Objectives describe
what learners will be able to do at the end of instruction, and they provide
clear reasons for teaching. When writing objectives be sure to describe
the intended result of instruction rather than the process of instruction
itself.
Clearly defined learning objectives are useful
for instructors, instructional designers and students:
In order to select and design instructional content, materials
or methods and have a sound basis by which success can be measured.
To give designers and instructors an objective method
to determine how successful their material has been. By clearly stating
the results we want the learners to accomplish, instructors can identify
whether students have gained the appropriate skills and knowledge.
Because objectives should be stated before learners begin
their instructional materials, they provide students the means to organize
their efforts toward accomplishing the desired behaviors.
When writing learning objectives, avoid terms that cannot
be clearly understood by the reader. It is necessary to communicate an
objective as clearly as possible to avoid misinterpretation.
A useful objective successfully describes an intended instructional
result by describing the purpose of the instruction. The BEST statement
is one that excludes the greatest number of possible meanings other than
the one intended. In other words, it succeeds in communicating the
intent of instruction yet avoids misinterpretation.
The ABCD's of Learning Objectives includes four characteristics
that help an objective communicate an intent:
Audience
- Who will be doing the behavior?
Behavior
- What should the learner be able to do?
Condition
- Under what conditions do you want the learner to be able to do
it?
Degree -
How well must it be done?
Audience
The learners:
Identify who it is that will be doing the performance (not the instructor).
Behavior (Performance):
What the learner will be able to do
Make sure it is something that can be seen or heard.
Condition
The conditions under which the learners must demonstrate their mastery of the
objective:
What will the learners be allowed to use? What won't the learners be allowed
to use?
Degree (or criterion)
HOW WELL the behavior must be done:
Common degrees include: Speed, Accuracy, Quality
Objectives can be written for any type of learning. A common
way to categorize learning is by the domain in which it occurs. The three
domains and ensuing type of objectives include:
Cognitive
Thought or knowledge
Objectives describe: "what the student is able to do" (an
observable)
Affective
Feelings or choices
Objectives describe : "how the student chooses to act"
Psychomotor
Physical skills
Objectives describe: "what the student can perform"
Written objectives take two forms depending
on the domain of learning. Examples include:
"Learner will be able to" (LWBAT)
Used for:
Cognitive objectives
Psychomotor objectives
"Learner will choose to" (LWCT)
Used for:
Affective objectives
Goals are broad objectives are narrow.
Goals are general intentions; objectives are precise.
Goals are intangible; objectives are tangible.
Goals are abstract; objectives are concrete.
Goals can't be validated as is; objectives can be validated.
Example:
Goal: To know about the human body.
Objective: LWBAT name 200 of the 206 bones in the human body without referring
to the textbook.
Action verbs help to align objectives
to an observable behavior. The following resource provides a good list
of action verbs that are effective in learning objectives.
