THE BASICS OF INSTRUCTIONAL OBJECTIVES

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THE BASICS OF INSTRUCTIONAL OBJECTIVES

• EDSC 440s Presentation

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Questions that Instructional Objectives Should
Help Answer

• What is the purpose of this instruction?
• What can the learner do to demonstrate he/she
  understands the material?
• How can you assess if the learner has mastered
  the content?

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Function of Objectives

• They enable the teacher to select and organize
  instructional activities and resources that will
  facilitate effective learning.
• They provide an evaluation framework.
• They guide the learning.
• 4 Elements ABCD

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Elements of Instructional Objectives

• A is for Audience
• Specifies the learner(s) for whomthe objective
  is intended.
• Example The tenth grade Biology student will .
  . .

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Elements of Instructional Objectives

• B is for Behavior (action verb)
• Describes the capability expected of the learner
  following instruction.
• stated as a learner performance.
• stated as observable behavior.
• describes a real-world skillversus mere test
  performance.

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Elements of Instructional Objectives

• C is for Conditions (materials and/or
  environment)
• Describes the conditions under which the
  performance is to be demonstrated.
• equipment, tools, aids, or references the
  learner may or may not use.
• special environmental conditions in which the
  learner has to perform.

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Condition

• Describes the main conditions under which the
  performance is to occur.
• Qs. To ask in identifying key conditions.
• What will the learner be expected to use when
  performing ? (e.g., tools, forms, etc.)
• What will the learner not be allowed to use while
  performing? (e.g., checklists or other aids)
• What will be the real-world conditions under
  which the performance will be expected to occur.
  (e.g., on top of a flagpole, under water, in
  front of a large audience)

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Conditions -- Examples

• Given a list of chemical elements
• Given a bag full of folded newspapers and a
  neighborhood street, be able to throw a paper
  onto the roof of each house.
• Given a malfunctioning DC motor of ten horsepower
  or less, a kit of tools, and references, be able
  to repair the motor.

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How many conditions?

• Add enough description to an objective to make it
  clear to everyone concerned just what you expect
  from the leaner.
• If the expectation is made clear just by stating
  the desired performance and the degree of
  excellence you desire, then dont add conditions
  arbitrarily.

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Elements of Instructional Objectives
D is for Degree (criterion) identifies the
standard for acceptable performance. time
limit. accuracy tolerances. proportion of correct
responses required. qualitative standards.
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Criterion of acceptable performance

• Q. How well does the learner need to perform to
  achieve the objective?
• Speed (time limit)
• Be able to run the hundred-yard dash on a dry,
  level track within fourteen seconds.
• Given tools, references, and a malfunctioning
  centrifugal pump, be able to clear the
  malfunction within fifteen minutes.
• How often?
• Accuracy of a performance
• with materials weighed accurately to the
  nearest gram.
• Quality
• Condition and criteria may blend together.
• Be able to do consecutively thirty push-ups,
  thirty sit-ups, and thirty pull-ups without the
  use of mechanical aids.

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Examples of Measurable Objectives

• Given ten sets of five pictures, four of which
  are relatedbelong to the same category, such as
  vegetables or tools students will point to the
  one in each set that does not belong, without
  error.
• Students will correctly state temperatures, with
  an accuracy of plus or minus 1 degree, shown on
  pictures of five thermometers depicting
  temperatures between -20 degrees F and 95 degrees
  F
• Students will return the change from 1.00, using
  the fewest possible coins, for four purchases,
  with no errors

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Examples of Measurable Objectives

• Randi will write correct answers to five of five
  inference questions on a grade level reading
  passage
• Kathy and Chuck will correctly compute the amount
  of wallpaper needed to cover a wall of given
  dimensions
• Richard will complete all of his independent
  seatwork assignments during class with at least
  90 accuracy for 2 consecutive weeks.

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Cognitive

• This category includes objectives related to
  information or knowledge, naming, solving,
  predicting, and other intellectual aspects
  of learning.
• Types of Cognitive Objectives
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Writing Cognitive Objectives

• A precise statement that answers the question
  What behavior can the learner demonstrate to
  indicate he/she has mastered the knowledge or
  skills specified in the instruction?

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Instructional Objective

• Related to intended (performance based) outcomes
  rather than the process
• Specific
• Measurable, rather than broad and intangible
• Concerned with students not teachers

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Outcome or Process?

• To provide a lecture series on evolution.
• Be able to perform well in a role-play situation.
• This course provides extensive practice
  exercises.
• Be able to sing.
• Develop confidence.

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Specific vs. General

• Specific objectives will help us to make good
  instructional decisions.
• Specific or general/broad?
• Understand logic.
• Know your enemy.
• Thread this needle
• Reassemble this cat.
• Think.
• Smile when addressing a customer.

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Students vs. Instructors

• Instructional objectives describe the students
  performance rather than the instructors
  performance.
• Objectives that describe the instructors
  performance are called administrative
  objectives.

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Students or instructors performance?

• Lecture on the theory of tail wagging.
• Be able to draw a duck.
• Arrange field trips.
• Be able to write a business letter
• Arrange role-playing exercises.
• Explain the importance of the bottom line.
• Be able to make change without error.

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Useful objective includes these characteristics

• Audience
• Behavior/Performance describes what the learner
  is expected to be able to DO.
• Conditions It describes the conditions under
  which the performance is expected to occur.
• Degree/Criterion It describes the level of
  competence that must be reached or surpassed.

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Examples of Behavior

• Examples of Behavior
• Say
• Draw
• Write
• Diagram
• Throw
• Operate
• List
• Paraphrase
• Circle
• Complete
• Calculate
• Select
• Put in order
• Compare/contrast

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Examples of Behavior

• Nonexamples of Behavior
• Know
• Understand
• Memorize
• Lear
• Realize
• Experience
• believe Behavior
• Value
• Comprehend
• Discover
• Appreciate
• Be familiar with

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SUMMARY

• Take this Quiz!
• 4 Purposes of Instructional Objectives
• direct the instruction
• ensure proper outcomes
• assist in developing instructional strategies
• assist in summative evaluation
• 4 Elements of Instructional Objectives
• Audience
• Behavior
• Condition
• Degree

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Additional Resources

• Tips for Writing Objectives http//www.okbu.edu/ac
  ademics/natsci/ed/398/objectives.htm
• Behavioral Objectives https//www.uwsp.edu/educati
  on/lwilson/curric/behavior.htm
• Aims, Goals, and Objectives http//www.uwsp.edu/ed
  ucation/lwilson/curric/chart.htm
• Types of Instructional Objectives
  http//dstamper.home.texas.net/types_of_instructio
  nal_objective.htm