SMART Goals Worksheet
I teach a freshman seminar course for pre-health students every fall semester. This group of 25 students have honed in on a career in the medical field (think medical school, dental school, PA, etc). As we begin every new semester, I have my students complete the SMART Goals Worksheet during the first day of class to begin effectively planning for their future.
The SMART Goals Worksheet is a written assessment that identifies a goal of their choosing, fleshing out the goal further by making it Specific, Measurable, Attainable, Realistic, and Time-bound. By using this worksheet (see below), students learn to create attainable goals, whatever the size or length of time required. In my lecture on career planning and goal development, I review the SMART acronym and give a few examples of what would be considered a SMART Goal. Students then write out three SMART Goals in the first column of the worksheet, keeping each piece of the acronym in mind, before writing down specific action steps they plan to take, before finally listing the resources that will help them along the way. Students will submit this to me at the end of class and I will follow-up with various feedback, such as if the goal was specific, measurable, attainable, etc. I also like to assist students in providing further action steps they can take or additional resources they may find helpful but were not previously aware of.
The purpose of the SMART Goals activity is for students to really examine how larger goals can be broken down into into smaller, more manageable steps. This is an opportunity for students to assess their own motivations and interests, and begin building a plan towards attaining their goals. For instructors, SMART Goals provide opportunities for guidance throughout a self-reflective process and regular check-ins with your students.
A Historical Perspective
SMART Goals can be related to Behaviorism and Social Constructivist theories. The renowned behaviorist, B.F. Skinner, noted the importance of taking and accomplishing many small steps in order to reinforce a particular habit or behavior. By making general goals more specific, measurable, and actionable, students are rewarding themselves along the way, and with each incremental step. Reflecting further on Behaviorism, consistent practice in creating SMART Goals helps to reinforce positive behaviors that result in achieving things that may have felt out of reach.
Social Constructivism notes the importance of the learner's prior knowledge, personal experiences, and instructor feedback. SMART Goals rely on the student's individual motivations and interests. Pre-existing knowledge and personal experiences will play a large role in what goals the student sets for themselves, making it unique to the individual. Creating SMART Goals will require guidance from their teacher to help make any necessary adjustments or narrow the focus to ensure the goal is attainable and realistic. A student may not know what action steps or resources are required in order to achieve a particular goal, and the instructor with more experience can provide helpful guidance throughout this process.
Remember Your Assumptions
Assumptions need to be identified when giving out this assignment. First, SMART Goals can assume that all students have always received support and encouragement from authoritative figures, and thus it should be easy for them to identify personal goals for themselves. However, if a student was never told that they will excel or reach their goals, this could be a very difficult assignment. Additional scaffolding and guidance may be needed for students who have not done much goal planning in the past, with reassurance and positive feedback from the instructor being essential to this process.
Second, this assignment can assume that the learner knows what resources will be required for reaching their goals. First generation college students, for example, may not know how to navigate financial aid, the importance of talking with professors during office hours, or how to find volunteer opportunities, all of which can impact goal attainment. At the start of each semester, I provide all new students in my class with a campus resource sheet that includes phone numbers and locations. Having a list of resources in handout form helps new students adjust to college life and can help combat this assumption.
Comparing SMART Goals Worksheet To My Three Beliefs on Assessment
It's important to reflect on my own beliefs of assessments and how they relate to the SMART Goals Worksheet. My first belief was that assessments can improve motivation and participation. The SMART Goals assessment gives ownership of the assignment to the student, identifying what goals they are reaching for and can open up a dialog between the instructor and the student. This is a great opportunity to see what motivates each student and can be a tool that they use long past graduation.
The second belief is that assessments can come in many forms, and this is very true for SMART Goals. This particular assignment is a written reflection with additional feedback from the instructor, while other assessments may be surveys, multiple choice, or even verbalized responses. SMART Goals can be expanded on to include observations, another form of assessment, as I conduct check-ins throughout the semester on how students are doing with their goals.
The final belief is that assessments identify what goals were met and what were missed. This again rings true for SMART Goals. Students are encouraged to monitor their progress towards each goal they listed on their worksheet throughout the semester, and with these check-ins identify if they are veering off course or staying on target. This is a great opportunity for the student to self-reflect, see if other resources or action steps are required, and if this goal is worth continuing to pursue or if it has changed.
Comentários