: who is learner
• Behavior: What/ Observable behavior
• Condition of performance: computer, list
• Degree/criteria: how well- accuracy, time

40. Audience
• The learner: who will be doing the
behavior
Undergraduate students
Graduate students
Professionals
Government personnel

41. Observable Behavior
• What will the learner be able to do as a
result of learning?
Example: The learner will define math
terms

42. Condition
• What are the conditions under which the
learners must demonstrate their mastery
of the objective?
Example: The student will be provided
with a list of 200 math terms, no
references and a timed test after
instruction.

43. Degree or Criteria
• What are the standards of acceptable
performance: Quantity, quality,
efficiency durability?
Example: Performance will be
satisfactory if all 200 terms are defined
consistent with the text in 100 minutes.

44. Objective
Part
Description Example
Behavior What will learner
be able to do
Learner will define math
terms
Condition How will they be
able to do it
Learner will be provided a
list of 200 math terms, no
references and a timed
exam
Criteria Degree of
accuracy
Performance will be
satisfactory if all 200 terms
are defined consistent with
the text

45. Activity: Assignment???
• Identify one of your objectives
• Rewrite objective in terms of behavior,
condition and criteria
• Share revised objective with nearby
friends
• Report revised objectives to group

46. Terms: Sources of Confusion
• Behavioral Objectives
• Instructional Objectives
• Educational Objectives
• Terminal Objectives
• Outcomes
• Objectives
• Aims
• Intents
• Objections

47. (i) General Objectives (G.O.)
(ii) Specific Objectives (S.O.)
There are two types of objectives:
GENERAL OBJECTIVES AND
SPECIFIC OBJECTIVES
47

48. General Objectives
On completion of the study the student will be able:
These are very general statements which describe in
implicit terms the overall aims of the total educational
process.
GENERAL OBJECTIVES
1. To understand the concept of Data Flow Diagram
2. To appreciate the difference between System
flow chart and Program flow chart
3. To comprehend the use of a scanner
Examples:
48

49. Specific objectives are expressed in behavioural
terms and Identify the end product of instruction in
terms of observable performance of students.
SPECIFIC OBJECTIVES
Specific Objectives
On completion of the study the student will
be able:
Examples:
(i) To list the six levels of a Data Flow Diagram used in an
application system
(ii) To draw a system flow chart for a given application
system
(iii) To scan a given picture and transfer it to the appropriate
module of application
49

50. GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Instructional Objectives should be stated in terms of
learner’s performance and not teacher’s performance
The Objective should specify what the learner will be
able to do at the end of the lesson and not what the
teacher had intended to do.
Non-example:
To teach Java Remote Method Invocation
Example:
The student will be able to distinguish between “Remote
Method Invocation and “Remote Procedure calls”
Rule 1:
50

51. GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
The mere description of subject matter should be avoided
An objective should specify both the kind of behaviour
expected and the subject or context to which that
behaviour applies.
Non-example:
Multithreading technique
Example:
The student will be able to write a Java program to
show Nepali Standard Time using Nepali thread by
applying multithreading technique
Rule 2:
51

52. .
Rule 3:
Non-example:
The student will be able to know the network hardware
Example:
The student will be able to state the functions of the four
types of connectivity hardware
GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Use verbs that refer to any observable activity
displayed by a learner
Use Action Verbs
52

53. Specify the standards of minimum acceptable performance
Examples:
GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 5:
1. To list any six differences between metals and non-metals
2. To determine the diameter of a given rod using a suitable
screw gauge to an accuracy of 0.05 m.m within 10 minutes
1. The student will be able to distinguish between metals and non-
metals
2. The student will be able to determine the diameter of a given rod
The student will be able:
53
The standards of minimum acceptable performance must be
specified in terms of (a) the number of points / examples /
differences etc. in case of theory subjects (b) the accuracy of results
and speed of performance in the case of practical / laboratory work.
Non Examples:

54. An objective should not consist of more than
one learning outcome
Non-example:
Example:
GENERAL RULES FOR STATING
SPECIFIC OBJECTIVES
Rule 6:
1. To explain why networks are needed
2. To list the two types of networking
The student will be able to explain the need for
networking and list the types of networking.
The student will be able:
54

55. Kinds of Objectives
(Categories of Objectives)
• Cognitive – thought or knowledge
What learner is able to do
• Affective – feelings or choices
How learner chooses to act
• Psychomotor – physical skills
What learner can perform

56. Bloom’s Taxonomy (1950s)
• Structure for categorizing competencies
• Description of skills that must be
demonstrated for each level of thinking
• Action verbs that elicit student
responses within that level

57. Knowledge
(HEAD)
Cognitive
Domain
Affective
domain
Attitudes
(HEART)
Skills
(HANDS)
Psychomotor
Domain
MAIN CATEGORIES OF HUMAN BEHAVIOUR
57

58. compute
describe
discuss
explain
express
identify
locate
report
restate
review
tell
translate
apply
calculate
dramatize
employ
examine
illustrate
interpret
operate
practice
schedule
sketch
solve
use
cite
count
define
draw
list
name
record
relate
repeat
underline
analyze
appraise
calculate
categorize
compare
contrast
debate
diagram
differentiate
examine
inventory
question
test
arrange
assemble
collect
compose
construct
create
design
formulate
integrate
manage
organize
plan
prescribe
propose
appraise
assess
choose
compare
criticize
estimate
evaluate
judge
measure
rank
rate
revise
score
select
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
COGNITIVE
DOMAIN

59. AFFECTIVE
DOMAIN
RECEIVING
CHARACTERIZATION
ORGANIZATION
VALUING
RESPONDING
accept
attend
develop
realize
receive
recognize
reply
behave
complete
comply
cooperate
discuss
examine
obey
observe
respond
accept
balance
believe
defend
devote
influence
prefer
pursue
seek
value
codify
discriminate
display
favor
judge
order
organize
relate
systematize
weigh
internalize
verify
(formal instruction
does not address)

60. PSYCHOMOTOR
DOMAIN
PERCEPTION
ADAPTATION
COMPLEX
OVERT
RESPONSE
MECHANISM
GUIDED
RESPONSE
SET
distinguish
hear
see
smell
taste
touch
adjust
approach
locate
place
position
prepare
copy
determine
discover
duplicate
imitate
inject
repeat
adjust
build
illustrate
indicate
manipulate
mix
set up
calibrate
coordinate
demonstrate
maintain
operate
adapt
build
change
develop
supply
construct
create
design
produce
ORGANIZATION

61. Guidelines for Writing Objectives
(Criteria for Writing Instructional Objectives)
• Use action verbs to specify student behavior
• Keep statements short and focused on a single
outcome
• Explain expectations for student behavior,
performance & understanding
• Use specific terminology that has limited
interpretation to ensure that all students
understand the same interpretation.

62. Writing of behavioural objectives:
1. Identify the learner: who the learner is.
2. specifies the kind of behaviour expected
3. reflect the process: guide in selection of
learning experiences
4. end result must be observable
5. Feasible: can translated in reality:
class/clinical
6. specifies the conditions of achievement

63. It must be: SMART
• S-Specific
• M-Measurable
• A-Achievable
• R-Realistic or Feasible
• T-Time bound

64. Measurable Action Verbs
• Analyze
• Describe
• Prioritize
• Identify
• Define
• List
• Apply

65. More Measurable Action Verbs
• Compare
• Contrast
• Summarize
• Design
• Predict
• Evaluate
• Others????

66. Verbs to Avoid
• Understand
• Know
• Learn
• Comprehend
• Appreciate
• Familiarize
• Realize
• Be aware of

67. (i) Knowledge of specifics
(ii) Knowledge of specific facts
(iii) Knowledge of ways and means of dealing with specifics
(iv) Knowledge of conventions
(v) Knowledge of trends and sequences
(vi) Knowledge of classifications and categories
(vii) Knowledge of criteria
(viii) Knowledge of methodology
(ix) Knowledge of the universals and abstractions in a field
(x) Knowledge of principles and generalizations
(xi) Knowledge of theories and structures
TAXONOMY OF EDUCATIONAL OBJECTIVES
CATEGORIES IN THE COGNITIVE DOMAIN (B.S. BLOOM, 1956)
1. Knowledge: (Remembering previously learned material)
67

