How do you write learning objectives
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The document provides guidance on writing clear learning objectives, emphasizing three key components: performance, condition, and criteria. It explains the importance of using action verbs, defining expectations, and ensuring clarity in objectives to enhance student understanding and assessment effectiveness. Common errors in writing these objectives are also discussed, advising against vague language and incomplete conditions.
How do you write learning objectives
- 1. How Do You Write LEARNING Objectives?Stan Skrabut@skrabut#UWCEShttp://www.slideshare.net/skrabut
- 2. There are countless classes going to waste because they are not clearly defined.
- 3. You are an educator concerned about helping students learn.
- 4. You are teaching but students don’t seem to be grasping the instruction.
- 5. You want students to be able to do what you are instructing them to do.
- 6. By developing clear objectives, you can simplify your instruction.
- 7. Provided with a criterion objective, correctly identify the performance, condition, and criteria segments.
- 8. There are the three essential elements to a criterion objective.
- 9. Performance – The observable behavior that learning has occurred.
- 10. The performance piece clearly states what the learner is expected to do or a desired capability.
- 11. The performance piece is the only requirement of a criterion objective.
- 12. Use action verbs to describe observable, measurable behavior.
- 13. Whenever an objective is covert, include an indicator behavior.
- 14. Given a rifle with 10 bullets and a target 50 yards away, BE ABLE TO SHOOT THE TARGETso that 9 out of 10 bullets hit the bull's eye.
- 15. Given a simulated patient requiring an ankle wrap and without assistance orreferences, WRAP THE ANKLE WITH AN ELASTIC BANDAGE correctlyaccording to checklist EB-3.
- 16. THE STUDENT WILL LOCATE AND REPAIR MALFUNCTIONS IN A PGN ELECTRICAL CIRCUIT BOARD. These malfunctions will be limited to shorts and incomplete circuits planted by the instructor at those points most often affected by these malfunctions. Repair manual PGN-1, schematic drawings, screwdriver, pliers, standard electrical meters, and supplies as necessary may be used. Seventy-five percent of all planted malfunctions must be identified and repaired, with a 10-minute time limit for each.
- 17. Using the polling buttons, please choose the correct performance statement. - Be able to write a news article. - Be able to develop an appreciation of music.
- 18. Using the polling buttons, please choose the correct performance statement. - Be able to understand mathematics. - Be able to sew a seam.
- 19. Using the polling buttons, please choose the correct performance statement. - Be able to apply scientific knowledge. - Be able to stain slides.
- 20. Condition – A description of the testing environment and resources included or excluded from the measurement.
- 21. A well-written condition statement will tell students what to expect when they are evaluated.
- 22. A good way to clarify conditions is to provide sample test items.
- 23. Add enough information to make the objective clear.
- 24. Students will be given the following purchasing information: name and description of item, stock number (if available), quantity and unit cost, whether the request is recurring or nonrecurring, a reason to purchase, and a date by which the item is needed.THEY WILL USE THIS INFORMATION TO PREPARE A TYPEWRITTEN AIR FORCE FORM 9, REQUEST FOR PURCHASE. The form must be according to AFMAN 23-110, Volume 2, USAF Supply Manual, have no errors in typing, spelling, or format, be free from math errors and have the correct organization number and fund classification code.
- 25. After viewing a videotape that recreates a discussion between persons of different racial or ethnic backgrounds and contains a number of instances of spoken and nonverbal communication labeled by the base human relations council as racially or ethnically degrading, IDENTIFY at least two-thirds of THOSE INSTANCES.
- 26. Students will be given five scenarios with descriptions of misconduct punishable under the UCMJ and three articles from the UCMJ that may have been violated. Without assistance, notes, or references, SELECT THE ARTICLE THAT HAS BEEN VIOLATED IN EACH CASE. Satisfactory performance will be no less than 4 of 5 UCMJ articles selected correctly within 20 minutes per scenario.
- 27. Using the polling buttons, please choose the correct condition statement. - Given a list of factors leading to significant historical events - Be able to identify at least five factors contributing to the Crash of 1929.
- 28. Using the polling buttons, please choose the correct condition statement. - Given a list of thirty-five chemical elements - Be able to recall the valences of at least thirty
- 29. Using the polling buttons, please choose the correct condition statement. - Given a DC motor of ten horsepower or less that contains a single malfunction, and given a kit of tools and references - Be able to repair the motor.
