Writing Measureable Objectives for Early Childhood

Guidelines for Effective Lesson Planning

Original Power Point from: http://www.uwsuper.edu/dl/loader.cfm?csModule=security/getfile&pageid=191952

Edited by Traci Johnston, Cindy Randolph, and Trude Puckett

Arkansas Frameworks The Infant Toddler

Frameworks and the Frameworks for Three and Four Year Olds is where we need to start.

How do you begin writing measureable objectives? Choose the

benchmark that relates to the task/activity you want to measure.

What do you want to observe a child doing if they have met/accomplished this benchmark?

Writing Measureable Objectives As you write measureable objectives,

you should remember the following :

Guidelines for Measureable Objectives Measureable

objectives guide the use of instructional activities

Guidelines for Measureable Objectives Measureable

objectives guide the selection of the materials you choose.

Guidelines for Measureable Objectives

Measureable objectives focus on learning outcomes for students,

NOT actions by the teacher.

Guidelines for Measureable Objectives Measureable

objectives are stated in terms of observable student outcomes.

Children will understand the parts of a book.

This is NOT a statement of an observable outcome.

“Understand” is a verb that cannot be measured objectively.

Guidelines for Measureable Objectives The child will name the parts of a

book when pointed to by the teacher 9 out of 10 times.

This is a statement of an observable outcome.

Guidelines for Measureable Objectives

Measureable objectives determine assessment and evaluation.

Writing Instructional Objectives Each objective will

contain four parts. It’s as easy as

ABCD! Audience Behavior Condition Degree

Audience The audience is always the

individual(s) for whom you are writing the objective.

This should be explicitly stated in your objective.

Only include one audience in each objective.

Examples: The child will… The infant will… The toddler will... The preschooler will… The kindergartener will…

Audience

The infant will make eye contact with the caregiver’s face when the caregiver talks 8 out of 10 times. (4.4.A)

The toddler will point to an object in a book when the caregiver names the object 7 out of 10 times. (6.3.B)

The preschooler will name an object in a book when the caregiver points to the object 8 out of 10 times. (3.3 and 3.4)

Behavior The behavior is always a

verb/action that you can measure or observe objectively.

Never use verbs like “learn, understand, comprehend” because they are hard to measure.

Only include one behavior in each objective.

Bloom’s Taxonomy should be used to make sure you are choosing behaviors that promote different levels of learning.

Bloom’s Taxonomy: Knowledge/Remembering Knowledge/Remembering

Recalls previously learned information

Knowledge Behaviors/Verbs/Actions Count Define Draw Find Identify Label Match

Name Quote Recall Recite RecordSelect State

Tell Sequence Write List Describe View Read

Bloom’s Taxonomy: Comprehension/Understanding

Comprehension/Understanding Comprehends/Understands the meaning

of instructions or problems

Comprehension Behaviors/Verbs/Actions Classify Cite Conclude Describe Discuss Estimate Explain Report Give examples Illustrate Locate Restate Review Summarize

Bloom’s Taxonomy: Application/Applying

Application/Applying Apply what has been learned in a new

situation

Application Behaviors/Verbs/Actions ApplyChangeChooseDemonstrateDiscoverDramatizeIllustrate

InterpretManipulateOperatePracticePredictPrepareProduce

ShowSketchSolveWrite

Bloom’s Taxonomy: Analysis/Analyzing Analysis/Analyzing

Separates materials or concepts into an organized structure that is understood

Distinguishes between facts and opinionsAnalyze

Behaviors/Verbs/Actions Analyze Categorize Classify CompareContrast Examine Experiment IdentifyIllustrate Model QuestionSelectSeparate

Bloom’s Taxonomy: Synthesis/Creating Synthesis/Creating

Put parts together to form a whole, with emphasis on creating a new meaning or structureSynthesis Behaviors/Verbs/Actions

ArrangeCategorizeCollectCombineConstructCreateDesignDevelop

ExplainPlanPrepareRecreateReorganizeRewriteSummarizeTell

Write

Bloom’s Taxonomy: Evaluation/Evaluating Evaluation/Evaluating

Make judgments about the value of ideas or materials

Evaluation Behaviors/Verbs/Actions ChooseCompareConcludeContrastDescribeEstimateEvaluate

ExplainInterpretRelatePredictRateSelect

Behavior

The infant will pull the cover off of an object that has been hidden 2 out of 3 times. ( 6.1.b)

The toddler will point to big/little objects when named by the teacher 3 out of 4 times. (6.1.c.)

The preschooler will recreate an auditory pattern through hand claps, foot taps, and leg flaps 7 out of 10 times. (3.12)

Condition The condition identifies

actions, materials and/or tools that will be accessible to the learner while his/her performance is evaluated.

This should be explicitly stated in your objective.

The condition should be the assessment used to evaluate learners.

Condition

The infant will respond to their name by turning their head 2 out of 3 times. (1.2.B)

The toddler will respond to verbal communication by following one step directions 3 out of 4 times. (4.3.C)

The preschooler will make appropriate predictions of whether objects can sink/float 8 out of 10 times. (3.23)

Degree The degree is the level of

proficiency required to indicate successful completion of the objective.

This should be explicitly stated in your objective.

Typically, you should not require your learners to be perfect to complete an objective, as this sets them up for failure.

Examples: 2 out of 3 (66%) 3 out of 4 (75%) 9 out of 10 times (90%)

Degree

The Arkansas Frameworks uses the following terms: Not yet – (0 – 30 %) – 3 or less than out

of 10 Emerging – (31 -69%) – 4 through 6

times out of 10 Consistently – (7 0 – 100%) – 7 through

10 times out of 10

DegreeThe infant will reach for toys and/or

objects when placed within reach 2 out 3 times. (5.2.A)

The toddler will respond to the cries of another child by patting/hugging the child as an expression of concern 3 out of 4 times. (3.3.C)

The preschooler will demonstrate independence by washing hands correctly without assistance 8 out of 10 times. (1.2)