Dr. Holland's ISD Tutorial

These are the two most important questions an instructor should ask in planning instruction:

What will my students learn as a result of taking my courses?
How will I know they have learned?

The answers to these questions provide the structure for the ability-based objectives and the supporting assessments.

For example, if you want a student to be able to calculate the interest on a loan over a three, four and five-year period (the answer to important question #1), your course must include instruction and practice to allow this level of performance from the student. The assessment of this ability is to give the student a problem to solve in which he or she would have to perform the calculations (the answer to important question #2).

This objective, further expanded, might specify that these calculations must be done on a business calculator. The instruction, in this case would also have to include guidance on using such a calculator (an additional answer and information to important question #1), and use of the calculator must be allowed during the exam (an additional answer and information to important question #2).

Let’s quickly review the elements of ability statements (Lesson 2):

Ability Statement = Action Verb and Object (or subject content reference) (Morrison, Ross, & Kemp, 2004, p. 114; Norton, 1985, p. 157)

They are created by an action verb and an object as shown by the examples here:

DESIGN instruction
PRESENT material
EVALUATE student performance
USE media
WRITE lesson plans

Remember, do not use the following words in writing ability statements or ability-based objectives. They cannot be measured unless they are coupled with an action verb.

Words to Avoid:

Know
Understand
Appreciate
Aware
Familiar

Feel
Enjoy
Believe
Grasp the significance of
(Mager, 1984, p. 20)

Return to Top

Formal Ability-Based Objectives

Formal Ability-Based Objectives are the most detailed and descriptive form for writing learning objectives. They provide a clear indication of what the students is expected to learn and do as a result of the instruction, under what conditions the learned ability is to be done, and the criteria for evaluating successful performance. Terminal objectives, or major learning outcomes, are frequently written as formal objectives.

There are four components of a formal objective:

Conditions + Who + What + Acceptable Performance
(Cook, 1977, pp. 18-19: Seels & Glasgow, 1990, pp. 134-141)

1) Conditions under which the student is expected to perform.

Here are some examples of conditions:

As a team member
Using a specific tool or piece of equipment
Given a case study

2) Who will reach these objectives.

The Who is the student. For example:

a Chemistry student
a Modern Language student
a History major

3) What ability (the ability statement) the student will be able to demonstrate.

For example:

Calculate the interest on a multi-year loan
Write a research paper on the history of art during the Roman era
Conduct a presentation using a variety of presentation media.

4) The acceptable performance.

The acceptable performance determines the expected performance level.

For example:

100% or without error
Four out of five
Within 80% accuracy

Two Examples of Formal Ability-Based Objectives

Example 1

(1) Using cases studies and working in teams, (2) the management student (3) will be able to demonstrate, through role playing, how problems can be solved using human relations skills. (4) To be acceptable all five HR skills studied in this course must be used.

This sample objective is numbered to show the four components:

The conditions (1) are using case studies and working in teams.

The who (2) is the management student.

The what (3) is demonstrate how problems can be solved using human relation skills.

The acceptable performance (4) is all five human relations skills students must be used.

Example 2

(1) Working in teams and using the appropriate behavior characteristics (2)the management student (3) will be able to DESCRIBE how individuals with high needs for recognition, belonging opportunity and security can be motivated.(4) To be acceptable the description must contain at least two ways in which each need can be satisfied.

The conditions (1) are working in teams and using appropriate behavior characteristics.

The who (2) is the management student.

The what (3) is describe ways to motivate individuals with high recognition, belonging, opportunity and security needs.

The acceptable performance (4) indicates that the description must include at least two ways to meet the needs.

Guide for Writing Ability-Based Objectives

This guide makes it easy to record essential aspects of a formal ability-based objective. Use it until you become comfortable identifying each component.

Action Verb	Direct Object	Performance Conditions	Acceptable Performance	Priority
Write	a report	use a word processor	Without errors	High
Teach	subject	use multi-media	Use at least 3 different media	Low

The last column -- priority -- will help in designing the program of study around the most important elements.

Components of Informal Ability-Based Objectives

Informal Ability-Based Objectives are certainly less exacting than formal objectives in that they may only describe what the student is expected to do as proof of learning. Without the conditions (that are optional) or the criteria for acceptable level of performance, they do not provide the most complete guidance or information to the student or the teacher. Supporting or enabling objectives are frequently written in an informal format.

Informal objectives require only two components from the formal objective statements -- the who and what! The conditions of performance element is optional.

1. Conditions (optional)
2. Who
3. What ability

Two Examples of Informal Ability-Based Objectives

NOTE: The objectives for all the lessons in these tutorials are written as informal objectives. They contain the optional component of conditions (1), the who (2) and the what (3). The acceptable level of performance is not stated.

After the completion of this session, (2) the participant:
will be able to:

(1) Given background information,

(3) WRITE the two important questions an instructor should ask in designing instruction

(1) From memory,

(3) LIST the components of an ability-based objective statement

Again numbers have been used to show the different components.

(1) Condition--given a familiar topic

(2) Who-the participant

(3) What ability--DESCRIBE the concept of program mapping

Reminder

Remember -- these are the two most important questions that should be asked when planning instruction:

What will my students learn as a result of taking my courses?
How will I know they have learned?

These questions determine what is to be taught, and what is to be assigned and assessed.

What will my students learn?

To answer this question, first the ability statement is created. Then the ability statement serves as the root for writing the ability-based, formal objective that includes: conditions, who, what ability and acceptable performance.

>> Review

Return to Top