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WRITING BEHAVIORAL OBJECTIVES

Definition of Terms:
Behavioral Objective is a written statement of what you want the learner to be able to do at the end of your tutelage or
teaching. (Refers to the behavior you would like your learner to be able to demonstrate at the time
your influence over him/her ends).
ACTION VERB -

is a measurable term expressing the behavior or any visible activity displayed by a learner (student).

BEHAVIOR -

refers to the visible behavior you would like your learner to be able to demonstrate at the time your
influence over him/her ends.

CRITERION -

the test by which terminal behavior is evaluated. The basis for judgment (should include the minimum
standard for acceptable performance).

CONDITION -

refers to anything required for the performance, competition, or existence of something else
(Provisions or prerequisite).

SUBJECT -

refers to a course of study in a school, college, discipline, curriculum, grade, unit, or lesson
(What is being taught? Course Content).

Procedure for Writing Objectives in Behavioral Terms:
FIRST:

Identify the terminal behavior by name; specify the kind of behavior that will be accepted as evidence
that the learner has achieved the objective.

SECOND:

Try to define further the desired behavior by describing the important conditions under which the
behavior will be expected to occur.

THIRD:

Specify the criteria of acceptable performance by describing how well the learner must perform to be
considered acceptable.

Example of Conditions:
Time allowed to complete the task. What the learner will be provided or denied. When the terminal behavior is
to be demonstrated.
Model
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At the end of the unit on basketball, without the use of a rule book, I (the Student) will list three
types of defensive fouls within ten minutes.
Components
Action Verb: _List
Behavior: _List three types of defensive fouls
Criteria: _List three types of defensive fouls within ten minutes
Condition: _(a) At the end of the unit on basketball; (b) Without the use of a rule book; (c) Within Ten minutes
Subject: _Basketball

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Hints for Writing Behavioral Objectives:
1.
Avoid unnecessary words.
2.
Behavioral objectives may be written as more than one sentence.
3.
It is not always necessary to include all three parts of a behavioral objective (sometimes conditions or criteria are
intrinsic to the behavior description).
Wording Behavioral Objectives:
Behavioral objectives must contain words that specifically describe an observable behavior; words that are open
to few interpretations; that is, “action” verbs.
VAGUE WORDS
(Open to many interpretations)

Cognitive Domain

to know
to understand
to comprehend

Affective Domain

to appreciate
to enjoy
to show leadership

Psychomotor Domain

to be good
to be on top of the game
to know the move

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within three attempts. Applying Behavioral Objectives to the Taxonomy of Behavior: Cognitive Domain Behavioral Wording 1.0 physical abilities …complete 100 pushups within one minute… 5.0 application …apply the laws of motion to pitching… 4.0 reflex movements …dodge an unexpected softball thrown directly toward the face… 2. using 8 cues.0 valuing …works on his own initiative to improve his skills… 4.0 characterization …actively encourages others to participate in the intramural program… Psychomotor Domain Behavioral Wording 1.0 receiving (awareness) …will listen to directions given by his squad leader… 2. the student will voluntarily play within the rules.0 synthesis …combine offensive and defensive plays into a game plan… 6.0 perceptual abilities …perform a back flip dive into the pool… 4. and will accept willingly the decisions of the referee. the width of a basketball court… 3.SPECIFIC WORDS (Open to few interpretations) Cognitive Domain to write to identify to define to compare to interpret Affective Domain to participate in to follow orders to play by the rules (The above information was taken from Dr.0 skilled movements …run the 40 yard dash in 3 seconds… 6.0 comprehension …distinguish between zone and man-to-man defenses… 3. All defensive positions drawn must be located correctly in relation to other positions. Steve Overman’s Class handouts with adjustments by Dr. Green) Psychomotor Domain to run to throw to jump to catch Examples of Behavioral Objectives: PSYCHOMOTOR: At the end of the unit on track & field. the student will be able to diagram three zone defenses when provided with a pencil and a half-court diagram. COGNITIVE: After reading the course handout on basketball strategy.0 fundamental movements …walk.0 analysis …contrast mechanics of hitting a forehand with those of a backhand… 5.0 nondiscursive communication …throw hands in the air and make facial expressions… .0 evaluation …use criteria to judge a high dive on a ten-point scale… Affective Domain Behavioral Wording 1.0 organization (of values) …reserves a place in his daily routine for an exercise program… 5. AFFECTIVE: During a flag-football game (in the Physical Education class) refereed by a classmate.0 knowledge …identify the infield positions… 2.0 responding …observes rules of the game… 3. the student will be able to roll over the high jump bar set at four feet. Peggy L.

1956) . (New York: David McKay Co. 1. Knowledge to define to distinguish to recall to recognize to develop to outline to identify 2. Synthesis to create to propose to integrate to plan to design to synthesize to formulate to perceive to organize to prepare to develop to compile to incorporate to visualize 6. Taxonomy of Educational Objectives Handbook D: Cognitive Domain. Bloom. Analysis to distinguish to discriminate to analyze to detect to recognize to infer to categorize to choose to select 5.COGNITIVE DOMAIN VERBS Verbs used to indicate behaviors in the cognitive domain. Evaluation to select to judge to assess to compare to appraise to distinguish to evaluate to decide to determine *Benjamin S.. Comprehension to translate to prepare to interpret to distinguish to conclude to predict to estimate to differentiate to recognize to explain to summarize to demonstrate by example to paraphrase to indicate to make predictions 3.. Application to apply to employ to relate to predict to use 4. Inc.

2. Do you agree (with Kathy)? Do you believe (that this is ……)? Do you think (that it is right to execute convicted murderers)? What is your opinion (on this matter)? Would it be better (to do it this way)? Which (painting do you like)? . Analysis Identifying motives or causes. Starting main idea. Judging the merit of problem-solution. what to support can we conclude about (life in Germany)? 3. 3. __________________________________________________________________________________________________ Why (did the Bat-Poet)? Now that we’ve studied this. Evaluation Giving opinions about issues. What do you predict would happen (if the lake were to run dry)? __________________________________________________________________________________________________ 320/460/464-CognitiveVerbs-05 9/1/05/plg 4. Describing (what happened. 6. 4. Comparing. Judging the quality of art and other products. What is the main idea (of this paragraph)? 3. Making inferences. 5. What is (the latitude of Moscow? 3. 1. Judging the validity of ideas. 2.8 balloons) can he buy? 2. What? 3. What evidence can you find to support (the principle that air expands when heated)? __________________________________________________________________________________________________ Can you think up (a title for this drawing)? How can we solve (this dilemma)? How can we improve (our experiment)? What will happen (now that we landed on the moon)? 5. 1. Why? (if cause is given) __________________________________________________________________________________________________ Comprehension Giving descriptions. Making predictions. How are (these two countries) alike? How are they different? __________________________________________________________________________________________________ If (Bill has $ . Synthesis Solving problems. 2. Who? 2. Application Applying techniques and to solve problems that have a single correct answer. our experiment). 1. 2. sonnets.49) how many ($ . When? 5. Finding evidence. Classify (these poems as ballads. 1. What does this tell us about the author’s attitude toward war? 4. 3. 1. Where? 4. or odes).COGNITIVE DOMAIN VERBS Question Student Activity Examples _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Knowledge Recalling facts or observations. Making generalizations. Producing original communications. 1.