2. 3 Parts of Clear Objectives
• Performance
• Conditions
• Criteria
3. Performance
• Definition: What the learner will be able to do
• “The student will be able to…”
• Use an OBSERVABLE verb to describe what the
student will do:
Observable Not Observable
Describe Understand
Classify Know
Synthesize Appreciate
4. Conditions
• Definition: The circumstances in which the
learner will perform the given task
• “After compiling research…”
• “Without using references…”
• “Given a list of 40 animals…”
5. Criteria
• Definition: A measurement of how well the
learner performs the task under the given
conditions
• Examples of types of measurement:
SPEED ACCURACY QUALITY
• “In under 2 minutes…” • “…without error.” • Usually presented as a
• “Before the end of • “…at least 85%...” checklist of
class…” • “…without breaking requirements
the…”
6. Other Tips
Write objectives about what the LEARNER will do, not the
teacher.
Address the individual, not the class as a whole.
Double-Check that each objective contains clear
Performance, Conditions, and Criteria.
Do NOT list the instruction as part of the criteria.
Be specific with criteria to avoid misunderstandings.
Carefully choose Performance verbs to show desired outcome.
7. Examples
PERFORMANCE - CONDITIONS - CRITERIA
“Upon finding their mock
injury victim, each student
will correctly identify the
injury(s), clear the
spine, and prepare the
“After completing the victim for transport in
assigned reading, under 5 minutes.”
students will have 2
class periods to create
an illustrated timeline
which will be graded
according to the
attached rubric.
8. References
Hoffman, B., Richie, D., & Marshall, J. (2005 October 23). Module
08: Drafting instructional objectives. Retrieved from
http://edweb.sdsu.edu/courses/EDTEC540/EDTEC540B
B/Mod08/mod08.htm#intro
University of Washington, Dept. of Ed. How to write learning
objectives. Retrieved from
depts.washington.edu/eproject/objectives.htm
