Performance-based objective using the ABCD approach

Performance-based objective using the ABCD approach

Performance-based objective using the ABCD approach

This link has a list of verbs. I like how the arrow gives you the idea that the verbs move from lower to higher level mastery. http://www.llcc.edu/LinkClick.aspx?fileticket=%2F0BA4qlDaAE%3D&tabid=3938
This link gives a little background on Bloom and has a video which gives an overview of the levels with the Cognitive Domain specifically. http://adamwaxler.articlealley.com/what-is-blooms-taxonomy-18775.html

B – behavior – What is the expected measurable behavior? What must a student do to demonstrate he/she has mastered the material? Use Bloom’s Taxonomy to determine which behavior is appropriate and at which level of mastery – together, that will influence your verb choice. Click on the links to learn more about Bloom’s Taxonomy and to see the list of verbs:

A – audience – Who is the learner? Examples: students, participants, employees,

For the upcoming Instructional Plan assignment, you’ll be writing objectives using the ABCD approach. Recall from Chapter 8 that ABCD stands for Audience, Behavior, Condition, and Degree:

ABCD Approach to Objectives Writing – How to Guide

Important information for this DQ

(reminder to use one Bloom’s Taxonomy verb)

To check that you have all the parts, list your ABCD’s:

Performance-based objective (in a one-sentence form):

Instructional Goal:

Write your performance-based objective using the ABCD approach described in Chapter 8 of this week’s readings and in the Main forum.

Recall that an instructional goal is an overarching theme to your course and your objectives are measurable skills you want your audience to be able to do after going through your class.

After reading the message in the Course Materials forum titled ABCD Approach to Writing Objectives – How To Guide and practicing identifying different parts of ABCD, please post a response to the following discussion question by clicking on Reply.

The purpose of the Week 2 DQ 1 is to provide you with an opportunity to practice writing ABCD student-centered objectives before you begin to write them for the course you will be creating in Weeks 3-6.

You are a new community college instructor teaching 20th Century American History. What might be an instructional goal for that course? Based on that goal, what would be a possible performance-based objective?

Here is a video on assessment and intro to Bloom’s Taxonomy. http://www.youtube.com/watch?v=eZARe2_HQcA&feature=related

Remember – only use one verb per objective!!

C – conditions – What are the conditions under which this PBO will be accomplished (the criteria for evaluating the students’ performance)? Examples: Given a list of, when given a set of, while working independently, at the end of the tutorial.

D –degree of accomplishment – What is the degree of accuracy that the learners need to accomplish? How do you know if the student mastered the material? Examples: with 80% accuracy, given a calculator, four.

Example

Here is an example of a written objective with all of the ABCDs:

At the end of the instructional design course, students will be able to write performance-based objectives with 95% accuracy.

Here is the breakdown:

Audience – students

Behavior – write (this verb is in the Synthesis category of Bloom’s)

 

 

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