Tips for Writing Objectives

Available: http://www.okbu.edu/academics/natsci/ed/398/objectives.htm

What are instructional objectives?

 Instructional objectives are specific, measurable, short-term, observable student behaviors.
 An objective is a description of a performance you want learners to be able to exhibit before you consider them
competent. (Note from: http://www.uams.edu/oed/teaching/objectives.htm)
 An objective describes an intended result of instruction, rather than the process of instruction itself. (Note from:
http://www.uams.edu/oed/teaching/objectives.htm)

Why have objectives? (Available: http://www.hsc.wvu.edu/aap/aap-car/faculty-development/teaching-skills/writing_objectives.htm)

 To provide direction to instruction.

 To provide guidelines for assessment.
 To convey instructional intent to others.

Types of objectives
 Cognitive: understandings, awarenesses, insights (e.g., "List and explain..."). This includes information recall,
conceptual understanding, and problem-solving.
 Psychomotor: special skills (e.g., "dissect a frog so that the following organs are clearly displayed..."; "take a
replicable blood pressure reading by appropriately using a sphygmomanometer").
 Affective: attitudes, appreciations, relationships.

Tips for writing objectives

 How specific and detailed should objectives be?
It depends on what they are used for! Objectives for sequencing a unit plan will be more general than for
specifying a lesson plan.
 Don't make writing objectives tedious, trivial, time-consuming, or mechanical. Keep them simple, unambiguous,
and clearly focused as a guide to learning.
 The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to
ensure that learning is focused clearly enough that both students and teacher know what is going on.
 Express them in terms of student performance, behavior, and achievement, not teacher activity.
 Three components of an instructional objective:
1. Identify the type of activity in which competence is required (e.g., "Dissect...").
2. Specify the criteria or standards by which competence in the activity will be assessed (e.g., "a frog so that
the following organs are clearly displayed...").
3. List any conditions or circumstances required for students to meet the objective (e.g., "...given two class
periods working with the materials at your lab station").

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In writing objectives, answer the question: "What should the participants be able to do?"
(Available: http://www.usuhs.mil/che/write_objective.htm)
a. Objectives must be clear and attainable.

b. Focus on knowledge/skill acquisition or reinforcement.

c. A recommended wording format is: "At the completion of this activity, participants should be able to..." This phrase is
followed by a specific performance verb and the desired learning outcome.
**Words or phrases such as know, think, appreciate, learn, comprehend, remember, perceive, understand, be

aware of, be familiar with, have knowledge of, grasp the significance, are NOT measurable and should be avoided.

Writing Objectives for Lesson Plans Using Bloom’s Taxonomy and Associated Action or Performance Verbs

Learning level Associated action verbs

Knowledge define, describe, state, list, name, write, recall, recognize,

label, underline, select, reproduce, outline, match

Comprehension identify, justify, select, indicate, illustrate, represent, name,

formulate, explain, judge, contrast, classify

Application predict, select, assess, explain, choose, find, show,

demonstrate, construct, compute, use, perform

Analysis analyze, identify, conclude, differentiate, select, separate,

compare, contrast, justify, resolve, break down, criticize

Synthesis combine, restate, summarize, precise, argue, discuss,

organize, derive, select, relate, generalize, conclude

Evaluation judge, evaluate, determine, recognize, support, defend,

attack, criticize, identify, avoid, select, choose

Parts of a performance objective: (*This is what I expect for your objectives!*)

Objective: The students will be able to tell and record time on a digital clock and analog clock to the hour and half hour by
writing the times in a story.

The students will be able to tell and record time on a digital clock by writing the times correctly in a story.
and analog clock to the hour and half
hour
Audience: Standard Condition to be met by the students in order to
Behavior/Action Verb that is
introduction for an objective. demonstrate that the objective has been
measurable and can be assessed.
achieved.
Hint: Focus on what the students What is the learner to do?
must do not the teacher. Hint: Describes the circumstances, situation or setting.
Content- description of the
subject matter to be learned.

