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Smart Objectives

The document discusses SMART objectives, which are goals that are Specific, Measurable, Achievable, Realistic, and Timely. It explains each component of a SMART objective and provides examples of questions to ask to ensure an objective meets each criteria. The purpose of setting SMART objectives is to provide clear targets and guidance to effectively work towards goals.

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CINDY� BELMES
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49 views

Smart Objectives

The document discusses SMART objectives, which are goals that are Specific, Measurable, Achievable, Realistic, and Timely. It explains each component of a SMART objective and provides examples of questions to ask to ensure an objective meets each criteria. The purpose of setting SMART objectives is to provide clear targets and guidance to effectively work towards goals.

Uploaded by

CINDY� BELMES
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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SMART OBJECTIVES

What is a SMART Objective?

Objectives are part of every aspect of life and provide a


sense of direction, motivation, a clear focus, and clarify
importance. By setting goals for yourself, you are providing
yourself with a target to aim for. A SMART objectives is
used to help guide goal setting. SMART is an acronym that
stands for Specific, Measurable, Achievable, Realistic, and
Timely.
SMART Objective – Specific

Objectives that are specific have a significantly greater


chance of being accomplished. To make a goal specific, the
five “W” questions must be considered:

• Who: Who is involved in this goal?


• What: What do I want to accomplish?
• Where: Where is this goal to be achieved?
• When: When do I want to achieve this goal?
• Why: Why do I want to achieve this goal?
SMART Objective – Measurable

• A SMART objective must have criteria for measuring


progress. If there are no criteria, you will not be able to
determine your progress and if you are on track to reach
your goal. To make a goal measurable, ask yourself:

• How many/much?
• How do I know if I have reached my goal?
• What is my indicator of progress?
SMART Objective – Achievable

A SMART objective must be achievable and attainable. This


will help you figure out ways you can realize that goal and
work towards it. The achievability of the goal should be
stretched to make you feel challenged, but defined well
enough that you can actually achieve it. Ask yourself:

• Do I have the resources and capabilities to achieve the


goal? If not, what am I missing?
• Have others done it successfully before?
SMART Objective – Realistic

A SMART objective must be realistic in that the goal can be


realistically achieved given the available resources and
time. A SMART goal is likely realistic if you believe that it
can be accomplished. Ask yourself:

• Is the goal realistic and within reach?


• Is the goal reachable given the time and resources?
• Are you able to commit to achieving the goal?
SMART Objective– Timely

• A SMART objective must be time-bound in that it has a


start and finish date. If the goal is not time constrained,
there will be no sense of urgency and motivation to
achieve the goal. Ask yourself:

• Does my goal have a deadline?


• By when do you want to achieve your goal?
• When writing objectives, always start with a ‘stem’ phrase,
such as:

At the end of this session, learners will be able to…

• We write this in the future tense. Then use a verb, that


states specifically what the learners will be able to do (e.g.
‘demonstrate’) and which relates to the relevant domain
described by Bloom (1956) (in terms of knowledge, skills
or attitudes) followed by a clear statement of the topic of
interest (e.g. that they can administer an intramuscular
injection).
Knowledge objectives (which relate to the cognitive domain)

• An example of a knowledge based objective (at the level of


‘comprehension’) might be: ‘at the end of this session, learners
will be able to describe the key features of hypertension in adults’.

• For this learning objective, typical teaching and learning methods


might be a lecture, seminar or tutorial, problem-based learning
case or clinical scenario. We are not asking the learners to apply
this knowledge at this point, and so any assessment would aim to
assess that the learners understood and could recall accurately
the key features of hypertension in adults.
Skills objectives (psychomotor domain)

• Bloom suggested that these should be written in terms of


competence. He called this the psychomotor domain (although
this taxonomy was completed by others) and ascribed to it five
levels:
• imitation (observes skill and tries to reproduce it)
• manipulation (performs skill from instruction)
• precision (reproduces skill with accuracy and proportion)
• articulation (combines one or more skills in sequence with
harmony and consistency)
• naturalisation (completes skilful tasks competently and
automatically).
• An example of a skills-based objective at the level of ‘precision’
would be ‘at the end of the training session, learners will be able
to insert a cannula into a vein accurately without causing a
haematoma’.

• Teaching and learning methods for this domain may well include
some background knowledge (in this case some anatomy and
physiology or running through the range of equipment needed),
but for learners to perform this skill accurately, they need to
practise. This may be on models or, with supervision and
feedback, with patients. Assessment of competence would involve
a number of observations, not simply asking the learner to
describe what they would do.
Attitudinal objectives (affective domain)

• Attitudinal objectives are often seen as the most difficult to write


because they describe patterns of observable behaviour. Bloom
called this the affective domain and again it has five levels:
• receiving (aware of external stimuli, e.g. listening)
• responding (complies with expectations in response to stimuli)
• valuing (displays behaviour consistent with a single belief without
coercion)
• organising (shows commitment to a set of values by behaviour)
• characterising (behaviour consistent with a value system).
• An example at this domain (at the level of ‘responding’) might be:
‘at the end of the communications skills course, learners will be
able to demonstrate awareness of cultural differences in working
with actors as simulated patients in three different clinical
scenarios’.

• This learning objective focuses on the learners being able to show


that they have understood and can respond to different (pre-
defined in this case) cultural issues with which patients may
present. This objective states clearly that learners are not being
expected to demonstrate this awareness outside a simulated
context, so not in the ‘real world’ of the ward or clinic.
Example: General Objectives

• At the end of 6 hours, I will be able to:

K * learn how to make objectives, DPA and weekly


evaluation
S * construct their own general and specific
objectives,DPA and weekly evaluation
A * display confidence in completing each task given to
us
Example: Specific Objectives

• At the end of 1 hour, the I will be able to:

K * describe the key features in making objectives and


daily plan of activities
S * apply the concept learned in making an objective and
DPA
A * show willingness to learn
Daily PLan of Activities

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