Introduction

Objectives will include 4 distinct components: Audience, Behavior, Condition and Degree.
Objectives must be both observable and measurable to be effective.
Use of words like understand and learn in writing objectives are generally not acceptable as they are difficult to measure.
Written objectives are a vital part of instructional design because they provide the roadmap for designing and delivering curriculum.
Throughout the design and development of curriculum, a comparison of the content to be delivered should be made to the objectives identified for the program. This process, called performance agreement, ensures that the final product meets the overall goal of instruction identified in the first level objectives.

Characteristics of objectives

1^st level: identify the overall goal of the instruction for the program or instructional event

Samples

Given a standard sentence, the English 101 student should be able to identify the noun and verb without error.
Given an assortment of EMS equipment to pick from, 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 family member’s interview that contains 5 warning signs.

The objective does not have to be written in this order (ABCD), but it should contain all of these elements

· Describe the intended learner or end user of the instruction

· Often the audience is identified only in the 1st level of objective because of redundancy

· Example: The paramedic refresher participant…

· Example: The EMT-B student…

· Example: The prehospital care provider attending this seminar…

Describes learner capability
Must be observable and measurable (you will define the measurement elsewhere in the goal)
If it is a skill, it should be a real world skill
The “behavior” can include demonstration of knowledge or skills in any of the domains of learning: cognitive, psychomotor, affective, or interpersonal
Example: … should be able to write a report…
Example: …should be able to describe the steps…

Emphasizes remembering or reproducing something which has presumably been learned
Deal with what a learner should know, understand, comprehend, solve, spell, critique, etc.

Emphasizes some muscular motor skill, some manipulation of material and objects, or some act that requires a neuromuscular coordination
Concerned with how a learner moves or controls his/her body

Composed of two different types of behaviors: reflexive (attitudes) and voluntary reactions and actions (values)
Stages: perception, decision, action and evaluation

Emphasizes learner skills (not attitude or knowledge) associated with interpersonal exchanges
How a learner interacts with others in a variety of situations

Equipment or tools that may (or may not) be utilized in completion of the behavior
Environmental conditions may also be included
Example: …given an oxygen wrench, regulator and D tank with oxygen…
Example: …given the complete works of William Shakespeare…
Example: …given the following environment: 10PM, snowing, temperature 0 degrees C…

States the standard for acceptable performance (time, accuracy, proportion, quality, etc)
Example: … without error.
Example: … 9 out of 10 times.
Example: …within 60 seconds.

Reiterative process where content is compared to objectives to determine if the content being delivered actually enables the student to meet the objectives

Be “reiterative” we mean that throughout the development of the course you should be reviewing to see if performance agreement is present. It is much easier to make minor adjustments as you go along than it is to make major changes in the end.