Writing and Utilizing Quality Learning Objectives: A Nebraska Perspective Clyde Ogg, University of Nebraska-Lincoln Extension

Nebraska History Adapted existing training manuals for use in Nebraska. Used learning objectives if present --- Didn’t write our own objectives. Loosely based training programs on manual content. Lead agency wrote exam questions.

Problems with this approach Difficult to organize training activities, programs and other resources. Difficult to communicate to learners what they must know to pass exams. Difficult for learner to know when they are ready to take exams. Difficult for lead agency to write questions balanced with manual content.

Ron says…  State learning objectives in behavioral or performance terms: Describes what the learner will be DOING when demonstrating his achievement of the objective. Communicates the instructional intent of the person selecting the objective. Must measure performance in terms of the goals.

Ron says… Use these action verbs Write Recite Identify Differentiate Solve Construct List Compare Contrast Select

Ron says… Don’t Use These! Know Understand Really understand Grasp the significance of Be aware of Learn Enjoy Believe Have faith in Appreciate Become Familiar with

Ron says… Test the Learning Objective Is the performance accepted as evidence of goal achievement? What is the learner doing when they have achieved the goal?

Nebraska Examples Identify the management strategies used to control weeds. –Is the performance accepted as evidence of goal achievement? –What is the learner doing when they have achieved the goal?

Nebraska Examples Become aware of some of the state’s threatened and endangered species and where they occur. Better: List the threatened and endangered animal species in Nebraska that are most vulnerable to injury from pesticides.

Nebraska Examples Know how to respond to pesticide emergencies. Better: List the three Cs of spill management. Define each component of the three Cs of spill management.

Nebraska Examples Use the formulas and tables in this chapter to calibrate application equipment. Better: List the steps of calibrating granular pesticide application equipment. Solve the calibration problems listed in this chapter.

Nebraska Examples Describe common types of pesticide application equipment used in the turf industry. Better: Compare drop and rotary granular spreaders. List the components of a pesticide sprayer used in the turf industry.

Nebraska Examples List common insect pests that attack turf and ornamental plants. Better : List three insect pests that attack turf and ornamental plants while in the larval stage.

Where does Nebraska go from here?  Cleanup existing learning objectives.  Add additional objectives over time.  When manual is up for revision create objectives based on a job analysis.  Work with lead agency to ensure exam questions are based on learning objectives.

Long term Nebraska plans  Create a formal written process for the job analysis, learning objective and manual writing, and exam question creation.  Job analysis will be coordinated by PSEP and will include industry, educational, and regulatory representatives.  Learning objectives and manual text will be written by PSEP staff.  Exam questions will be written by lead agency.

Where do YOU go from here?