Educational Objectives

                                    The Department of Agricultural Education  
                                                    The University of Arizona

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For Clear Performance Objectives:                   

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KEEP SENTENCES SHORT

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USE FEW MULTIPLE-SYLLABLE WORDS

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ADOPT COMMON FORMATS

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EACH SHOULD REQUIRE SIMILAR AMOUNT OF LEARNING TIME

 

Agricultural Education SELF-TEST

1. Are the following objectives stated in performance (behavioral) terms? Does each name an act the learner would be performing when demonstrating that he/she has achieved the objective?
Yes      No

a.  To understand the principles of marketing
b.  To be able to write three examples of agricultural price cycles
c.  To be able to understand the meaning of Arizona's Law
d.  To be able to name the parts of the digestive tract of the cow
e.  To be able to list the principles of hydraulic systems
f.  To describe the narrow leaf evergreens
g.  To describe in writing the law of magnetism
h.  To be able to understand instructional objectives that indicate 
what the learner will be doing when demonstrating achievement of the objective 

2.  Listed below are the components of a statement of educational objectives. Which of those characteristics are present in each of the objectives below? Indicate by placing a check under the appropriate letter if the characteristic is present.

A. Identifies an observable behavior to be demonstrated by the student.
B.  Indicates a standard or criterion of acceptable performance.
C.  Indicates a condition under which the behavior is to be demonstrated.

a.   The student must be able to list the profit-maximizing principles. Evidence of this ability will be obtained from a written examination; all seven principles must be listed.  
A      B     C

b.   The student is to complete a 100-item, multiple choice examination on the subject of Agricultural Records. The lower limit of acceptable performance will be 85 items answered correctly within an examination period of 90 minutes.  
A      B     C

c.   The student must be able to correctly name 30 items depicted by each of a series of 20 blueprints.
A      B     C

d.   During the final examination, and without reference, the student must be able to list the steps involved in calibrating a grain drill.  
A      B     C

e.   The student must know well the seven cardinal aims of education. 
A      B     C

f.   The student must be able to fill out a state farmer degree application.  
A      B     C

g.   Given a list of education objectives, the learner should be able to understand each.
A      B     C 

h.   The student will be able to name, and give an example, of each of three types of sketches useful for visualizing shop projects. To be considered correct, items listed by the student must appear on the handout entitled "making simple sketches and reading blueprints' issued by the instructor during the course.
A      B     C

i. To appreciate logical approaches to the solution of personal problems.
A      B     C

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CRITERIA OF GOOD EDUCATIONAL OBJECTIVES

 1. Educational objectives are stated in terms of career or life activities (life outside of school or life on the job).
2. Each educational objective represents an observable change to be brought about in the behavior of the student.
3. Educational objectives are clear and concise statements of overt behavior stated in sufficient detail to be measurable and to serve as a basis for selection of subject matter content.
4. Educational objectives are attainable with the time, resources and facilities available.
5. Each educational objective is the most important and significant to attain in educating an individual for a successful career.
6. The educational objectives are derived from the course competencies.
7. The educational objectives establish standards of performance so the teacher and student know when they have achieved the objectives.
8. Each educational objective specifically identifies the behavior the learner is to achieve. (This is best accomplished by stating them in terms of the behavior expected of the learner.)
9. Each educational objective, when reached, contributes to attaining a competency or goal of the course or another larger educational aim.  

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The Cone of Educational Experience

VERBS USEFUL IN THE PREPARATION OF BEHAVIORAL OBJECTIVES IN THE COGNITIVE DOMAIN 

1.      KNOWLEDGE

to define

to write

to list 

to recall

to  detect

to recognize

to acquire

to be conscious of                    

to develop

to outline     

to identify                

     

4.      ANALYSIS

to  distinguish

to  discriminate

to  analyze

to detect

to  calculate

to  infer

to  categorize

to  choose

to  discover

to  select

2.      COMPREHENSION

 to translate

 to prepare

 to comprehend                         

 to interpret                           

 to conclude

 to predict

 to estimate

 to differentiate

 to explain  

 to summarize

 to demonstrate by example

 to see implications, effects, and consequences

 to paraphrase

 to indicate

 to make predictions

 