- 30. Criterion – The qualitative or quantitative criteria which student performance is measured.
- 31. A criterion tells the student how well we want them to perform.
- 32. A criterion lets us know if our instruction was successful.
- 33. A criterion may include a speed factor.
- 34. A criterion may have an accuracy factor.
- 35. A criterion may have a quality factor.
- 36. You may refer to a explicit written procedure, checklist, or video to clarify a criterion.
- 37. Using a personally selected topic and without restrictions on reference materials or lesson planning formats, PREPARE A DEMONSTRATION-PERFORMANCE LESSON PLAN containing:A criterion objective with all required elements,A valid criterion-referenced test that determines mastery of the criterion objective, andA teaching plan generally consistent with accepted principles of learning and instructional design.
- 38. Students will be given the following purchasing information: name and description of item, stock number (if available), quantity and unit cost, whether the request is recurring or nonrecurring, a reason to purchase, and a date by which the item is needed. THEY WILL USE THIS INFORMATION TO PREPARE A TYPEWRITTEN AIR FORCE FORM 9, REQUEST FOR PURCHASE. The form must be according to AFMAN 23-110, Volume 2, USAF Supply Manual, have no errors in typing, spelling, or format, be free from math errors and have the correct organization number and fund classification code.
- 39. Students will be given five scenarios with descriptions of misconduct punishable under the UCMJ and three articles from the UCMJ that may have been violated. Without assistance, notes, or references, SELECT THE ARTICLE THAT HAS BEEN VIOLATED IN EACH CASE. Satisfactory performance will be no less than 4 of 5 UCMJ articles selected correctly within 20 minutes per scenario.
- 40. Using the polling buttons, please choose the correct criteria statement.A - Given a list of thirty-five chemical elements,B - be able to recall the valencesC - of at least thirty.
- 41. Using the polling buttons, please choose the correct criteria statement.A - Given any centrifugal pump containing one malfunction, and being told the symptom of that malfunction,B - be able to locate (describe and point to) the malfunction.C – Four of five malfunctions must be located within ten minutes each.
- 42. Using the polling buttons, please choose the correct criteria statement.A – Given a compass, ruler, and paper, B - be able to construct and bisect any given angle larger than five degrees.C – Bisections must be accurate to one degree.
- 43. Criterion objectives are the foundation to learner-centered instruction.
- 44. Criterion objectives guide the instruction plan.
- 45. Once you have analyzed instruction needs, you write the objectives.NeedsObjectives
- 46. Objectives help you decide upon the selection or design of instruction materials and methods.
- 47. Objectives help you decide what is important to include in instruction, and what is to be discarded.
- 48. Objectives help define the assessment plan.
- 49. Objectives define the behavior, conditions, and standards to be met in a test environment.
- 50. How many tests have you taken which had nothing to do with the instruction?
- 51. Objectives will help you prepare the test environment.
- 52. Objectives help students organize to meet the objectives.
- 53. Clear objectives help student know exactly what they need to accomplish.
- 54. Objectives help students know how to practice for the assessment.
- 55. We will examine common errors associated with writing criterion objectives.
- 56. Here are common errors associated with writing the performance.
- 57. Use clear action verbs to describe the desired performance.shootdefinedescribesplicefastenturneditassembledriveremoveloadspeakknowcomprehendapplyanalyzesynthesizeevaluateunderstandappreciatebe familiar
- 58. Don’t use vague verbs such as prepare, operate, or demonstrate.
- 60. Here are common errors associated with writing the condition.
- 61. You should not mix the learning outcomes with the learning process.
- 62. Ensure you include all critical information; do not assume.
- 63. You should not include every single item or items of no significance.
- 64. Don’t talk around a condition, clearly state it.
- 65. Don’t describe the mechanics of an items such as a test, instead describe the outcome.Given a test of 30 items about…
- 66. Here are common errors associated with writing the criteria.
- 67. When referencing an external standard, ensure the standard is clear and meets the standard.
- 68. Don’t use inappropriate percentages to indicate a standard.
- 69. If time is important in a standard, then ensure the standard is clear and realistic.
- 70. If quality is a factor, clear state the quality measurements.
- 71. If assistance is provided during assessment, clear state it in the standard.
- 72. Now it is your turn.In the chat box, please write out a criterion objective with a performance, condition, and criteria.
- 73. References