Learning Objectives

LearningObjectives

Alearning objective refers to a statement of the actions that studentsare required to take after completing an instruction. It is comprisedof three main components. First, a learning objective should describewhat the student must be able to do. Second, the conditions throughwhich a student will accomplish a task should be outlined, andfinally, the criterion that is to be used in evaluating theperformance of the student[ CITATION Col15 l 2057 ].

Thefirst objective aims at ensuring that student can come up withmultiple choice questions as the measurement for the purpose. Thesecond objective is meant to make sure that a student is capable ofstating the test scores of multiple choice exam with a high level ofaccuracy. The third objective ensures that students can quicklydetermine the reliability of the review of complicated indices ofitems[ CITATION Bal15 l 2057 ].

Thelearning objectives play a major role in ensuring that students knowthe training requirements. For instance, during the training, thetutor can extensively explain about a case, but the students can onlyunderstand the case if it is described explicitly[ CITATION Hea15 l 2057 ]. This helps the students know where to direct the attention. Also,learning objectives assists in assessing the development. Forinstance, if a student cannot write a question, then the learningobjective might not be useful. Ideally, to retain training, alearning assessment is required to be fair and comprehensive. Thelearning objectives enable the trainees to get an overall guide onwhat they are needed to accomplish as well as what they are supposedto do, hence critical in encouraging student self-reflection. In mostcases, students will only concentrate on the content that will beassessed rather than learn for the sheer joy that comes withlearning. Therefore, learning objectives come into play to ensurethat the students know what is expected of them based on what will beassessed[ CITATION Bal15 l 2057 ].

References

Balch, R., &amp Springer, M. G. (2015). Performance pay, test scores, and student learning objectives. Economics of Education Review, 44, 114-125.

Collins-Brown, E. (2015). Writing Observable and Measurable . Assessment in Action Conference, 1-20.

Headrick, J., Renshaw, I., Davids, K., Pinder, R. A., &amp Araújo, D. (2015). The dynamics of expertise acquisition in sport: The role of affective learning design. Psychology of Sport and Exercise, 16, 83-90.