The ABCD method of writing
objectives is an excellent starting point for writing objectives (Heinich, et
al., 1996). In this system, "A" is for audience, "B" is for
behavior, "C" for conditions and "D" for degree of mastery
needed.
- Audience (A) – Who? Who are your learners?
- Behavior (B) – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.
- Condition (C) – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning?
- Degree (D) – How much? How much will be accomplished, how well will the behavior need to be performed, and to what level? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.
"C: Given examples and non-examples of constructivist activities in a college classroom, A: the student B: will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity D: in 20 words or less."
"C: Given two cartoon characters of the student's choice, A: the student B: will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon D: that illustrates three to five of the major personality traits of the composite character."
When reviewing example objectives
above, you may notice a few things.
- As you move up the "cognitive ladder," it can be increasingly difficult to precisely specify the degree of mastery required.
- Affective objectives are difficult for many instructors to write and assess. They deal almost exclusively with internal feelings and conditions that can be difficult to observe externally.
- It's important to choose the correct key verbs to express the desired behavior you want students to produce. See the pages on a page on cognitive objectives (Blooms' Taxonomy), affective objectives and psychomotor objectives to see examples of key words for each level.
