These guidelines may be particularly useful in working with subject experts who have little experience in working with instructional designers and in writing instructional objectives.
This paper contains:
Instructional objectives written from the Behaviorist perspective are statements of behavior containing three elements in the full form:
One
Short Version of Objectives
Over the years, mostly due to cost, the practice of writing instructional objectives (if done at all) has been reduced to a statement of performance such that the two examples above would appear as:
Following completion of this course the learner will be able to:
Nonetheless, this is often our environment, writing objectives containing only the performance line. Even though there is greater risk in writing only the performance line, writing objectives is still a rigorous activity not to be taken lightly. When writing them the Given and Criterion should still be visualized. Additionally, two other related variables come into play:
In behaviorist theory, the change in behavior resulting from training must be measurable. In order to measure it, you must be able to observe it. Hence the use of action verbs and avoiding use of the words know and understand.
From the above examples, the process begins to unravel to say:
Following completion of this course, the learner will be able to:
The lesson is to use action verbs as the first word in the performance statement of a learning objective. The results can be measured relatively easily i.e., you can watch which wrenches are picked up, and check whether or not the reconciliation was completed.
Bloom's Taxonomy
But which verbs under what circumstances? you might ask.
Bloom categorized the types of learning from simple to complex as:
Knowledge:
Simple recall, memorization; Involves bringing to mind the appropriate facts and combinations of facts.
Define, list, name, repeat, record, relate, state, underline
Comprehension:
Put into your own words; Lowest level of understanding. Includes basic concepts, principles, theories, etc.
Discuss, describe, explain, express, identify, locate, recognize, report, restate, tell, translate
Application:
Applying a concept or principle; The selection and use of general rules procedures and methods for specific situations. Involves the process of manipulating information to obtain a particular result.
Apply, calculate, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, use
Analysis:
The breaking down of an organized structure to identify the elements, their relationships, and the organizational principles involved. Includes the ability to reorganize the structure.
Analyze, appraise, categorize, compare, contrast, critique, debate, determine, differentiate, distinguish, examine, experiment, inventory, inspect, link, question, solve, test
Synthesis:
Putting together elements and parts to form a new whole. This involves working with pieces, principles, rules, etc. and organizing them into a new structure not clearly there before.
Arrange, assemble, collect, compose, construct, create, design, formulate, manage, organize, plan, prepare, propose, set up
Evaluation:
Judgments about the value of data, materials, results or methods. Includes quantitative and qualitative judgments in relation to both obvious and obscure criteria.
Appraise, assess, choose, compare, estimate, evaluate, judge, measure, rate, review, revise, score, select, value