Writing Performance Objectives

Three components are required to be considered complete:

1. what the learner must do (behavior) 2. what happens to the learner either before

or while he/she behaves in the prescribed manner (conditions)

3. what is considered the level of performance the student will achieve as a result of the intervention (criteria for acceptable performance--CAP)

1-what the learner must do (behavior) to demonstrate mastery of the task

“say the alphabet”

the behavior must be :– observable– measurable– repeatable

Purposes for identifying the behavior

ensures consistently observing the same behavior

allows for confirmation by a third party facilitates continuity of instruction

Check/test 1:

List the three criteria for completeness in a performance objective. You have three minutes to complete this check/test.

1. 2. 3.

Observability classification of verbs.

Action verbs that are directly observable/measurable/repeatable

to cover with a card to draw to place

to mark to lever press to cross out

to underline to point to to circle

to repeat orally to walk to say

to write to count orally to read orally

to shade to put on to name

to fill in to number to state

to remove to label to tell what

Observability classification of verbs. (continued)

Action verbs that are ambiguousto identify in writing to check to construct

to match to take away to make

to arrange to finish to read

to play to locate to connect

to give to reject to select

to choose to subtract to change

to use to divide to perform

to total to add to order

Observability of classification of verbs. (continued)

Action verbs that are not directly observable/measurable/repeatable

to distinguish to be curious to solve

to conclude to apply to deduce

to develop to feel to test

to concentrate to determine to perceive

to generate to think to create

to think critically to discriminate to learn

to recognize to appreciate to discover

to be aware of to analyze to know

Is the behavior specific and observable? (IBSO)

1. Can you count the number of times (or number of minutes) the behavior occurs?

2. Will a stranger know exactly what to look for when you tell him/her the target behavior?

3. Can you break down the target behavior into smaller components, each of which is more specific and observable than the original target behavior?

Check/test 2:

Write the three components for the following performance objective:

Given Typing to Learn, Tom will type with the keys covered with a cloth typing underneath, four 15 minutes sessions a week with 90 percent correct responses 2 out of 3 sessions for four consecutive days.

behavior:

conditions:

CAP:

Check/test 2.2:

Write the three components the following performance

objectives:

Use “Sample Objectives” worksheet provided.

behavior:

conditions:

CAP:

2- what happens to the learner either before or while he/she behaves in the prescribed manner (conditions)

“provided with”

“without assistance”

conditions set the occasion for prescribed behavior: verbal requests or instructions written instructions demonstrations materials to be used environmental setting or timing manner of assistance

Purposes for identifying the conditions

ensures consistently of the learning experience

allows for confirmation by a third party facilitates continuity of instruction

3-what is considered the level of performance the student will achieve as a result of the intervention (criteria for acceptable performance-CAP)

“80% for four consecutive sessions”

“within 10 minutes on three consecutive trips to the computer room”

criterion sets the standard for evaluating the

prescribed behavior (acquisition): frequency of occurrence duration of occurrence latency

Purposes for identifying the CAP

measures the effectiveness of the intervention strategy selected to meet the performance objective

allows for confirmation by a third party facilitates making instructional decisions