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Writing ObjectivesWriting Objectives

Dick & Carey

Chp. 6

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Background - Performance Background - Performance ObjectivesObjectives

Robert Mager’s behavioral objectives – began in the 60’s– precise, clear statements of what students

should be able to do at the end of instruction Problems with behavioral objectives

– formulated in isolation– seldom used

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TerminologyTerminology

Instructional Goal When convertedto a behavoralobjective

Becomes a terminal objective

Skills derived inthe anlysis of the steps of the goal analysis

Are called

Subordinate skills

Step in GoalAnalysis

Step in GoalAnalysis

Step in GoalAnalysis

Subordinate objectives

Instructional Goal

TerminalObjective

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Synonyms for Performance Synonyms for Performance ObjectivesObjectives

Behavioral Objectives Instructional Objectives

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Components of Performance Components of Performance ObjectiveObjective

1. Skill or behaviorwhat the learner will be

able to do

Example: “Add two, three-digit, positive numbers”

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Components of Performance Components of Performance ObjectiveObjective

2. Conditions– tools the learner will

use

Example: “Using a calculator”

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Components of Performance Components of Performance ObjectiveObjective

3. Criteria– used to evaluate the learner

Example: “In four out of five numberproblems”

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Source of the Source of the SkillsSkills or or BehaviorsBehaviors

Derived from the sub-skills under the instructional analysis steps– The test: Ask, “Can I

observe the learner doing this?”(skill)

If precise, the sub skills don’t need to be modified

Some Intellectual Skills Verbs are:

– discriminate

– identify

– classify

– demonstrate

– generate

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Types of Types of BehaviorsBehaviors

1. Intellectual & verbal skillsdescribe the skill & the intent

2. Psychomotor skillsspecified by verbs like: jogging, painting,

brushing, etc.

3.Attitudinal skills– choosing between options

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The “A, B, C and Ds” of The “A, B, C and Ds” of Behavioral ObjectivesBehavioral Objectives

Audience– Who is your target group?

Behavior– An observable action

Condition– Tools or skills they will need

Degree– Level of acceptable performance

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ConditionsConditions

1. Give the cue needed for the learner to search LTM for the answer– write, name, select, list

2. Includes– resource materials / tools

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ConditionsConditions ((cont’dcont’d))

3. Control the complexity of the task to match the audience level

Two examples:– Given three sockets, pick the hex socket

(audience: beginning mechanics)– Given a 1500-piece toolbox, select the metric

3/8 drive thin-wall, 8 mm. impact socket (audience: master mechanics)

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Criteria (Degree)Criteria (Degree) includesincludes

What behavior is acceptable or The limits of acceptable behavior

– limits include: single answer a range checklist (psychomotor) tally or anecdotal record (attitudinal)

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Steps in Writing ObjectivesSteps in Writing ObjectivesSummarySummary

1.Edit goal to reflect performance

2.Write terminal objective to reflect context of learning environmentthe instructional area, the

workplace, and the audience

3. Write objectives for each step in the goal analysis that have no sub steps

4. Write objectives that reflect the sub steps or write objectives for the subs steps

5.Write objectives for all subordinate skills

6. Write objectives for entry behaviors if needed

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SummarySummary

Background of behavior objectives Synonyms for Performance Objectives Components of Performance Objective

– A,B,C,D Steps in Writing Objectives