5.      SYNTHESIS

to  create

to  propose

to  integrate

to  plan

to  design

to  synthesize

to  formulate

to  perceive

to  organize

to  prepare

to  make recommendations

to  compile

to  incorporate

to  visualize

3.      APPLICATION   

to apply

to employ

to relate                              

to predict

to use  

to build or construct 

to make  

to repair    

to operate      

             

6.      EVALUATION

to  select

to  judge

to  assess

to  compare

to  appraise

to  evaluate

to  decide

to  determine

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WORDING EDUCATIONAL OBJECTIVES

DIRECTIONS:  Evaluate each of the following objectives for: 1) excess words, 2) clarity Of communication, 3) assignment not an objective, 4) weak verbs, 5) poor verb selection, 6) two objectives or 7) well written. Place the number which represents your evaluation in the blank to the left of the objective.

1.   To identify the major parts of the reproductive tract of beef cattle.

2.   To identify twenty-five (25) weeds common to the Snowflake area.

3.   Demonstrate gas and arc welding abilities that are acceptable to the instructor.

4.   Given a list of soil forming processes and a list of definitions to match processes with definitions with 70% accuracy.

5.   The student must identify a well prepared seedbed and without any notes or references must correctly construct a seedbed.

6.   The student must list the reasons for fertilizing crops. With the use of handouts the student will be expected to recognize crops that have been and have not been fertilized.

7.   To write six (6) common diseases of sheep.

8.   To reconstruct and identify seven (7) of the eleven (11) external parts of the gas welder.

9.   Be prepared to recite the first stanza, without the aid of the book.

10.  To identify breeds of beef and dairy cattle on a multiple-choice test, scoring 70%.

11.  The test given will consist of 40 multiple-choice questions and students should score 70% or better in order to pass.

12.  To choose, from the provided list, a career field and write a three page report which will include; history of the field, education/preparation needed to enter the field, ecosystem type the career field may be dependent upon, and why or why not the career is appealing to you. The report is due in three weeks. It must be neat, and include a cover.

13.  To prepare and present a three minute speech on what agriculture means to you.

14.     To identify the leaf types of twenty-five samples provided.

15. To participate on a panel discussion dealing with why the FFA is for you.

16. To obtain experience in hay processing. Student will help with the alfalfa baling operation on the land lab. Each student shall be required to work for min. of eight hours. Each student shall rotate among the various work assignments.

17.  To recognize approved health practices in caring for animals.

18. To identify causes of poor health and list at least three causes.  

19. Given an electric motor to wire the motor for clock and counter clock wise rotation.  

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EXAMPLE ACTION VERBS

Develop Measure Select
Diagram   Modify  Separate
Differentiate  Move Sequence
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

                                              
                                              
                                            
(Dis)Assemble         Name                              Serve
(Dis)Connect            Open                                Set
Display Operate Show
Distinguish Order(Arrange) Signal
Draw Organize Slide
Duplicate Outline Solve
Enumerate Perform Speak
Estimate Place Specify
Examine Plan State
Explain Point Stencil
Fill Predict I Subdivide
Form Prepare I Synthesize
Formulate Prescribe Tabulate
Grasp Produce Tell
Group Press Test
Hold Pull Tighten
Hone Push Touch
Identify Quote Trace
Illustrate Read Transcribe
Indicate Recall Transfer
Insert Recite Troubleshoot
I Interpret Record Tune
Label Reiterate Turn
Letter Remove Type
Lift Repair Use
List Repeat Utilize
Listen Replace Validate
Load Reply Verify
Locate Reproduce
IWrite i Loosen Respond Zoom
I
IMake I (Re)State
Manage
IRotate
I Manipulate I Say I

Questions or problems regarding this web site should be directed to billye@ag.arizona.edu. Copyright © 2000 Department of Agricultural Education. All rights reserved.
Tuesday, 23 August 2005

College of Agriculture and Life Sciences at the University of Arizona