Hint: Must specify observable and measurable

behaviors.

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Objectives could include more criteria or parts: (**I do not require all of these parts.**)
ABCDs of Writing Objectives Available: http://www.uams.edu/oed/teaching/objectives.htm

 A-Audience: The who. "The student will be able to…"

 B-Behavior: What a learner is expected to be able to do or the product or result of the doing. The behavior or
product should be observable.
 C-Condition: The important conditions under which the performance is to occur.
 D-Degree: The criterion of acceptable performance. How well the learner must perform in order for the
performance to be considered acceptable.

The following are NOT observable or measurable objectives

(Available: www.assessment.gatech.edu/eWorkshops/writing%20instructional%20objectives%20version%)
 Appreciate the beauty of a circuit
 Really understand relativity theory
 Be familiar with the law
 Understand the process of osmosis
 Enjoy speaking French
 Change the spark plugs on an engine
 Learn about erosion

What verbs should I use for each domain?

Cognitive Affective Psychomotor

Remembering Receiving (listening and being Imitation (learner imitates an
attentive) action after a visual demonstration)
 Define
 Duplicate  Ask  Align
 Draw  Choose  Balance
 List  Describe  Follow
 Label  Follow  Grasp
 Memorize  Give  Hold
 Name  Hold  Place
 Recall  Identify  Repeat
 Recite  Locate  Rest
 Repeat  Name  Step
 Reproduce  Point to
 State  Select Manipulation (performance of an
 Sit action with written/verbal
Understanding  Erect instructions)
 Reply
 Classify  Align
 Use
 Describe  Balance
 Discuss  Follow
Responding (active participation)
 Explain  Grasp
 Identify  Answer  Hold
 Locate  Assist  Place
 Recognize  Comply  Repeat
 Report  Conform
 Select  Discuss Precision
 Translate  Greet
 Accurately
 Paraphrase  Help
 Errorlessly
 Visualize  Label
 Independently
 Perform
 Proficiently
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Applying  Practice  With balance
 Present  With control
 Apply
 Read
 Change
 Recite Articulation (display of coordination
 Choose
 Report of a series of related acts)
 Construct
 Select
 Demonstrate  Confidence
 Tell
 Dramatize  Coordination
 Write
 Employ  Harmony
 Illustrate  Integration
Valuing (value attached to a
 Interpret  Proportion
subject)
 Modify  Smoothness
 Operate  Complete  Speed
 Produce  Describe  Stability
 Schedule  Differentiate  Timing
 Sketch  Explain
 Solve  Follow Naturalization (high level of
 Translate  Forms proficiency)
 Use  Initiate
 Automatically
 Write  Invite
 Effortlessly
 Join
 Naturally
Analyzing  Justify
 Professionally
 Propose
 Categorize  Routinely
 Read
 Compare  Spontaneously
 Select
 Contrast  With ease
 Share
 Deduce  With perfection
 Study
 Discriminate
 Work
 Distinguish  With poise
 Examine
Organization (beginning to build
 Question
consistent value system)
 Separate
 Test  Adhere
 Alter
Evaluating  Arrange
 Combine
 Appraise
 Compare
 Argue
 Complete
 Decide
 Defend
 Critique
 Explain
 Criticize
 Generalize
 Defend
 Identify
 Judge
 Integrate
 Prioritize
 Modify
 Rate
 Order
 Rant
 Organize
 Select
 Relate
 Support
 Synthesize
 Value
 Evaluate
Characterization (value system
controls behavior)

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Creating  Act
 Discriminate
 Assemble
 Display
 Construct
 Influence
 Create
 Listen
 Compose
 Modify
 Develop
 Performs
 Formulate
 Practices
 Invent
 Propose
 Originate
 Qualify
 Question
 Write
 Revise
 Serve
 Solve
 Use

 Verify

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