Instructional Instructional ObjectivesObjectives

Performance Performance ObjectiveObjective

Given a set of student performances in your

subject, develop observable and measurable

instructional objectives for that include condition, task, and standard. In addition,

on the course final examination, demonstrate

an understanding of instructional objectives with

70% accuracy.

Rationale for Developing Rationale for Developing ObjectivesObjectives

To provide direction for both the To provide direction for both the student and the teacher. It allows student and the teacher. It allows both the teacher and the student both the teacher and the student to know where they are going and to know where they are going and at at what point what point they have reached they have reached the destination.the destination.

More Rationale for More Rationale for ObjectivesObjectives

The learner and the instructor The learner and the instructor have firm criteria by which the have firm criteria by which the learner's progress and level of learner's progress and level of competency may be assessed at a competency may be assessed at a specific point in time.specific point in time.

Performance ObjectivePerformance Objective

What the What the student student is expected to is expected to DODO when the instruction is when the instruction is completed (performance, get it?)completed (performance, get it?)

Specifies the Specifies the conditionsconditions under under which the task is to be which the task is to be performedperformed

Sets the minimum standard to Sets the minimum standard to which the student must perform which the student must perform in order to in order to passpass. .

Specific and complete but Specific and complete but concise.concise.

Purposes of the Purposes of the Performance ObjectivePerformance Objective

Forces the teacher to decide what Forces the teacher to decide what he/she expects of the student he/she expects of the student before starting the lesson.before starting the lesson.

Tells the student what he/she is Tells the student what he/she is expected to do as a result of this expected to do as a result of this lesson.lesson.

Provides a basis for the eventual Provides a basis for the eventual evaluation of student evaluation of student performance.performance.

The Performance The Performance Objective is:Objective is:

Observable, measurable Observable, measurable

statement of:statement of:

• what you expect the student to be what you expect the student to be

able to do as a result of instruction,able to do as a result of instruction,

• how well the student must be able to how well the student must be able to

perform the task, and perform the task, and

• under what conditions the student under what conditions the student

must perform the task.must perform the task.

ObservableObservable

You can see the You can see the student do the student do the task.task.

It requires some It requires some kind of overt (open) kind of overt (open) action on the part action on the part of the studentof the student

MeasurableMeasurable

You can tell when the student has You can tell when the student has completed the task.completed the task.

You can count, or weigh, or score, You can count, or weigh, or score, or in some other way determine the or in some other way determine the student’s performance.student’s performance.

The Performance The Performance Objective Consists of:Objective Consists of:

ConditionCondition

BehaviorBehavior

CriteriaCriteria

ConditionCondition

Circumstances under which the task will Circumstances under which the task will be performed.be performed.

Things the student will have to work with.Things the student will have to work with. Point at which the performance will be Point at which the performance will be

EVALUATED.EVALUATED. Think of the condition. Think of the condition.

statement as a list of tools statement as a list of tools the student will havethe student will haveto work with.to work with.

Condition Examples:Condition Examples:

Given 14-3 wire, a single pole switch, Given 14-3 wire, a single pole switch, receptacle box, and hand tools as needed,receptacle box, and hand tools as needed,

On a 50-item True-False and Multiple Choice On a 50-item True-False and Multiple Choice quiz,quiz,

Given a set of 10 plaster casts of wildlife Given a set of 10 plaster casts of wildlife tracks,tracks,

On a practical exercise, given 10 On a practical exercise, given 10 combinations of metal pieces,combinations of metal pieces,

Given a teaching calendar,Given a teaching calendar, In a class discussion,In a class discussion, Given a set of parliamentary problems and Given a set of parliamentary problems and

meeting participants,meeting participants,

Condition Non-ExamplesCondition Non-Examples

After instruction,After instruction, Given proper motivation,Given proper motivation, After seeing a film on After seeing a film on

parliamentary procedure,parliamentary procedure, After an explanation on how to After an explanation on how to

wire a single-pole switch,wire a single-pole switch,

BehaviorBehavior

Precisely what student is Precisely what student is expected to doexpected to do

Must be observable and measurableMust be observable and measurable Uses an action verbUses an action verb

