How to Write Learning Objectives that Meet Demanding Behavioral Criteria

Dr. Bob Kizlik

Updated June 24,  2010

For many, if not most teachers, learning objectives are central to all lesson plans they develop themselves or adapt
from those written by others. That said, objectives that are used in education, whether they are called learning
objectives, behavioral objectives, instructional objectives, or performance objectives are terms that refer to
descriptions of observable student behavior or performance that are used to make judgments about learning -
certainly the ultimate aim of all teaching. At some point, almost every teacher, especially new teachers and teacher
education students, must learn to write these types of objectives. Here, such objectives are referred to as learning
objectives. Acquiring this skill is something of a rite of passage in the process of becoming a teacher, yet it is a skill
that requires practice, feedback, and experience. Over the past 30 years or so, the emphasis on, and attention paid to
learning objectives has waxed and waned as different ideas change about how best to express instructional intent. To
clarify a bit, I have included a rationale for developing and using learning objectives that meet demanding
behavioral criteria. It provides in-depth information that you might find helpful. Any skill is learned more
effectively if the learner understands the reason for learning and practicing it. Learning to compose such learning
objectives is no exception.

Learning objectives are about curriculum, not instruction. This is a key point. Many tend to confuse learning
objectives with objectives a teacher may have that relate to student conduct or behavior in a classroom. Properly
constructed learning objectives are about the evidence of learning; they specify what behavior a student must
demonstrate or perform in order for a teacher to infer that learning took place. Since learning cannot be seen
directly, teachers must make inferences about learning from evidence they can see and measure. Learning
objectives, if constructed properly, provide an ideal vehicle for making those inferences.

The purpose of a learning objective is to communicate. Therefore, a well-constructed learning objective should
leave little room for doubt about what is intended. A well constructed learning objective describes an intended
learning outcome and contains three parts, each of which alone means nothing, but when combined into a sentence
or two, communicates the conditions under which the behavior is performed, a verb that defines the behavior itself,
and the degree (criteria) to which a student must perform the behavior. If any one of these three components is
missing, the objective cannot communicate accurately.

Therefore, the parts of a learning objective are:

1. Conditions (a statement that describes the conditions under which the behavior is to be performed)

2. Behavioral Verb (an action word that connotes an observable student behavior)

3. Criteria (a statement that specifies how well the student must perform the behavior).

A learning objective is the focal point of a lesson plan. It is a description of an intended learning outcome and is the
basis for the rest of the lesson. It provides criteria for constructing an assessment for the lesson, as well as for the
instructional procedures the teacher designs to implement the lesson. A learning objective determines the criteria for
any assessment rubric. As you will see, without an objective that clearly communicates specific student behavior or
performance, it is difficult, if not impossible to determine exactly what a particular lesson is supposed to
accomplish.

In order to write learning objectives, one should begin with an understanding of the particular content to which the
objectives will relate. Understanding in more than one way the content to be learned should be a goal of teachers as
well as students. This implies that teachers or others who prepare objectives as part of lesson plans or curriculum
documents and guides should have more than superficial knowledge of the appropriate content. Writing a series of
objectives that are within a body of content, but which have neither internal nor external consistency with that body
of content is not a productive use of time. However, the purpose of this is not to delve into the area of curriculum
consistency, but rather present some pointers to help the reader write better objectives. So, with that in mind, let's
begin.

1. The Conditions

The conditions part of an objective specify the circumstances, commands, materials, directions, etc., that the student
is given to initiate the behavior. All behavior relevant to intended student learning outcomes can best be understood
within a context of the conditions under which the behavior is to be performed or demonstrated. The conditions part
of an objective usually begins with a simple declarative statement such as the following:

Upon request the student will (this means the student is given an oral or written request to do something).

Given (some physical object) the student will (this means the student is actually given something, such as a map, a
number or multiplication problems, a literary passage, etc., that relates to performing the intended behavior).

Notice that in the examples above, there is no mention of the description of the instruction that precedes the
initiation of the behavior. The instruction that leads to the behavior should never be included in the actual objective.
Instruction that leads students to accomplishing an objective is a separate issue. Here, we want to concentrate on
describing only the conditions under which the desired student behavior is to be performed.

2. The Verb

We all learned in elementary school that a verb is an action word. In a learning objective, the verb is also an action
word, but it is also a special kind of action word. The verb in a learning objective is an action word that connotes an
observable behavior. For example, although we as teachers all want our students to appreciate one thing or another,
it is impossible to see when a student "appreciates" something. Understand is another noble word that connotes
something we want our students to do, but we cannot see "understanding." The best we can do is make inferences
that a student appreciates or understands something based on what the student does or says in a controlled situation.

