VISION User Guide

The objectives identified during Objectives Analysis are usually just a draft statement. The next step is to develop these statements into complete, measurable instructional objectives. To write a complete objective, you’ll always include a behavior, or action statement. Whenever necessary, you will also describe the conditions under which the action must be performed, and the standards that clarify exactly how the results will be measured. Together, the behavior (action), conditions, and standards comprise a complete instructional objective.

There are several other things to consider. One is the objective’s classification. Classifying an objective according to its type – recall/fact, concept, procedure, etc. – helps you figure out how it should be presented. Likewise, the media to use, the training setting, and the estimated time to learn it influence how the objective will ultimately be presented.

Writing the Behavior Statement

The behavior statement (also referred to as the action) defines precisely what the learner should be able to do after completing the instruction that covers that learning objective. For example, "calculate the square root" might be the behavior (action) for a particular math objective.

Here are a few guidelines to keep in mind when writing your behavior statements:

•The result indicated by the behavior statement should be meaningful and worthwhile. Be sure that the action results in something meaningful.

•The statement should be learner-oriented. It should describe what the learner is able to do after completing the instruction. It does not describe what happens in class, what the instructor does, or what topics are covered.

•It should include only one action or verb, rather than several. More than one action requires different training approaches and different testing procedures.

Only one Action

There are some exceptions to the "only one" behavior or action rule. Sometimes a behavior is best described with two actions, such as "remove and replace a generator." The exception works if the actions are actually treated as a single behavior. Removing and replacing a generator can be considered one behavior. It makes sense to teach both actions as a single procedure.

On the other hand, "Calculate foot pounds and rig the winch" is not a good objective. It does contain more than one type of behavior or action. "Calculate" requires use of a rule or formula. "Rig the winch" is a procedure. On the job, these actions may be done close together, but it would not be a good idea to teach them as one objective.

The behavior statement should be observable, with a measurable result. Orient your statement around a verb to ensure it contains an observable, measurable behavior. For example: “explain”, “identify”, “adjust”, “list”, “choose”, “assemble”, “categorize” and “recognize” are all verbs. They are observable behaviors in that you can watch someone do them. They are measurable in that you can evaluate the results.

Observable Action Verbs

An argument can be made that some action verbs are not observable, such as: "solve," "decide" and "calculate." But the result can be observed, and it can be measured. These verbs still work well as objective behavior statements.

On the other hand, verbs like "consider," "understand," "appreciate," and "perceive" are not really observable, nor are the results. They are very difficult to measure. Avoid this type of behavior statement when writing objectives.

Actions like: “discuss”, “observe”, “help with” and “confer” may be observable, and some may even be measurable. But is it important that someone can discuss things, observe something, or confer with someone? What matters is the substance—and the ultimate result. For example, instead of the behavior “Observe the loading crew as they unload the storage compartment”, use something like: “Identify any unsafe practices that occur during unloading”.

These guidelines are important for several reasons. First, a single observable, measurable action is easy to communicate. Everyone involved in the instruction is more likely to interpret what you intend to accomplish by writing this objective. The lesson author will know how to write the content to get the best instructional results, and the learner will understand what is expected of him or her from the very outset of the instruction.

Second, and most important, you will want to know whether or not the learner has mastered the objective. In fact, the learner wants to know this even more than you do! With clear, observable behaviors that can be measured, it’s easy to tell.

Examples of How to Improve Action Statements

The Three-Part Objective Statement

The Objective Statement is made up of the following three fields:

1.Condition

2.Behavior (The objective hierarchy displays the behavior text for each objective.)

3.Standard

Although the condition, behavior, and standard are three discrete text boxes on the objective workscreen, they are nonetheless often written as separate parts of a single sentence, with the anticipation that they will later be displayed in a united form. And in fact, at least one report (the Instructor Guide) does display these three fields joined together.

       Example

Identifying Conditions and Standards of Performance

Conditions are circumstances, equipment, documents, and other such things that significantly affect performance of the objective. They may be things that help the learner perform the objective, like a calculator ("Given a hand calculator...") or, they may be things that hinder performance, such as "Without a calculator.…" It is important to include all such conditions in order to clarify exactly what the learner is expected to do.

Below are some suggestions for formulating conditions:

•Look at the conditions statement in the higher-level objective (such as the terminal objective), if there is one. Consider these conditions in deriving conditions for the enabling objectives.

•Use conditions that approximate the real job as closely as possible, except where clearly impractical, unsafe, or unnecessary.

•Use general conditions when possible, rather than detail every manual or piece of equipment found at a work station. Overly complex or detailed conditions can be intimidating.

•State as many conditions as necessary to clarify the objective.

•Leave the conditions out when they are perfectly obvious or understood.

       Example

Establishing Standards of Performance

Standards define the criteria that will be used to measure whether or not the learner has mastered the objectives completely. There are two broad categories of standards:

See Also:

Steps for Developing Formal Objective Statements and Properties