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PIObjectives 014819

The document discusses instructional objectives, including what they are, why they are important, how to write them, and when they should be developed. Instructional objectives clearly describe what a learner will be able to do after instruction and include the audience, behavior, conditions, and degree of acceptable performance.

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10 views3 pages

PIObjectives 014819

The document discusses instructional objectives, including what they are, why they are important, how to write them, and when they should be developed. Instructional objectives clearly describe what a learner will be able to do after instruction and include the audience, behavior, conditions, and degree of acceptable performance.

Uploaded by

JULIAJulia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PREPARING INSTRUCTIONAL OBJECTIVES

The What, Why, How and When?

What?

What are Instructional Objectives?

Instructional objectives
Learning can be defined as change in a student’s capacity for performance as a result of
experience (Kenneth D. Moore). The intended changes should be specified in instructional
objectives. Viewed in this context, an objective can be defined as a clear and unambiguous
description of your instructional intent. An instructional objective is a statement that will
describe what the learner will be able to do after completing the instruction. (Kibler, Kegla,
Barker, Miles, 1974)

Why?

The purpose of a behavioral objective is to communicate . Therefore, a well-constructed


behavioral objective should leave little room for doubt about what is intended.

 Objectives communicate and guide development of assessment, instructional


methods, and content materials.
 Objectives communicate the focus of learning that enables instructors and students to
work toward a common goal.

 Objectives communicate the assessment and grading. Objectives provide a means of


measuring whether the students have succeeded in acquiring skills and knowledge.
 Objectives communicate and allow students the opportunity for self-evaluation.

How?

Instructional objectives must be written to communicate realistic, measurable, and learner


centered outcomes.

 Realistic objectives can be achieved by the learners within your time frame and in your
given environment.
 Measurable objectives enable you to observe and determine how well learners have
acquired skills and knowledge.
 Learner centered objectives state what the learner can do at the end of training.
Specify intended results or outcomes, and not the process Teaching and lecturing is
part of the process of instruction, but it isn't the purpose of the instruction. The purpose
is to facilitate learning. Instructional objectives contain four components: the Audience,
the Behavior, the Condition, and the Degree.

When?
Objectives should be developed:

 Before a lesson or course is developed (by designer).


 Before a lesson or course is taught (by instructor).
 Objectives should be reviewed with students at the beginning of the
course/module/lesson.

THE QUALITIES OF USEFUL OBJECTIVES:


Heinich and his colleagues (2002) suggest that well written objectives have four parts.
They call these parts the ABCD's of instructional objectives.

Audience
The who. Your objectives had better say, "The student will be able to…"

Behavior (Performance)
An objective always says what a learner is expected to be able to do. The objective
sometimes describes the product or result of the doing. Student learning is the purpose of
instruction, well-stated objectives should always be written in terms of observable student
performance e.g. the student will pronounce the new vocabulary words. The performance
component in a well-stated objective specifies exactly what student actions should be
observed as a result of instruction.

Condition
An objective always describes the important conditions (if any) under which the performance
is to occur. This component of a well-stated objective includes the information, tool or
equipment, and materials that will or will not be available to students; any special limitations
or restrictions as to time and space; and any other requirements that may be applicable e.g.
Given a list of 20 authors…
After reading chapter 2…
Degree
Wherever possible, an objective describes the criterion of acceptable performance by
describing how well the learner must perform in order to be considered acceptable. Here we
state the level of behavior we will accept as satisfactory or the minimum level for showing
mastery.
The criterion level may be stated as follows:
As acceptable limits of time: …
within 10 minutes…
…in less than five minutes…
Usually standard is selected on the basis of past experiences and class expectations.

Questions to assist in developing an objective:


1. Performance: What behavior is expected of the learner? What should the learner be able to
do? I want learners to be able to select a media that is appropriate for the delivery of an
instructional activity in an online learning module.
2. Conditions: What are the conditions or tools necessary for the learner to accomplish the
goal? Learners will be given a list of media useful for online instruction and a media
evaluation rubric. Learners will have previously identified the instructional activity to meet the
instructional objective in the online learning module.
3. Criterion: What are the measures that will be used to determine if the learner achieved the
goal? The selection of a media based on the media evaluation rubric

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