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How do I write a really good objective? |
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Heinich, Molenda, Russell, & Smaldino (2002) suggested that really good objectives have four parts. These four parts can be best represented by using the ABCD Method where A=Audience, B=Behavior, C=Condition, and D=Degree. Take a look at how they work. |
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Audience |
The audience is the group of learners that the objective is written for. This is usually written "the learner" or "the student". Really apply the KISS principle here: Keep It Simple Sweetie! |
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Behavior
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The behavior is the verb that describes what the learner (audience) will be able to do after the instruction. This is the heart of the objective. These verbs MUST be specific. Verbs such as “know”, “understand”, “comprehend”, and “appreciate” are difficult to measure and should NOT be used. Please see the list of 100 Helpful Verbs that follow. |
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Condition |
Conditions are the circumstances under which the objective must be completed. For our purposes, most will read, “After participating in our session (or training, or workshop), . . . “ |
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Degree |
The degree identifies the standard that the learner must meet to reach acceptable performance. How will you know when participants at your session have met the objective? |
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Let’s put the parts together in these examples: 1. After participating on our 45-minute session, participants will be able to select 5 barriers to social change in their community. 2. After participating in our 90-minute mini workshop, participants will be able to name at least 3 agencies they can partner with to help bring about needed change. 3. After listening to the third plenary speaker, participants will be able to correctly illustrate the structure of effective collaborative groups. |
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Read more about the ABCDs of instructional objectives in R. Heinich, M. Molenda, J. Russell, S. Smaldino (2002). Instructional Media and Technologies for Learning, 7th Edition. Englewood Cliffs: Prentice Hall, Inc. |
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The Helpful Hundred |
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Smaldino, Lowther, and Russell (2008) suggest 100 verbs that one might use in writing good objectives. Each of these verbs is observable and measurable. This is not an exhaustive list, but provides a good starting point and reference. |
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add |
compute |
drill |
label |
predict |
state |
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alphabetize |
conduct |
estimate |
locate |
prepare |
subtract |
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analyze |
construct |
evaluate |
make |
present |
suggest |
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apply |
contrast |
explain |
manipulate |
produce |
swing |
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arrange |
convert |
extrapolate |
match |
pronounce |
tabulate |
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assemble |
correct |
fit |
measure |
read |
throw |
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attend |
cut |
generate |
modify |
reconstruct |
time |
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bisect |
deduce |
graph |
multiply |
reduce |
translate |
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build |
defend |
grasp |
name |
remove |
type |
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cave |
define |
grind |
operate |
revise |
underline |
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categorize |
demonstrate |
hit |
order |
select |
verbalize |
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choose |
derive |
hold |
organize |
sketch |
verify |
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classify |
describe |
identify |
outline |
ski |
weave |
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color |
design |
illustrate |
pack |
solve |
weigh |
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compare |
designate |
indicate |
paint |
sort |
write |
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complete |
diagram |
install |
plot |
specify |
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compose |
distinguish |
kick |
position |
square |
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Source: Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional Media and Technologies for Learning (9th ed). Upper Saddle River, NJ: Pearson.
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