68. 2. Comprehension (Grasping the meaning of material)
(i) Translation (Converting from one form to another)
(ii) Interpretation (Explaining or summarizing material)
(iii) Extrapolation (Extending the meaning beyond data)
TAXONOMY OF EDUCATIONAL OBJECTIVES
68

69. 3. Application
This refers to the ability to use learned material
in new and concrete situations. This may
include the application of such things as rules,
methods, concepts, principles, laws and
theories and solving of problems.
TAXONOMY OF EDUCATIONAL OBJECTIVES
69

70. 4. Analysis: (Breaking down material into its parts)
(i) Analysis of elements (Identifying the parts)
(ii) Analysis of relationships (Identifying the relationship)
(iii) Analysis of organisational principles (Identifying the
way the parts are organised)
TAXONOMY OF EDUCATIONAL
OBJECTIVES
70

71. 5. Synthesis: (Putting parts together into a whole)
(i) Production of a unique communication
(ii) Production of a plan or proposed set of operations
(iii) Derivation of a set of abstract relations
TAXONOMY OF EDUCATIONAL
OBJECTIVES
71

72. 6. Evaluation (Judging the value of a thing for a
given purpose using definite criteria)
(i) Judgements in terms of internal evidence
(ii) Judgements in terms of external criteria
TAXONOMY OF EDUCATIONAL
OBJECTIVES
72

73. EXAMPLES OF OBJECTIVES
On completion of the study of this Unit the learner will be able
1.0 To understand the working of Open System Interconnection
(OSI) Network Model & its services
1.1 To draw the structure of OSI Network Model and name its
seven layers (C)
1.2 To list the two principles used to arrive at the seven layers of
OSI network model (C)
1.3 To list any three services provided by the application layer to
the user in an OSI Network Model (K)
Example 1:
Name of the Unit: Introduction to Network Architecture
73

74. EXAMPLES OF OBJECTIVES
1.0 To understand the working of medium access sub layer in OSI
Network layer
1.1 To list the two protocols that are used in Medium Access Sub
layer with respect to channel allocation (K)
1.2 To define collision with respect to channel allocation in
medium access sub-layer (K)
1.3 To calculate frame time T, for a given frame length and bit
rate in a channel (C)
74
Example 2:

75. 1.0 To comprehend the structure, working and applications of
TCP / IP model.
1.1 To draw the structure and name the layers of TCP / IP model (C)
1.2 To describe the three main features of Internet Protocol (C)
1.3 To explain the four layers of TCP / IP model (C)
1.4 To describe any three TCP / IP applications (C)
75
EXAMPLES OF OBJECTIVES
Example 3:

76. On completion of the study of this Unit the learner will be able
1.0 To comprehend the nature of Viral diseases and methods of preventing
them
1.1 To define Virus (K)
1.2 To explain the origin of Viruses on the basis of “Regressive theory” (C)
1.3 To list the four characteristic features of Viruses (K)
1.4 To define virulent cycle (K)
1.5 To give an example for (i) Spherical virus and (ii) Tadpole shaped Virus (C)
1.6 To describe the shape and general structure of Viruses (C)
1.7 To name three Viral diseases in plants (K)
1.8 To describe the structure of HIV (C)
1.9 To explain the multiplication of T4 bacteriophage with labeled sketches
(C&Sk)
1.10 To describe any three Viral diseases in Human beings and methods of
preventing them (C)
EXAMPLES OF OBJECTIVES
76
Example 4:

