Instruction: Identify the verb and object for each objective.
Note other concerns you may have about the objectives.
(Objective =Verb + Object)

Look for active verbs that describe behavior
 Identify the object (focus) of learning-content, concepts, skills, attitudes

Students will locate, evaluate, and select reliable resources to learn about scientific developments.

Given a writing sample, cite evidence to show how the writer’s view of events was influenced by opinion prevailing in his or her culture.

Graduating seniors will discriminate between association and causation, and identify the types of evidence used to establish causation.
Refining Your Goals and Objectives November 14, 2001

Instruction: Identify any of the possible features of an objective for each of the examples. Note other concerns you may have about the objectives.
1. Students will articulate the design process and apply it to real industrial projects.
Verb ______________________
Object _____________________
___________________________
Target Group _______________
Conditions/Context ___________
___________________________
Performance Criteria __________
___________________________
Performance Stability _________
___________________________
2. Interns will demonstrate in-depth knowledge of one area of study or specialty.
Verb ______________________
Object _____________________
___________________________
Target Group _______________
Conditions/Context ___________
___________________________
Performance Criteria __________
___________________________
Performance Stability _________
___________________________
Refining Your Goals and Objectives November 14, 2001

Instruction: Try writing two objectives for a current program or teaching situation in which you are involved. Or, critique objectives you brought to the session
1. Verb ______________________
Object _____________________
___________________________
Target Group _______________
Conditions/Context ___________
___________________________
Performance Criteria __________
___________________________
Performance Stability _________
___________________________
2. Verb ______________________
Object _____________________
___________________________
Target Group _______________
Conditions/Context ___________
___________________________
Performance Criteria __________
___________________________
Performance Stability _________
___________________________
Refining Your Goals and Objectives November 14, 2001

Web Locations For Other Workshop Materials http://www.bsu.edu/IRAA/AA/WB/chapter2.htm
This is a brief chapter (8 pages) entitled “Shaping Department
Goals and Objectives for Assessment.” I was the original author on the chapter back in the mid 1980s. Several others have added or revised sections, but many elements have remained the same over a long period. The Workbook of which it is a part has been widely distributed in the US. http://www.uky.edu/LexCampus/assessment/principl.htm
Assessment Forum of the American Association for Higher
Education: 9 Principles of Good Practice for Assessing
Student Learning
This document was developed by a group of national leaders in education and assessment. It has served as a centerpiece for many units as they have began planning the guiding principles for their own assessment plans and practices. http://www.jmu.edu/gened/cluster3.html
This website provides a nice example of goals and objectives written at a program level in the context of a General Education program. Be sure to scroll to the end to find them.
T
Refining Your Goals and Objectives November 14, 2001