How Do You Write LEARNING

Objectives?
 How Do You Write LEARNING
Objectives?

 General objectives are described as

non-specific objectives for their
broadness. This includes the broad goals
of our educational system.

Ex. The K to 12 Basic Education Program

aims to produce Filipino graduates who are
holistically-developed.
 How Do You Write LEARNING
Objectives?

 Intermediate objectives are the product

of breaking general objectives into
relatively manageable ones.

Ex. The K to 12 Basic Education Program aims to

produce Filipino graduates who possess sufficient
mastery of basic competencies (e.g. literacy, numeracy,
problem solving, etc.) to develop themselves to the
fullest.
 How Do You Write LEARNING
Objectives?

 Specific learning objectives are more

precise tasks in which there are
observable and measurable behavior that
can be compared to a given criteria.
There are countless classes going to waste
because they are not clearly defined.
You are an educator concerned about
helping students learn.
You are teaching but students don’t seem to
be grasping the instruction.
You want students to be able to do what
you are instructing them to do.
By developing clear objectives, you can
simplify your instruction.
 There are four
essential elements
to a criterion
objective.
Performance/Behavior – The observable
behavior that learning has occurred.
 The performance piece clearly states what the
learner is expected to do or a desired capability.
 The performance piece is the only
requirement of a criterion objective.
 Use action verbs to describe
observable, measurable behavior.
Whenever an objective is covert, include an
indicator behavior.
 Given a rifle with 10 bullets and a
target 50 yards away, be able to
shoot the target so that 9 out of 10
bullets hit the bull's eye.
 Given a rifle with 10 bullets and a
target 50 yards away, BE ABLE TO
SHOOT THE TARGET so that 9 out
of 10 bullets hit the bull's eye.
Given a simulated patient requiring
an ankle wrap and without
assistance or references, wrap the
ankle with an elastic bandage
correctly according to checklist
EB-3.
Given a simulated patient requiring an
ankle wrap and without assistance or
references, WRAP THE ANKLE WITH
AN ELASTIC BANDAGE correctly
according to checklist EB-3.
Given short and incomplete circuits, the student
will locate and repair malfunctions in a PGN
electrical circuit
board so that seventy-five percent of all planted
malfunctions must be identified and repaired,
with a 10-minute time limit for each.
Given short and incomplete circuits, THE STUDENT
WILL LOCATE AND REPAIR MALFUNCTIONS IN
A PGN ELECTRICAL CIRCUIT
BOARD so that seventy-five percent of all planted
malfunctions must be identified and repaired, with a
10-minute time limit for each.
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.
Using the polling buttons, please choose
the correct performance statement.

 - Be able to understand mathematics.

 - Be able to sew a seam.

Using the polling buttons, please choose
the correct performance statement.

 - Be able to apply scientific knowledge.

 - Be able to stain slides.

Condition – A description of the testing environment and
resources included or excluded from the measurement.
 A well-written condition statement will tell
students what to expect when they are evaluated.
A good way to clarify conditions is to
provide sample test items.
Add enough information to make the
objective clear.
 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.
 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.
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.
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.
 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.
 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.
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.
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
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.

 Criterion/Degree – The qualitative or quantitative
criteria which student performance is measured.
A criterion tells the student how well we
want them to perform.
A criterion lets us know if our instruction
was successful.
A criterion may include a speed factor.
A criterion may have an accuracy factor.
A criterion may have a quality factor.
You may refer to an explicitly written
procedure, checklist, or video to clarify a criterion.
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, and
A teaching plan generally consistent with accepted
principles of learning and instructional design.
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, and
A teaching plan generally consistent with accepted
principles of learning and instructional design.
 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.
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.
 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.
 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.
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 valences

C - of at least thirty.
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.
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.
Criterion objectives
are the foundation
to learner-centered
instruction.
Criterion objectives guide the instruction
plan.
 Once you have analyzed instruction
needs, you write the objectives.

Needs

Objectives
Objectives help you decide upon the selection or
design of instruction materials and methods.
 Objectives help you decide what is important to
include in instruction, and what is to be discarded.
Objectives help define the assessment plan.
Objectives define the behavior, conditions, and
standards to be met in a test environment.
How many tests have you taken which had
nothing to do with the instruction?
Objectives will help you prepare the test
environment.
Objectives help students organize to meet
the objectives.
Clear objectives help student know exactly
what they need to accomplish.
Objectives help students know how to
practice for the assessment.
We will examine
common errors
associated with
writing criterion
objectives.
Here are common errors associated with
writing the performance.
 Use clear action verbs to describe the
desired performance.

shoot
define know
describe comprehend
splice apply
fasten analyze
turn synthesize
edit evaluate
assemble understand
drive appreciate
remove be familiar
load
speak
 Don’t use vague verbs such as
prepare, operate, or demonstrate.
Focus on clarity.
Here are common errors associated with
writing the condition.
Ensure you include all critical information;
do not assume.
You should not include every single item or
items of no significance.
Don’t talk around a condition, clearly state it.
Here are common errors associated with
writing the criteria.
When referencing an external standard, ensure
the standard is clear and meets the standard.
Don’t use inappropriate percentages to
indicate a standard.
 If time is important in a standard, then
ensure the standard is clear and realistic.
If quality is a factor, clearly state the quality
measurements.
 If assistance is provided during
assessment, clearly state it in the standard.
 Now it is your turn.

Please write out a criterion

objective with an audience,
behavior/performance, condition,
and degree/criterion.
1. Written-response
instruments
2. Product rating scales
3. Performance Tests
4. Oral Questioning
5. Observation and Self
Reports