Writing Performance Objectives

1. Writing Performance Objectives

2. Three components are required to be considered complete: • 1. what the learner must do (behavior) • 2. what happens to the learner either before or while he/she behaves in the prescribed manner (conditions) • 3. what is considered the level of performance the student will achieve as a result of the intervention (criteria for acceptable performance--CAP)

3. 1-what the learner must do (behavior) to demonstrate mastery of the task • “say the alphabet” • the behavior must be : • observable • measurable • repeatable

4. Purposes for identifying the behavior • ensures consistently observing the same behavior • allows for confirmation by a third party • facilitates continuity of instruction

5. Check/test 1: • List the three criteria for completeness in a performance objective. You have three minutes to complete this check/test. • 1. • 2. • 3.

6. Observability classification of verbs. Action verbs that are directly observable/measurable/repeatable to cover with a card to draw to place to mark to lever press to cross out to underline to point to to circle to repeat orally to walk to say to write to count orally to read orally to shade to put on to name to fill in to number to state to remove to label to tell what

7. Observability classification of verbs. (continued) Action verbs that are ambiguous to identify in writing to check to construct to match to take away to make to arrange to finish to read to play to locate to connect to give to reject to select to choose to subtract to change to use to divide to perform to total to add to order

8. Observability of classification of verbs. (continued) Action verbs that are not directly observable/measurable/repeatable to distinguish to be curious to solve to conclude to apply to deduce to develop to feel to test to concentrate to determine to perceive to generate to think to create to think critically to discriminate to learn to recognize to appreciate to discover to be aware of to analyze to know

9. Is the behavior specific and observable? (IBSO) 1. Can you count the number of times (or number of minutes) the behavior occurs? 2. Will a stranger know exactly what to look for when you tell him/her the target behavior? 3. Can you break down the target behavior into smaller components, each of which is more specific and observable than the original target behavior?

10. Check/test 2: Write the three components for the following performance objective: Given Typing to Learn, Tom will type with the keys covered with a cloth typing underneath, four 15 minutes sessions a week with 90 percent correct responses 2 out of 3 sessions for four consecutive days. behavior: conditions: CAP:

11. Check/test 2.2: Write the three components the following performance objectives: Use “Sample Objectives” worksheet provided. behavior: conditions: CAP:

12. 2- what happens to the learner either before or while he/she behaves in the prescribed manner (conditions) “provided with” “without assistance” conditions set the occasion for prescribed behavior: • verbal requests or instructions • written instructions • demonstrations • materials to be used • environmental setting or timing • manner of assistance

13. Purposes for identifying the conditions • ensures consistently of the learning experience • allows for confirmation by a third party • facilitates continuity of instruction

14. 3-what is considered the level of performance the student will achieve as a result of the intervention (criteria for acceptable performance-CAP) “80% for four consecutive sessions” “within 10 minutes on three consecutive trips to the computer room” criterion sets the standard for evaluating the prescribed behavior (acquisition): • frequency of occurrence • duration of occurrence • latency

15. Purposes for identifying the CAP • measures the effectiveness of the intervention strategy selected to meet the performance objective • allows for confirmation by a third party • facilitates making instructional decisions