• Examples: LIST, NAME, COUNT, BEND, FOLD, Examples: LIST, NAME, COUNT, BEND, FOLD, STAPLE, IDENTIFY, EXPLAIN, WRITE, BUILD, STAPLE, IDENTIFY, EXPLAIN, WRITE, BUILD, REPLACE, INSTALL, CHOOSEREPLACE, INSTALL, CHOOSE

• Non-Examples: KNOW, APPRECIATE, Non-Examples: KNOW, APPRECIATE, UNDERSTAND, ENJOY, REALLY UNDERSTAND, UNDERSTAND, ENJOY, REALLY UNDERSTAND, APPRECIATE A LOTAPPRECIATE A LOT

Behavior ExamplesBehavior Examples

wirewire a single pole electrical switch a single pole electrical switch identifyidentify tracks of common wildlife in tracks of common wildlife in

VirginiaVirginia selectselect the proper electrode for welding the proper electrode for welding

two pieces of steel togethertwo pieces of steel together calculatecalculate the volume of a solid the volume of a solid prepareprepare a word processing file a word processing file buildbuild a window display a window display

Behavior Non-ExamplesBehavior Non-Examples

know howknow how to wire a single pole electrical switch to wire a single pole electrical switch know very wellknow very well the tracks of wildlife the tracks of wildlife really understandreally understand how electrodes are selected how electrodes are selected comprehendcomprehend the electric theory of arc welding the electric theory of arc welding appreciate appreciate the importance of tracks in identifying the importance of tracks in identifying

wildlifewildlife understandunderstand what window displays should look like what window displays should look like think aboutthink about how word processing files are done how word processing files are done

CriteriaCriteria

How well the student must perform to PASSHow well the student must perform to PASS The MINIMUM standard for successThe MINIMUM standard for success Examples:Examples:

• so that the wiring meets Code requirements and so that the wiring meets Code requirements and the switch operates a light safelythe switch operates a light safely

• correctly listing at least 5 characteristics each of correctly listing at least 5 characteristics each of at least 5 breedsat least 5 breeds

• correctly identifying at least 7 of the 10 speciescorrectly identifying at least 7 of the 10 species• selecting at least 8 of 10 electrodes correctlyselecting at least 8 of 10 electrodes correctly

A Sample Performance A Sample Performance

Objective:Objective:

Given a live wiring board, 14-3 wire, Given a live wiring board, 14-3 wire,

a selection of switches, and electrical a selection of switches, and electrical

tools as needed, the student will tools as needed, the student will

prepare and install single-pole, 3-prepare and install single-pole, 3-

way,and 4-way switches to code way,and 4-way switches to code

requirements, so that each switch requirements, so that each switch

properly operates the lights.properly operates the lights.

Another Sample:Another Sample:

On a multiple choice and short On a multiple choice and short

answer exam, the student will answer exam, the student will

demonstrate a knowledge of the demonstrate a knowledge of the

principles of floral design with principles of floral design with

70% accuracy.70% accuracy.

Analyze the Analyze the Performance Performance Objective Objective (Use this (Use this example)example)Given electrical wire,

appropriate tools, and a wiring panel , the student will install a single-pole switch to code specifications so that the switch operates a light correctly.

In Review:In Review:

The performance objective The performance objective specifies what the student specifies what the student will do to demonstrate will do to demonstrate mastery of the lesson mastery of the lesson content.content.

What this really means is What this really means is that the teacher must that the teacher must think think about the lesson in about the lesson in advance.advance.

Performance ObjectivePerformance Objective

• A teacher needs a performance objective just as a builder needs a clear vision of what the finished building will look like.

Think of it This WayThink of it This Way

Instructional Objectives are Instructional Objectives are intended to help both the intended to help both the teacher and student.teacher and student.

The Last Word:The Last Word:

You expect any You expect any professional to professional to plan his or her plan his or her work.work.

If you want to be If you want to be considered a considered a professional professional teacher, you must teacher, you must be willing to plan be willing to plan your work as well. your work as well.