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Learning Outcomes

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Writing Objectives


To write effective learning objectives, use the ABCD model, which include the following parts:

Part Description Example

A = Audience

Who is your audience?

Who is performing the action?

Given the symbol representing a particular isotope of an atom or ion, the student will be able to determine the number of electrons, protons and neutrons in that species eight out of ten times.
B = Behavior

What will the student be able to do?

Behaviors always use a verb or action word.

Sometimes you will describe the product or the result of the behavior.

Given the symbol representing a particular isotope of an atom or ion, the student will be able to determine the number of electrons, protons and neutrons in that species eight out of ten times.
C = Condition

How will the student accomplish the task?

What information is given?

What information is not given?

Give the conditions in which performance will occur.

Given the symbol representing a particular isotope of an atom or ion, the student will be able to determine the number of electrons, protons and neutrons in that species eight out of ten times..
D = Degree

Describe the minimum criteria for acceptable student performance.

  • How often?
  • How well?
  • How many?
  • How much?

Define expectations regarding accuracy, quality, and speed.

Given the symbol representing a particular isotope of an atom or ion, the student will be able to determine the number of electrons, protons and neutrons in that species eight out of ten times.

 

activity

Writing objectives

1. Try rewriting the following objectives to include all the elements of a learning objective.

  • The student will be able to name the five stages of mitosis.
  • After the course, students will understand the primary structure of a protein.
  • Students will be able to solve mass-volume problems.
  • When you finish studying Chapter 14, you should be able to define the properties of a buffer.

2. Now, take an objective from your course and rewrite it.


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