Page 248 - Nutrition Counseling and Education Skills: A Guide for Professionals

• To compare (is able to compare the nutrient needs of an adult woman with those of a pregnant woman)
• To identify (is able to identify on the menu those foods that are permitted)
• To solve or use (is able to plan menus that include five servings of fruits and vegetables daily)
• To demonstrate (is able to demonstrate the use of the mixer or is able to select low-fat foods at the grocery store)
• To operate (is able to slice meat on the meat slicer)

Mager noted that three characteristics improve written objectives: (1) performance, (2) conditions, and (3)
criterion. The “performance” tells what the learner will be able to do after an instruction is given. The second
characteristic describes under what “conditions” the performance is to occur. Finally, a “criterion” tells how
good the individual’s performance must be to be acceptable. Table 11-1 summarizes the three-part system for
writing objectives. Conditions and criterion may not be included in all objectives. In general, detailed
information is important. The more that can be specified, the better the objective and the more likely that the
learner will learn what was planned.20

CASE ANALYSIS 3

What potential nutrition problems do you think he may have identified from what he has observed and
gathered?

Verbs to Use Discuss Prepare
Distinguish Produce
Analyze Evaluate Recall
Apply Explain Recite
Assemble Identify Recognize
Calculate Illustrate Recommend
Cite Interpret Repair
Classify List Select
Compare Measure Solve
Complete Name State
Construct Operate Summarize
Contrast Plan Use
Define Practice Write
Demonstrate
Describe Feel Learn
Grasp Like
Vague Verbs to Avoid Hope Realize
Know Understand
Appreciate
Believe
Comprehend
Discern

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