Introduction
One of the most important responsibilities of a teacher is to set clear and precise learning objectives. When these objectives are written in behavioural terms, they become more meaningful because they describe exactly what a student is expected to do, demonstrate, or achieve after a lesson.
Behavioural objectives transform vague goals into observable and measurable outcomes, making teaching more effective and assessments more reliable.
Meaning of Behavioural Objectives
A behavioural objective is a statement that clearly defines the expected student performance in measurable and observable terms.
For example:
Instead of writing: “Students will understand fractions”,
A behavioural objective would be: “Students will be able to solve at least 10 fraction addition problems with 80% accuracy.”
This approach eliminates ambiguity and focuses on student performance rather than teacher activity.
Characteristics of Behavioural Objectives
Specific – Clearly states the expected behaviour.
Measurable – Performance can be assessed quantitatively or qualitatively.
Observable – Outcomes are visible through student actions.
Student-Centered – Focuses on what the learner will do, not what the teacher will teach.
Time-Bound – Often specifies conditions or timelines for achievement.
Importance of Writing Objectives in Behavioural Terms
Clarity in Teaching – Provides a clear direction for lesson planning.
Effective Assessment – Ensures that learning outcomes can be evaluated.
Focus on Learners – Shifts attention from teaching activities to student achievements.
Improved Learning Outcomes – Students know what is expected and can work toward specific goals.
Alignment with Bloom’s Taxonomy – Helps in classifying objectives under cognitive, affective, and psychomotor domains.
Steps in Writing Objectives in Behavioural Terms
1. Identify the Desired Learning Outcome
Decide what knowledge, skill, or attitude students should acquire.
2. Select an Action Verb
Use measurable verbs such as define, explain, solve, demonstrate, construct, evaluate, instead of vague ones like know, understand, appreciate.
3. State the Condition
Mention under what circumstances or resources the learner will perform the task. Example: “Given a set of data, the student will…”
4. Set Performance Criteria
Indicate the level of accuracy, speed, or quality expected. Example: “…with 80% accuracy.”
5. Write in Student-Centered Language
Frame the objective around what students will achieve, not what teachers will teach.
Examples of Behavioural Objectives
Cognitive Domain (Knowledge)
Students will be able to list five causes of the French Revolution.
Affective Domain (Attitude/Values)
Students will participate in group discussions respectfully by listening without interruption.
Psychomotor Domain (Skills)
Students will be able to operate a microscope to identify plant cells correctly.
Writing SMART Behavioural Objectives
Behavioural objectives should be SMART:
S – Specific
M – Measurable
A – Achievable
R – Relevant
T – Time-bound
Example:
“By the end of the lesson, students will be able to solve 15 linear equations within 20 minutes with at least 85% accuracy.”
Common Mistakes to Avoid
Using vague verbs like understand or learn.
Writing objectives from the teacher’s perspective.
Ignoring performance criteria.
Mixing multiple behaviours in one objective.
Conclusion
Writing objectives in behavioural terms is a powerful strategy that makes teaching purposeful, learning measurable, and assessment reliable. It ensures that teachers plan with clarity, students learn with direction, and outcomes are evaluated with precision.
By following the steps and examples shared here, educators can design effective lesson plans and competency-based assessments that align with modern teaching practices and Bloom’s taxonomy.
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