BEHAVIORAL OBJECTIVES
Constructing an Instructional Objective

EXPERIENCE OBJECTIVES

Constructing Instructional Objectives

An instructional objective, regardless of the level of specificity, is a behavioral objective.  As such, this class of objectives implies a measureable outcome that is observable to the learner(s) and the instructor.  Each  instructional objective has four parts, each of which delineates, further describes, or tailors some aspect of the desired behavioral outcome.

There are numerous terms that are roughly equivalent to "instructional objectives."  Such terms include "benchmarks," "standards," and "outcomes."  While there are differences as to degrees of specificity and components, each attempts to clarify for the learner and instructor, a clearly defined behavioral outcome.

Instructional objectives are typically written for outcomes in the cognitive and psychomotor domains.  They are also used for the affective domain with some alteration given to degrees of performance.

A.    Audience:  the learner.  The audience might be a single individual, a small group or a full class or ensemble.  For example, the
         audience might be

                    second grade general music students
                    students electing to audition for All State Music Festival

B.    Behavior:    The behavior includes a verb and an object which describes an observable action of the student(s).

                    to write an essay
                    to perform an art song
                    to clap a steady beat
                    to define ternary form

C.    Conditions:    limitations or conditions placed on the student that further describe or delineate the behavior.  Typical examples of conditions
        include time restrictions, materials or assessment formats.

D.    Degree of Performance:    The acceptable performance level at which students have demonstrated mastery of the objective.