What then are behavioral verbs? The answer is quite simple. A behavioral verb is a word that denotes an observable
action, or the creation of an observable product. Verbs such as identify, name, and describe are behavioral because
you can observe the act or product of identifying, naming, or describing. Some verbs are embedded in a phrase that
gives them a specific behavioral meaning. Examples are state a rule and apply a rule. In this case the behavior is
contextual, and the context is the rule in question.

There are many verbs that qualify as behavioral. For a list of these verbs, and their definitions, click here. To
see examples of verbs used in language arts, mathematics, science, and social studies, click here. To see some
education student produced lesson plans that have behavioral verbs, click here.

3. The Criteria

The criteria part of a learning objective is a declarative statement that describes how well the behavior must be
performed to satisfy the intent of the behavioral verb. Usually, criteria are expressed in some minimum number, or
as what must be, as a minimum, included in a student response. For example, an objective might be of the form:
Given a list of the first 100 numbers arranged in ascending order (conditions), the student will identify (verb) at least
nine prime numbers (criteria). Notice that the objective doesn't specify which nine numbers, and sets a floor of at
least nine as a minimum. Also, the method by which the student identifies the minimum nine prime numbers is not
specified; that is determined in the actual assessment. The student could circle the numbers, highlight them, draw
line through them, etc. It is also implied that the student will be correct if he identifies more than nine correctly, but
does not specify whether it is acceptable to identify nine correctly and one or more incorrectly. According to the
objective, it would be acceptable to circle the following numbers and still meet the intent of the objective: 2-3-5-7-
11-13-17-19-23-24-26, because he got nine correct, and two (24-26) incorrect. If the student must identify only
prime numbers, then the objective would need to be modified to include that provision.

Putting it all together

Well-written learning objectives are the heart of any lesson plan. If the objectives you compose are "fuzzy" and
difficult, if not impossible to assess, the rest of the lesson plan you create that is based on the objective is likely to be
flawed. Before you begin to write an objective, spend a little time thinking about what you are describing, and
remember to make the student behavior observable. You will find this process helps you to clarify what you intend,
and you will be better able to communicate that intent to your students, regardless of their grade level, age, or
subject. On the matter of being "fuzzy," remember this: fuzzy thinking might get you through the day, but it will
never get you through a career.

Any time you write a learning objective, ask yourself the question, "Does this objective clearly communicate and
describe the intended learning outcome?" If you can find exceptions or loopholes as a way of meeting the objective,
then the objective should be rewritten. Learning to write learning objectives that describe what you want takes
patience and practice. Make sure you get as much feedback as possible about your efforts.

You might also want to read "What Does it Mean to Understand Something?" It will give you another perspective
regarding the ends of these types of specific objectives.

Toward that end, I sincerely hope this short explanation is helpful to you.

Definitions of Behavioral Verbs for Learning Objectives

Dr. Bob Kizlik

Updated June24, 2010

Behavioral verbs are the heart of learning objectives, which are in turn the core component of effective
lesson plans. If defined and used consistently, they are a highly effective way to indicate, and
communicate to others, specific, observable student behavior. Behavioral verbs describe an observable
product or action. Teachers and others constantly make inferences about student learning on the basis of
what a student does or produces.

It follows then, that one way to define curriculum is in terms of intended student behavior. Learning
objectives based on a set of verbs that have some measure of agreement as to meaning can provide a
useful vehicle for the purpose of developing performance-based curriculum. In education, there is no
substitute for clarity, specificity, and a professional vocabulary. Consistent use of defined behavioral verbs
in composing, rewriting or selecting learning objectives can lead to improvement in efforts to change and
reform education in general and curriculum in particular.

The following verbs and their definitions can be helpful when composing learning objectives. These are
general definitions that describe only the observable behavior and do not include linkages to any specific
content. These definitions are provided for those who seek a basis for a technical vocabulary regarding
student performance. To see examples of these verbs used in specific content areas, click here.

APPLY A RULE: To state a rule as it applies to a situation, object or event that is being analyzed. The
statement must convey analysis of a problem situation and/or its solution, together with the name or
statement of the rule that was applied.
ASSESS: To stipulate the conditions by which the behavior specified in an objective may be ascertained.
Such stipulations are usually in the form of written descriptions. For obvious reasons, assess is rarely
used as a verb in learning objectives at the elementary school level.

CLASSIFY: To place objects, words, or situations into categories according to defined criteria for each
category. The criteria must be made known to the student.

COMPOSE: To formulate a composition in written, spoken, musical or artistic form.

CONSTRUCT: To make a drawing, structure, or model that identifies a designated object or set of
conditions.

