S = student behavior – what the student will learn or be able to do by end of this lesson (not necessarily how they “behave”)
T = testing situation - conditions or circumstances under which skill observed or expected to occur
P = performance criteria - how well
Write out as one (1) sentence!!! (no table/grid) “Given a map with 2 peninsulas & 1 gulf, students will label the peninsulas & gulf with 100% accuracy within 3 minutes.” “Given a dictionary & a list of 5 words, students will find each word and write its definition for at least 4 of the 5 words within 10 minutes.”
1. Given a map with 2 peninsulas & 1 gulf,
students will label the peninsulas & gulf
with 100% accuracy within 3 minutes.
2. Given a dictionary and a list of 5 words,
students will find each word & write its definition
for at least 4 of the 5 words within 10 minutes.
More requirements for objectives:
Objective tells what student will do, not what teacher will do. “…students will…”, not “I will teach…”
State objectives in positive terms.
Instead of, “will not write run-on sentences” try, “will separate independent clauses with a period or semi- colon”
Use specific “student behavior”, not “conclusion”
Use action verbs
Must pass the Stranger Test – a stranger could read objective & interpret it same way as you
S = “Student behavior”, not “Conclusion”
Below is list of “student behaviors” from objectives. Assess if behavior is truly a “specific student behavior” or a “conclusion”. If a conclusion, rewrite.
Example: …students will understand the difference between a student behavior & a conclusion…
This is a conclusion -- “understand” could be interpreted differently.
Rewrite: “…students will label specific student behaviors & conclusions & will rewrite conclusions as specific student behaviors….”
Let’s try a couple together. Specific student behavior or conclusion?
…will print their first names using lower case letters and first letter capitalized…
…will listen to the lecture on the solar system…
…will learn the 9 times table…
…will learn the 9 times table…
…will write the 3 branches of the federal government…
…will know the sign language alphabet…
…will verbally state the correct score, stating server score first & receiver score second…
…will understand the outcome of the Civil War…
Testing Situation (conditions)
What might be appropriate testing situations for the following? (What activity would you design to assess whether or not students had mastered this skill or knowledge?) Terminology often used includes (but not limited to) “Given…”, “When asked…”, “Using…”.
Let’s do a couple together:
Location & names of 7 continents
“Given a __________________________________________”
Scoring in bowling
Days of the week in Spanish
Changing oil in a car
Researching topic on internet
How might teachers identify criteria of successful performance? Often in % or accuracy, speed or time, correct skill performance, within a certain number of attempts, etc.
Let’s try some together:
…will write the 3 branches of the federal government with 100% accuracy within 1 minute.
…will sign the entire ASL alphabet with 100% accuracy within 30 seconds on the 1st or 2nd attempt
Now, pick some skills & write performance criteria for them.
Identify Components of a Behavioral Objective Directions: Each of following could be component of a behavioral objective. In blank, write initials for proper component. S = Student Behavior T = Testing Situation (conditions) P = Performance criteria (how well)