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Question 1

What is an objective?

Answer 1

An objective is a statement that describes what the learner will be able to do after successfully completing a particular educational experience. An objective describes the specific steps that the student will take. By writing a list of objectives, the instructor can more effectively plan the learning experience. What specifically do you want the student to learn?

Question 2

What is a goal?

Answer 2

A goal describes what the instructor expects of a student in general terms.

Question 3

Describe four criteria of a well-written objective.

Answer 3

1. It describes the learning outcome. What does the instructor hope the students will be able to do at the end of the lesson? 2. It is clear and understandable. It should include a clearly stated verb that describes a definite action or behavior that should leave no room for misinterpretation. 3. It is measurable or observable. The verb used should require a specific action to be taken that can be measurable (such as through an exam or practical). 4. It is student oriented. Emphasis should be on what the student will do as opposed to what the teacher is doing.

Question 4

What are the three domains of learning?

Answer 4

1. Cognitive Domain 2. Psycomotor Domain 3. Affective Domain

Question 5

Explain the cognitive Domain

Answer 5

The cognitive domain involves the development of our mental skills and the acquisition of knowledge.

Question 6

Explain the psycomotor domain

Answer 6

Psychomotor objectives are those specific to discreet physical functions, reflexactions and interpretive movements.

Question 7

Explain the affective domain

Answer 7

This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitude.

Question 8

Cognitive Taxonomic levels

Answer 8

I. Knowledge - recall information II. Comprehension, Application - Understanding Info and applying it III. Analysis,Synthesis,Eval - Problem solving

Question 9

Psychomotor taxonomic levels

Answer 9

I. Preception, set - awareness of stimuli, readiness of motorskill II. guided Response, Mechanism, complex overt response - Practice in motor skills with increasing prof III. Adaptation, Origination - alter procdures/ create new movements

Question 10

Affective taxonomic levels

Answer 10

I. Receiving, responding - Awareness & reaction to activity, situation or phenomenon II. valuing - attachment of worth to activity, situation or phenomenon III. organization, Internalization - Commitment to a vaule which is reflected in behavior.

Question 11

Knowledge verbs

Answer 11

Cognitive Define, describe, identify,label, list, mark, name,recall, recite, state

Question 12

Comprehension, Application verbs

Answer 12

Cognitive Calculate, discuss, explain,illustrate, modify, predict,relate, restate, translate,use

Question 13

Analysis, Synthesis, Eval Verbs

Answer 13

Cognitive Choose, contrast, compare,create, differentiate,distinguish, formulate,judge, justify, plan, select

Question 14

perception, Set Verbs

Answer 14

psycomotor Describe, detect,distinguish, identify,proceed, respond, separate,set up, start, volunteer

Question 15

Guided response Mechanism,Complex overt response Verbs

Answer 15

psycomotor Assemble, calibrate, dilute,manipulate, measure,perform, pipette, practice,transfer, demonstrate,adjust

Question 16

Adaptation,Origination verbs

Answer 16

Psycomotor Alter, arrange change,combine, compose, create,design, reorganize, revise,vary

Question 17

Receiving,Responding Verbs

Answer 17

Affective Comply with, describe, help,identify, locate, observe,present, reply, report, select

Question 18

valuing verbs

Answer 18

Affective Assist, cooperate with,defend, invite, join, justify,propose, protect, share,support

Question 19

Organization,Internalization verbs

Answer 19

Affective Advocate, alter, combine,compare, demonstrate,exhibit, influence, practice,verify

Question 20

Cognitive Objectives

Answer 20

I. The student will state the reagents used in the glucose test. II. Given the necessary data, calculate a creatinine clearance. III. Given a peripheral blood smear and a smear of a bone marrow aspirate from thesame patient, the student will classify the type of leukemia that is present.

Question 21

Psycomotor Objectives

Answer 21

I. The student will label test tubes for ABO and Rh typing II. The student will calibrate the chemistry instrument according to the written procedure II. The student will pick a colony from a primary plate for isolation III. Given a procedure for a laboratory test on a single sample, the student will adapt theprocedure for multiple samplings. III. Given a lab procedure, the student will modify the steps to increase efficiency.

Question 22

Affective Domain Objectives

Answer 22

I. The student will arrive in the laboratory at the expected time. (Demonstrates dependability) I. The student will observe lab safety rules. (Demonstrates a concern for safety) II. The student will report patient results only to authorized persons. (Respect, valuing)Level II: The student will keep the work area neat and well supplied. (Cooperation, assistance) III. The student will offer to help others when his or her own work is completed. (Initiative)

Question 23

Cognitive Domain Tools

Answer 23

Since the Cognitive domain focuses on facts and information. The tools are: Essay Questions verbal Test True/False test Matching Test Multi Choice test

Question 24

Psycomotor Domain Tools

Answer 24

Learning outcomes are best assessed by either observing the students as they perform a given task or judging the quality of the final product. The tools are Practical Exams Role-Playing

Question 25

Affective Domain Tools

Answer 25

Affective behaviors are observed, and can sometimes be influenced by bias on the part of the evaluator. The most used tools: Checklist Scales

Question 26

Essay questions

Answer 26

Cognitive Domain Tool This tool is helpful is ascertaining not only what the learner knows, but also providesinformation on the learner's organization. Not a favorite tool for most lab educators becausethey are cumbersome to grade.

Question 27

Verbal Exams

Answer 27

Cognitive Domain tool

Question 28

True\False Exams

Answer 28

Cognitive Domain Tool Since the student has a 50/50 chance of guessing the right answer, these aren't exactly thebest evaluation tools. These should only be used in the early, formative period of learning.

Question 29

Matching exams

Answer 29

Cognitive domain Tool These are really just easily modified multiple-choice exams. Again, there is some level of guessing power, so these should only be used during the formative period.

Question 30

Multiple-Choice exams

Answer 30

Cognitive Domain Tool These are the bread-and-butter of clinical laboratory testing in the cognitive domain. Thecomplexity of questions can vary from Level I to Level III if properly constructed, so thesequestions can be used from the formative stage all the way through the summative stage.

Question 31

Practical examinations

Answer 31

Psychomotor Domain Tool the bread-and-butter of clinical laboratory testing in the psychomotor domain. Practical exams can be developed for all stages of learning, from entry level students to senior studentsin internships. It is important that all students' practical exams be evaluated using the samestandards.

Question 32

Role-playing

Answer 32

psychomotor Domain tool Involves the use of real situations where a problem is posed. These are not commonly used inearly lab education, but could be applied in later stages of lab education, especially whenstudents are working in groups for a presentation.

Question 33

Checklists

Answer 33

Affective Domain tool These would include a list of expected outcomes based on observed behaviors.

Question 34

Scales

Answer 34

Affective Domain Tool Used to record observed behaviors, especially during the internship phase oflaboratory education. You may be familiar with the Internship Evaluation Form where the labinstructor will circle a number on a scale from 0 to 4 which best represents your affectiveperformance.

Question 35

levels of education

Answer 35

Formative evaluation Covers basic materials based on lower level objectives. Used mainly in the first phase of aprofessional program Diagnostic evaluation Mid level. Often involves the use of practical exams Summative evaluation Used at the end of the program to assess total program comprehension.

Question 36

Q/A - Ways to utilized full potential of techs

Answer 36

Create a atomosphere where people feel productive & creative. This can be done by sending techs to CE programs, and having them give short presentations on subjects.

Question 37

Q/A - getting older techs involved in modern CE's with no time

Answer 37

It's 2025.... you don't have to complete this at work only.... They can be done at home or at work. Some facilities will pay for you to do them.