77. On completion of the study of this Unit the learner will be able
1.0 To comprehend the principles of Cytology
1.1 To define Cytology (K)
1.2 To describe the ultrastructure of a plant cell (C)
1.3 To distinguish between plant and animal cell by stating the ten
differences between them (C)
1.4 To describe the structure & chemical composition of cell wall (C)
1.5 To explain the ultrastrcture & chemical composition of chloroplast (C)
1.6 To describe the five stages of Mitosis with labeled sketches (C & Sk)
1.7 To state any three aspects that highlight the significance of Meosis (K)
1.8 To distinguish between Mitosis & Meosis by stating the eight differences
between them (C)
1.9 To list any four significant features of Meosis (K)
EXAMPLES OF OBJECTIVES
77
Example 5:

78. Benefits of Behavioural Objectives:
1. help in making curricular decision
2. it guides teachers in instruction
3. it helps in instructional improvement
4. it helps in developing systematic evaluation
plan
5. it guide students in seeking learning
opportunities
6. it helps n improving learning
7. it helps clients in receiving quality care:
develop mastery in learning and provide
quality care.

79. SEE EXAMPLES OF
WRITING OBJECTIVE
FROM books????

80. Check Each Objective
• Does the objective focus on student
performance?
• Is the task measurable or observable?
• What criteria will I use to establish that
the objective has been reached?

81. Checklist
• Is the learning objective written in terms
of observable, behavioral outcomes?
• Is the learning objective clear and
concise?
• Does the learning objective describe
expectations of student performance at
the completion of instructional activity?
• Does the learning objective utilize an
effective action verb that targets the
desired level of performance?

82. Checklist
• Are the learning objective aligned with the
instructional activities and assessments?
• Does the learning objective specify
appropriate conditions for performance?
• Is the learning objective written in terms of
observable, behavioral outcomes?
• Is the learning objective clear and easily
understood by the learner?
• Are the learning objectives identified and
reinforced in each module or learning unit?

83. How to teach Attitude/Value?
There is no guaranteed method of teaching
values or attitude.
Abbatt has suggested following five
methods of teaching attitude:
1. providing information
2. providing examples or models
3. providing real experience
4. providing opportunity for discussion
5. role playing exercise

85. Questions
Comments
Discussion
Thank you

86. Few Details of Taxonomy

87. Taxonomy
• Taxonomy means classification
• Taxonomy of learning objectives help teachers
(a) to identify goals,
(b) to classify forms and levels of learning,
(c) teaching/ learning experiences,
(d) select appropriate evaluation methods and
test tools.
• Hierarchical classification in any field
e.g. Phylum → order → species

88. Bloom’s Learning Domains
• 1950 - Dr. Benjamin S Bloom led committee
of educational psychologists in the analysis
of academic learning behaviors.
• Discovered three learning domains-
cognitive (knowledge), affective (attitude).
Psychomotor (skills).

89. Domains in learning
Bloom
Performance of Specific professional tasks require
the use of 1 or more Skills, pertaining to:
• Knowledge - use of HEAD- Cognitive Domain
• Doing - use of HANDS- Psychomotor „
• Thinking - use of HEART- Affective „

90. Domains
Cognitive Affective Psychomotor
Knowledge Attitude Skills
Recall data Awareness Copy/Imitation
Understand Respond Follow
instructions
Apply Value Develop
Precision
Analyse Organise Articulate
Synthesize Internalize Naturalize
Evaluate

91. Category Action Verbs
► Knowledge
(Recall)
Compare, Contrast, Define, Describe,
Differentiate, Distinguish, Identify,
Indicate, List, Name, Summarize
► Application Calculate, Demonstrate, Estimate,
Illustrate, Measure, Perform, Prescribe,
Sketch, Solve
► Problem-Solving
(Analyzing)
Analyze, Compose, Conclude, Construct,
Decide, Design, Evaluate, Formulate,
Organize
Bloom, Taxonomy of Educational Objectives

