Transcript Writing Measureable Objectives

Guidelines for Effective Lesson Planning
Original Power Point from:
http://www.uwsuper.edu/dl/loader.cfm?csModule=security/getfile&pageid=191952
Edited by Traci Johnston, Cindy Randolph, and Trude Puckett

The Infant Toddler
Frameworks and the
Frameworks for Three
and Four Year Olds is
where we need to start.
Choose the benchmark
that relates to the
task/activity you want
to measure.
 What do you want to
observe a child doing if
they have
met/accomplished this
benchmark?

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As you write measureable objectives, you
should remember the following :

Measureable objectives
guide the use of
instructional activities

Measureable objectives
guide the selection of
the materials you
choose.
Measureable
objectives focus on
learning outcomes for
students,
 NOT actions by the
teacher.


Measureable
 Children will understand
objectives are stated in
the parts of a book.
terms of observable
 This is NOT a statement
student outcomes.
of an observable
outcome.
 “Understand” is a verb
that cannot be
measured objectively.


The child will name the parts of a book when
pointed to by the teacher 9 out of 10 times.
This is a statement of an observable
outcome.
Measureable objectives determine
assessment and evaluation.
Each objective will
contain four parts.
 It’s as easy as ABCD!

 Audience
 Behavior
 Condition
 Degree
The audience is always the
individual(s) for whom you are writing
the objective.
 This should be explicitly stated in your
objective.
 Only include one audience in each
objective.
 Examples:

 The child will…
 The infant will…
 The toddler will...
 The preschooler will…
 The kindergartener will…
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The infant will make eye contact with the
caregiver’s face when the caregiver talks 8
out of 10 times. (4.4.A)
The toddler will point to an object in a book
when the caregiver names the object 7 out
of 10 times. (6.3.B)
The preschooler will name an object in a
book when the caregiver points to the
object 8 out of 10 times. (3.3 and 3.4)
The behavior is always a
verb/action that you can measure
or observe objectively.
 Never use verbs like “learn,
understand, comprehend”
because they are hard to
measure.
 Only include one behavior in each
objective.
 Bloom’s Taxonomy should be
used to make sure you are
choosing behaviors that promote
different levels of learning.


Knowledge/Remembering
 Recalls previously learned information
Knowledge Behaviors/Verbs/Actions
Count
Define
Draw
Find
Identify
Label
Match
Name
Quote
Recall
Recite
Record
Select
State
Tell
Sequence
Write
List
Describe
View
Read

Comprehension/Understanding
 Comprehends/Understands the meaning of
instructions or problems
Comprehension Behaviors/Verbs/Actions
Classify
Discuss
Give examples
Restate
Summarize
Cite
Estimate
Illustrate
Review
Conclude
Explain
Locate
Describe
Report

Application/Applying
 Apply what has been learned in a new situation
Application Behaviors/Verbs/Actions
Apply
Change
Choose
Demonstrate
Discover
Dramatize
Illustrate
Interpret
Manipulate
Operate
Practice
Predict
Prepare
Produce
Show
Sketch
Solve
Write

Analysis/Analyzing
 Separates materials or concepts into an organized
structure that is understood
 Distinguishes between facts and opinions
Analyze Behaviors/Verbs/Actions
Analyze
Contrast
Illustrate
Separate
Categorize
Examine
Model
Classify
Experiment
Question
Compare
Identify
Select

Synthesis/Creating
 Put parts together to form a whole, with emphasis
on creating a new meaning or structure
Synthesis Behaviors/Verbs/Actions
Arrange
Categorize
Collect
Combine
Construct
Create
Design
Develop
Explain
Plan
Prepare
Recreate
Reorganize
Rewrite
Summarize
Tell
Write

Evaluation/Evaluating
 Make judgments about the value of ideas or
materials
Evaluation Behaviors/Verbs/Actions
Choose
Compare
Conclude
Contrast
Describe
Estimate
Evaluate
Explain
Interpret
Relate
Predict
Rate
Select
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The infant will pull the cover off of an
object that has been hidden 2 out of 3
times. ( 6.1.b)
The toddler will point to big/little objects
when named by the teacher 3 out of 4
times. (6.1.c.)
The preschooler will recreate an auditory
pattern through hand claps, foot taps, and
leg flaps 7 out of 10 times. (3.12)
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The condition identifies actions,
materials and/or tools that will be
accessible to the learner while
his/her performance is evaluated.
This should be explicitly stated in
your objective.
The condition should be the
assessment used to evaluate
learners.
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The infant will respond to their name by
turning their head 2 out of 3 times. (1.2.B)
The toddler will respond to verbal
communication by following one step
directions 3 out of 4 times. (4.3.C)
The preschooler will make appropriate
predictions of whether objects can
sink/float 8 out of 10 times. (3.23)
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The degree is the level of
proficiency required to indicate
successful completion of the
objective.
This should be explicitly stated in
your objective.
Typically, you should not require
your learners to be perfect to
complete an objective, as this sets
them up for failure.
Examples:
 2 out of 3 (66%)
 3 out of 4 (75%)
 9 out of 10 times (90%)

The Arkansas Frameworks uses the following
terms:
 Not yet – (0 – 30 %) – 3 or less than out of 10
 Emerging – (31 -69%) – 4 through 6 times out of
10
 Consistently – (7 0 – 100%) – 7 through 10 times
out of 10
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The infant will reach for toys and/or objects
when placed within reach 2 out 3 times.
(5.2.A)
The toddler will respond to the cries of
another child by patting/hugging the child
as an expression of concern 3 out of 4
times. (3.3.C)
The preschooler will demonstrate
independence by washing hands correctly
without assistance 8 out of 10 times. (1.2)