Christy Theisen
1/30/23
EDUC 303-B02
Instructor Mills
Liberty University
1. The teacher will teach a lesson about the five food groups.
Correction: Given the five food groups (fruits, vegetables, grains, protein, and dairy) using MyPlate, each
student will be able to sort ten pictures of different types of food into the correct food group with an
accuracy of 9/10.
Explanation: The condition needed to be a certain tool given to my students to help them to complete
the performance correctly. The performance is measurable because I can identify whether they sorted
their pictures correctly. The criterion is appropriate because being able to match 9/10 of the pictures of
different types of food into the correct food group is an acceptable level of performance.
2. After instruction on the French and Indian War, each student will write a report with 95%
accuracy.
Correction: Given teacher instruction, the viewing of a documentary film, and an independent reading
assignment (pp. 103-112), each student will write a report of at least one page addressing why the war
began, who was involved, and the consequences to the British, the French, and the colonists at the end
of the war.
Explanation: The condition needed to be more specific. The performance was not measurable until I
added specific questions for the writing piece. For the criterion, we are to avoid percentages because
they are vague. Since it is difficult to assign a specific number criterion to writing pieces, I provided
specific questions to determine their knowledge on the French and Indian War. I can identify whether
they answered the specific questions in their report correctly.
3. Given a list of vocabulary words, each student will learn the meaning of 90% of their vocabulary
words.
Correction: Given a list of ten vocabulary words and their definitions from Chapter 5, the student will be
able to match 8/10 vocabulary words with their correct definitions.
Explanation: The condition in the original objective did not include how many vocabulary words were
given. I made sure to add that to my objective. The performance was listed as a percentage which is
vague. The performance is now measurable as I can see if they match their vocabulary words correctly.
The criterion is appropriate because being able to match 8/10 vocabulary words to their matching
definition is an appropriate and acceptable level of performance.
4. Given a quiz, the student will list 8/10 action verbs.
Correction: Given a reading passage with ten action verbs, the student will circle and write down 8/10
action verbs within it.
Explanation: The condition needed to be a specific tool given to my students to help them with their
performance. The performance is measurable because I can point out how many words my students
identified as action verbs correctly. The criterion is appropriate as identifying 8/10 is an acceptable
performance.
5. Given instruction on reading a paragraph, the student will read the paragraph with no mistakes.
Correction: Given instruction on reading a passage consisting of fifty words with fluency, the student
will orally read the paragraph with ten or fewer pronunciation errors.
Explanation: The condition in the original objective was not very specific, so I added a specific tool my
students will be using which is a reading passage that is fifty words long. The performance does not
include any room for error, so it was corrected in my objective. Now the performance is measurable
because I can count how many words were read correctly. The criterion was not appropriate in the
original objective as it stated that each student will score perfectly. Since that is not likely to happen, I
adjusted the measurement to ten or fewer pronunciation errors which allows for an appropriate amount
of errors.
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