How to write Learning Competencies and Objectives

How to write Learning Competencies and Objectives

1. What is a competency?

   • the capability to apply or use a set of related knowledge, skills, and abilities required to successfully perform "critical work functions" or tasks in a defined work setting
     • Competencies are relevant to individual’s job responsibilities, roles and capabilities

2. only work if we can clearly pinpoint the knowledge and skills we teach, where they are taught, and the depth to which they are taught.

3. Learning competencies are the main ideas or skills you expect students to master

   • Guidelines:*Outline the major skills to be teach. *Tell what the learners will be able to do by the end of the course. *Classes will have 3-6 main ideas or skills per credit hour.
     • well-written elements: *Begin with an action verb. *Clear and concise. *Observe and measure students'behavior *Avoid know, learn and understand.

4. Learning objectives are the specific abilities necessary to accomplish the learning competency

   • Guidelines: *Describe specific activities to proof that students have learned.*Include 2-10 learning objectives for each learning competency*ABCD: audience+behavior+condition+degree
     • well-written elements: *Audience – Who is doing the learning? *Behavior - Indicate the task, product or process you will observe or measure (action). *Condition - Indicate the resources available, where performed and/or what information is given to learner *Degree - Indicate the measure of success or expectations for satisfactory performance (criteria)

5. How to write a competency:?

   • 1. Begin with a present tense action verb. 2. Each action verb requires an object. 3. Each competency is measurable and/or observable. 4. Each competency is based on performance. 5. Do not use evaluative or relative adjectives. 6. Do not use evaluative or relative adverbs. 7. Do not use qualifying phrases. 8. Say what you mean, using only necessary words.
   • Content
     • 1. Use all domains:cognitive, psychomotor and affective. 2. Build the level of learning from the lowest level to the highest level in each domain. 3. Organize similar knowledge, skill and abilities together into a competency, developing a smaller number of competencies rather than an extensive number of knowledge, skills and ability outcomes. 4. Introduce the knowledge, skills and abilities required for transfer to upper division programs, or performance in career. 5. Relate competencies to prerequisites and general education requirements.