92. Category Dimension Definition Example Objectives
Knowledge Recalling Rote recall:
Known
common
terms
► Name the major bones of
the leg.
► List five causes of joint
pain.
► Define “deep fascia”
Application Applying Apply, solve
problems,
construct
graphs
► Use chart to calculate
appropriate dosage for a
45-pound child.
► Apply genetics concept to
determine potential
outcomes in a pregnant
woman with x disease.
Levels of Thinking/ Learning

93. Category Dimension Definition Example Objectives
Problem-
Solving
Analyzing Breaking something
down and
understanding its
structure
► Diagram the mechanism leading to
shortness of breath in interstitial lung
disease.
► Determine which of the patient’s
symptoms can be explained by the
primary diagnosis.
► Select lab tests which should be
done based on patient symptoms,
history and physical exam.
Synthesizing Building a structure/
pattern from diverse
elements.
► Diagnose the patient’s problem.
► Create a care map for the treatment
of diabetic patient.
► Write an article describing a
research project.
Evaluating Judging the value of
ideas, works,
solutions, materials.
► Select the most effective treatment
from an array of options.
► Select the most qualified candidate
for a specified position.
Levels of Thinking/ Learning (contd…)

94. SPECIFIC LEARNING OBJECTIVES (SLO):
Statements which tell us what the student
should be able to do at the end of learning
period that he could not do before hand.
• It refers to change in 3 domains of educational
process.
• SLO mostly student centered.
• Precise professional tasks – OBSERVABLE
and MEASURABLE against given criteria.

95. 1.Relevant
2.Logical
3.Unequivocal
4.Feasible
5.Observable
6.Measurable
SLO should be:
• Transparent, Open
• Mutually acceptable to teacher and
learner
QUALITIES OF A
SPECIFIC LEARNING OBJECTIVES:

96. 1. ACTIVITY:
• Refers to an observable or measurable
performance.
• It expresses in action verb, e.g. list,
enumerate, explain, perform, insert, inject
2. CONTENT:
• Topic or subject matter in relation to which
the activity is performed.
3. CRITERIA:
• Describes acceptable or desirable level or
proficiency expected of learner.
4. CONDITION:
• Resources supplied with or without the help
of books, equipment, specimen, reports, etc.
ELEMENTS OF A SPECIFIC LEARNING OBJECTIVE:

97. LIST OF ACTION VERBS:
1. Words open to fewer interpretations:
• To write To identify
• To differentiate To solve
• To list To compare
• To contrast To construct, etc.
2. Words often used but open many interpretations:
• To know, to discuss, to understand, to appreciate, to
believe, to have faith, etc.

98. STEPS FOR STATING SPECIFIC LEARNING
OBJECTIVES
STEP 1: START with an ACTION VERB
e.g., Name, List, Perform, Respond
STEP 2: FOLLOW the ACTION VERB with CONTENT
e.g., Perform – a lumber puncture
STEP 3: END with the performance standard
(CRITERIA)
e.g., Perform – a lumber puncture IN FIVE

99. CONSECUTIVE CASES, OBTAINING THE NECESSARY
AMOUNT OF C.S.F. with a MINIMUM of DISCOMFORT to
the PATIENT.
STEP 4: SPECIFY the MAIN CONDITIONS under
which the ACTION IS TO TAKE PLACE
e.g., GIVEN the DATE
STEPS FOR STATING SPECIFIC LEARNING
OBJECTIVES (contd…)

100. EXAMPLE OF SLO:
1. Draw/ collect 5 ml of blood by venepuncture in
an adult in not more than two attempts in 5
mins time.
• Draw/ Collect – ACTIVITY
• 5 ml of blood by venepuncture in an adult –
CONTENT
• Not more than two attempts – CRITERION
• In 5 mins time – CONDITION

101. Exercise
1.Frame one specific learning objectives
in each group in three different
domains and identify the activity,
content, criterion and condition in each
of them.