DEFINE: To stipulate the requirements for inclusion of an object, word, or situation in a category or class.
Elements of one or both of the following must be included: (1) The characteristics of the words, objects, or
situations that are included in the class or category. (2) The characteristics of the words, objects, or
situations that are excluded in the class or category. To define is to set up criteria for classification.

DEMONSTRATE: The student performs the operations necessary for the application of an instrument,
model, device, or implement. NOTE: There is a temptation to use demonstrate in objectives such as, "the
student will demonstrate his knowledge of vowel sounds." As the verb is defined, this is improper use of it.

DESCRIBE: To name all of the necessary categories of objects, object properties, or event properties
that are relevant to the description of a designated situation. The objective is of the form, "The student will
describe this order, object, or event," and does not limit the categories that may be used in mentioning
them. Specific or categorical limitations, if any, are to be given in the performance standards of each
objective. When using this verb in an objective, it is helpful to include a statement to the effect of what the
description, as a minimum, must reference.

DIAGRAM: To construct a drawing with labels and with a specified organization or structure to
demonstrate knowledge of that organization or structure. Graphic charting and mapping are types of
diagramming, and these terms may be used where more exact communication of the structure of the
situation and response is desired.

DISTINGUISH: To identify under conditions when only two contrasting identifications are involved for
each response.

ESTIMATE: To assess the dimension of an object, series of objects, event or condition without applying a
standard scale or measuring device. Logical techniques of estimation, such as are involved in
mathematical interpolation, may be used. See MEASURE.

EVALUATE: To classify objects, situations, people, conditions, etc., according to defined criteria of
quality. Indication of quality must be given in the defined criteria of each class category. Evaluation differs
from general classification only in this respect.

IDENTIFY: To indicate the selection of an object of a class in response to its class name, by pointing,
picking up, underlining, marking, or other responses.

INTERPRET: To translate information from observation, charts, tables, graphs, and written material in a
verifiable manner.

LABEL: To stipulate a verbal (oral or written) response to a given object, drawing, or composition that
contains information relative to the known, but unspecified structure of these objects, drawings, or
compositions. Labeling is a complex behavior that contains elements of naming and identifying.
LOCATE: To stipulate the position of an object, place, or event in relation to other specified objects,
places, or events. Ideational guides to location such as grids, order arrangements and time may be used
to describe location. Note: Locate is not to be confused with IDENTIFY.

MEASURE: To apply a standard scale or measuring device to an object, series of objects, events, or
conditions, according to practices accepted by those who are skilled in the use of the device or scale.

NAME: To supply the correct name, in oral or written form for an object, class of objects, persons, places,
conditions, or events which are pointed out or described.

ORDER: To arrange two or more objects or events in accordance with stated criteria.

PREDICT: To use a rule or principle to predict an outcome or to infer some consequence. It is not
necessary that the rule or principle be stated.

REPRODUCE: To imitate or copy an action, construction, or object that is presented.

SOLVE: To effect a solution to a given problem, in writing or orally. The problem solution must contain all
the elements required for the requested solution, and may contain extraneous elements that are not
required for solution. The problem must be posed in such a way that the student that the student is able to
determine the type of response that is acceptable.

STATE A RULE: To make a statement that conveys the meaning of the rule, theory or principle.

TRANSLATE: To transcribe one symbolic form to another of the same or similar meaning.

http://adprima.com/measurement.htm
Measurement, Assessment, and Evaluation in Education
Dr. Bob Kizlik

Updated June 24, 2010

Throughout my years of teaching undergraduate courses, and to some extent, graduate courses, I was
continuously reminded each semester that many of my students who had taken the requisite course in
"educational tests and measurements" or a course with a similar title as part of their professional
preparation, often had confusing ideas about fundamental differences in terms such as measurement,
assessment and evaluation as they are used in education. When I asked the question, "what is the
difference between assessment and evaluation," I usually got a lot of blank stares. Yet, it seems that
understanding the differences between measurement, assessment, and evaluation is fundamental to the
knowledge base of professional teachers and effective teaching. Such understanding is also a core
component of the curricula implemented in universities and colleges that are involved in the education of
future teachers.

