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Writing measurable objectives

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Module One Activity: Writing Instructional Objectives
Short-term instructional objectives consist of the antecedent conditions for performing a skill, an
observable behavior, and criteria for mastery. Use the following guidelines when examining and
writing instructional objectives:
1. State the conditions (e.g., when presented with a list of 50 sight words, 10 multiplication
problems, five paper cut-outs of shapes, a ruler and five items to measure, a paragraph
written at the third grade level).
2. State what the child will do in observable terms (read aloud, solve, answer, point to, identify,
spell, compute, recite, state, edit). Do not use terms such as “understand,” “appreciate,”
“know how to,” “learn,” and “increase knowledge,” as these behaviors are not directly
observable.
3. State the criteria or level of mastery (e.g., 90% accuracy). The criteria set for each objective
will depend upon the student’s ability level, the difficulty of the task, and the proficiency
demanded by the child’s natural environment (e.g., you would probably want the child to be
able to safely cross the street to 100% accuracy).
Select three of the following goal statements and, for each goal statement, create an
instructional objective related to reaching that goal. The student will:
Know and apply grade level phonics and word analysis skills in decoding words.
While reading a passage, STUDENT will use knowledge of consonants, consonant blends,
and common vowel patterns to decode unfamiliar words with 90% accuracy in three trials.
While reading a passage, STUDENT will use decoding and word recognition skills with
80% accuracy 5/5 trials.
apply the basic concepts of measurement.
Given an object, STUDENT will measure to the nearest eighth inch at 80% accuracy in 5/5
trials.
demonstrate basic computer and word processing skills.
count forward beginning from a given number within the known sequence
When asked by the teacher, STUDENT will count orally to 10 with 100% accuracy in 4/5
trials.
Represent a number of objects with a written numeral 0-20 (with 0 representing a count
of no objects).

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Module One Activity: Writing Instructional Objectives Short-term instructional objectives consist of the antecedent conditions for performing a skill, an observable behavior, and criteria for mastery. Use the following guidelines when examining and writing instructional objectives: 1. State the conditions (e.g., when presented with a list of 50 sight words, 10 multiplication problems, five paper cut-outs of shapes, a ruler and five items to measure, a paragraph written at the third grade level). 2. State what the child will do in observable terms (read aloud, solve, answer, point to, identify, ...
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