The behavior statement (also referred to as the "action") defines precisely what the learner should be able to do after completing the objective. For example, "calculate the square root" might be the behavior, or action for a particular math objective.
Behavior Statement Guidelines
Here are a few guidelines to keep in mind when writing your behavior statements:
•The statement should be student oriented.
•It should include only one action, or verb (with exceptions).
•It should be observable, with a measurable result.
•The result should be meaningful and worthwhile.
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. The learner will understand what is expected of him or her from the onset 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 even more than you do! With clear, observable, behaviors that can be measured, it's easy to tell.
Student Oriented
The behavior should describe what the student will be able to do after completing the instruction. It does not describe what will happen in class, what the instructor will do or what topics will be covered.
One Action
The behavior statement should be comprised of one, rather that several actions. More that one action requires different training approaches and different testing procedures.
Some Exceptions
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 objective is actually treated as a single action.
Removing and replacing a generator can be considered one behavior. It makes sense to teach both actions as a single procedure. Both actions require the learner to implement the same type of behavior. Remove and replace are obviously both a procedure type of behavior.
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. While on the job these actions may be done close together, it would not be a good idea to teach them as one objective.
Observable and Measurable
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.
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 measurable. Avoid this type of behavior when writing objectives.
Meaningful Result
Be sure that action results in something meaningful. Actions like: "discuss", "observe", "help with" and "confer" may be observable, and some may even be measurable. But who cares if 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."
Example Action Statements
•Poor statement: "Discuss the American revolution with the class."
oThis statement is not very meaningful. Who cares if the learner can discuss things? (Unless of course it's for a speech class).
oBetter statement: "Describe three sources of friction between the colonies and England preceding the American revolution."
•Poor statement: "Know how to calculate the square root."
o"Know" is not observable or measurable.
oBetter statement: "Calculate the square root."
•Poor statement: "Determine the appropriate shims and replace shims."
oThis statement contains more than one action verb. This can result in confusing or inefficient instruction.
oBetter:
oObjective 1: "Determine the appropriate shims..."
oObjective 2: "Replace shims..."
•Poor statement: "Understand heat transfer."
o"Understand" is not observable, nor measurable. As an objective, it's practically useless.
oBetter: "Draw a single line drawing that illustrates the concept of heat transfer."
