PDF Document

TYPES OF OBJECTIVES

The class plans should includes two types of objectives: of knowledge and of competency. Depending on the characteristics of the class, it may be advisable to have a greater number of knowledge objectives than of competencies, and vice versa.

1. Of knowledge. It may be better to specify the expectations of what the student should learn from the class program. Detail clearly what the students should know in depth, what aspects he should know less profoundly; what themes he ought to relate, etc.

2. Of competencies (capacities, attitudes, abilities, skills, etc.) that the student ought to develop.

   1. Specific to the material. The objectives of each class ought to include the specific competencies of this material that the student has to develop.

      Examples:
      - Know how to safely handle chemicals.
      - Familiarize oneself with the rigorous nature of the scientific method.
      

   2. General for all classes (transversal) There are other competencies that may be good for the students to learn that are not related to a specific class, but ought to be developed throughout the entire formation process. It is a good idea that, as much as possible, the teaching faculty should coordinate these objectives, since the students should work to develop the skills in the various courses each year, as well as over the course of the degree program.

      Examples:
      - Capacity to organize and plan the work.
      - Capacity to work in a team.
      - Communicate clearly in both written and oral form.
      

HOW SHOULD THE OBJECTIVES BE DESIGNED?

• FEASIBLE: They should be able to be achieved by a capable student in the time alloted and within the limits of his or her resources and conditions.
  

• EVALUATION: The work should be able to be evaluated in some way. This is more complicated in the case of the competency objectives. It is a good idea to think of systems that will allow us to evaluate, even though it may be rather generic, if the student has accomplished or no the requirements.

KEEP THE WRITING IN MIND

Write from the students' point of view.

Have a detailed yet adequate formation

The writing should be precise (avoid unnecessary terms) and concrete (avoid verbs and adjectives that are vague).

It is better to avoid verbs that are too generic such as know, study, etc. Use verbs that are more concrete such as define, select, demonstrate, distinguish, relate, value, interpret, dominate, comprehend, etc. that concretely define the concept for the student.

EXAMPLES OF OBJECTIVES CORRECTLY WRITTEN:

Knowledge objectives

The student should be capable of:
• Understanding Newtonian Mechanics, capable of establishing the principles of conservation in linear and angular moment, mass and energy.
• Name and formulate correctly the organic molecules.
• Grasp the classical concepts of Mathematical Analysis.
• Acquire a global and integrated vision of the history of education.
• Read and understand the Pentateuch and the Historical books of the Old Testament.
• Understand the political administrations that preceded the current political-administrative institutions in Spain, as well as the sources of Spanish Law, since pre-Roman times to the current constitution.

Skills objectives

The student should learn to:
• Develop a critical and scientific spirit upon studying environmental problems
• Develop social and communicative skills.
• Understand, assimilate, relate and explain natural phenomena from personal everyday experience with attention to scientific criteria.
• Use and understand the different tools for Statistics.
• Develop personal habits of self-correction and care for correct language skills.
• Relate the different parts of the class.
• Learn in depth all the composition phases of advanced journalism texts.
• Form continuous work habits over the course of time.

SOME VERBS TO USE IN FORMING OBJECTIVES

1. When the goal is MEMORIZATION on the student's part, verbs like the following should be used: define, signify, describe, name, identify, narrate, indicate, mention.
   

2. When the goal is UNDERSTANDING certain concepts, that is, that the student understands the information: translate, resume, express, argue.
   

3. When the goal refers to the APPLICATION of the knowledge of concrete situations: demonstrate, practice, employ, solve, use, operate, employ, dramatize, apply.
   

4. When the goal is ANALYSIS: differentiate, relate, infer, discriminate, distinguish, analyze, criticize, contrast.

5. When the goal is SYNTHESIS: organize, design, elaborate, reconstruct, propose, reorder.

6. When the goal is EVALUATION, or the capacity to judge the material with external or internal criteria: judge, evaluate, appreciate, revise, correct, select, justify, value.
   

Document en pdf