| Scheme to fulfill step [2]: |
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Given an objective and a set of test
items or situations, accept or reject each test item on the
basis of whether the objective defines (includes) the behavior
asked for. If you must accept all kinds of test items
as appropriate, the objective needs to be more specific. If
the objective allows you to accept those items you intend
to use and allows you to reject those items you do not consider
relevant or appropriate, the objective is stated clearly
enough to be useful. |
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| To state an objective that will successfully
communicate your educational intent, you will sometimes have
to define terminal behavior further by stating the conditions you
will impose upon the learner when he/she is demonstrating
his/her mastery of the objective. As a simple example: |
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(a) “To be able to solve problems
in algebra.” |
| vs. |
(b) “Given a linear-algebraic equation
with one unknown, the learner must be able to solve for
the unknown without the aid of references, tables, or calculating
devices.” |
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| In (b) we clearly see a more well-defined
statement of the conditions under which solving an algebraic
equation will occur. |
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| You should be detailed enough to be sure the
target behavior would be recognized by another competent
person, and detailed enough so that other possible behaviors
would not be mistaken for the desired behavior. You
should describe enough conditions for the objective to imply
clearly the kind of test items appropriate for sampling the
behavior you are interested in developing. |
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| Examples: |
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“Given a list of 35 chemical elements,
be able to recall and write the valences of at least 30.” |
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‘Given a list' – |
Tells us something about the conditions under which the learner
will be recalling the valences of elements. |
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‘at least
30' – |
Tells us something about what kind of behavior
will be considered ‘passing’; 30 out of 35 is the minimum
acceptable skill. |
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“Given a product and prospective
customer, be able to describe the key features of the product.” |
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|
The performance is to occur in the presence of
a product and a customer; these are the conditions
that will influence the nature of the performance, and so they
are stated in the objective. |
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| To avoid surprises when working with objectives,
we state the main intent of the objective and describe the
main condition under which the performance is to occur. For
example, “Be able to hammer a nail …” is
different from “Given a brick, be able to hammer
a nail …”. |
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| Miscommunications can be avoided by adding
relevant conditions to the objective by simply describing
the conditions that have a significant impact on the performance – in
other words, describe the givens and/or limitations within
which the performance is expected to occur. Some simple
examples: |
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With only a screwdriver …
Without the aid of references …
Given a standard set of tools and the TS manual … |
