Writing Objectives
To write effective learning objectives, use the ABCD model, which include
the following parts:
| Part |
Description |
Example |
A = Audience |
Who is your audience?
Who is performing the action? |
Given the symbol representing a particular isotope of an atom or ion, the
student will be able to determine the number of electrons, protons
and neutrons in that species eight out of ten times. |
| B = Behavior |
What will the student be able to do?
Behaviors always use a verb or action word.
Sometimes you will describe the product or the result of the behavior. |
Given the symbol representing a particular isotope of an atom or ion,
the student will be able to determine the number of electrons,
protons and neutrons in that species eight out of ten times. |
| C = Condition |
How will the student accomplish the task?
What information is given?
What information is not given?
Give the conditions in which performance will occur. |
Given the symbol representing a particular isotope of an atom
or ion, the student will be able to determine the number of
electrons, protons and neutrons in that species eight out of ten times.. |
| D = Degree |
Describe the minimum criteria for acceptable student performance.
- How often?
- How well?
- How many?
- How much?
Define expectations regarding accuracy, quality, and speed. |
Given the symbol representing a particular isotope of an atom or ion,
the student will be able to determine the number of electrons, protons
and neutrons in that species eight out of ten times. |
 |
Writing objectives
1. Try rewriting the following objectives to include all the elements of a learning objective.
- The student will be able to name the five stages of mitosis.
- After the course, students will understand the primary structure of a protein.
- Students will be able to solve mass-volume problems.
- When you finish studying Chapter 14, you should be able to define
the properties of a buffer.
2. Now, take an objective from your course and rewrite it.
|