In many places on the ADPRIMA website the phrase, "Anything not understood in more than one way is
not understood at all" appears after some explanation or body of information. That phrase is, in my
opinion, a fundamental idea of what should be a cornerstone of all teacher education. Students often
struggle with describing or explaining what it means to "understand" something that they say they
understand. I believe in courses in educational tests and measurements, that "understanding" has often
been inferred from responses on multiple-choice tests or solving statistical problems. A semester later,
when questioned about very fundamental ideas in statistics, measurement, assessment and evaluation,
the students I had seemingly forgot most, if not all of what they "learned."
Measurement, assessment, and evaluation mean very different things, and yet most of my students were
unable to adequately explain the differences. So, in keeping with the ADPRIMA approach to explaining
things in as straightforward and meaningful a way as possible, here are what I think are useful
descriptions of these three fundamental terms. These are personal opinions, but they have worked for me
for many years. They have operational utility, and therefore may also be useful for your purposes.

Measurement refers to the process by which the attributes or dimensions of some physical object are
determined. One exception seems to be in the use of the word measure in determining the IQ of a
person. The phrase, "this test measures IQ" is commonly used. Measuring such things as attitudes or
preferences also applies. However, when we measure, we generally use some standard instrument to
determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard
instruments refer to instruments such as rulers, scales, thermometers, pressure gauges, etc. We measure
to obtain information about what is. Such information may or may not be useful, depending on the
accuracy of the instruments we use, and our skill at using them. There are few such instruments in the
social sciences that approach the validity and reliability of say a 12" ruler. We measure how big a
classroom is in terms of square feet, we measure the temperature of the room by using a thermometer,
and we use Ohm meters to determine the voltage, amperage, and resistance in a circuit. In all of these
examples, we are not assessing anything; we are simply collecting information relative to some
established rule or standard. Assessment is therefore quite different from measurement, and has uses
that suggest very different purposes. When used in a learning objective, the definition provided on the
ADPRIMA for the behavioral verb measure is: To apply a standard scale or measuring device to an
object, series of objects, events, or conditions, according to practices accepted by those who are skilled in
the use of the device or scale.

Assessment is a process by which information is obtained relative to some known objective or goal.
Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are
assessments made under contrived circumstances especially so that they may be administered. In other
words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit.
We assess progress at the end of a school year through testing, and we assess verbal and quantitative
skills through such instruments as the SAT and GRE. Whether implicit or explicit, assessment is most
usefully connected to some goal or objective for which the assessment is designed. A test or assessment
yields information relative to an objective or goal. In that sense, we test or assess to determine whether or
not an objective or goal has been obtained. Assessment of skill attainment is rather straightforward. Either
the skill exists at some acceptable level or it doesn’t. Skills are readily demonstrable. Assessment of
understanding is much more difficult and complex. Skills can be practiced; understandings cannot. We
can assess a person’s knowledge in a variety of ways, but there is always a leap, an inference that we
make about what a person does in relation to what it signifies about what he knows. In the section on this
site on behavioral verbs, to assess means To stipulate the conditions by which the behavior specified in
an objective may be ascertained. Such stipulations are usually in the form of written descriptions.

Evaluation is perhaps the most complex and least understood of the terms. Inherent in the idea of
evaluation is "value." When we evaluate, what we are doing is engaging in some process that is designed
to provide information that will help us make a judgment about a given situation. Generally, any evaluation
process requires information about the situation in question. A situation is an umbrella term that takes into
account such ideas as objectives, goals, standards, procedures, and so on. When we evaluate, we are
saying that the process will yield information regarding the worthiness, appropriateness, goodness,
validity, legality, etc., of something for which a reliable measurement or assessment has been made. For
example, I often ask my students if they wanted to determine the temperature of the classroom they
would need to get a thermometer and take several readings at different spots, and perhaps average the
readings. That is simple measuring. The average temperature tells us nothing about whether or not it is
appropriate for learning. In order to do that, students would have to be polled in some reliable and valid
way. That polling process is what evaluation is all about. A classroom average temperature of 75 degrees
is simply information. It is the context of the temperature for a particular purpose that provides the criteria
for evaluation. A temperature of 75 degrees may not be very good for some students, while for others, it is
ideal for learning. We evaluate every day. Teachers, in particular, are constantly evaluating students, and
such evaluations are usually done in the context of comparisons between what was intended (learning,
progress, behavior) and what was obtained. When used in a learning objective, the definition provided on
the ADPRIMA site for the behavioral verb evaluate is: To classify objects, situations, people, conditions,
etc., according to defined criteria of quality. Indication of quality must be given in the defined criteria of
each class category. Evaluation differs from general classification only in this respect.

To sum up, we measure distance, we assess learning, and we evaluate results in terms of some set of
criteria. These three terms are certainly connected, but it is useful to think of them as separate but
connected ideas and processes.

Here is a great link that offer different ideas about these three terms, with well-written explanations.
Unfortunately, most information on the Internet concerning this topic amounts to little more than
advertisements for services.

ASSESSMENT, MEASUREMENT, EVALUATION & RESEARCH