Parts of Learning Objectives

DOE-HDBK-1200-97

2. PARTS OF LEARNING OBJECTIVES

All effective learning objectives have certain characteristics. The developer should always

take these characteristics into consideration when constructing objectives.

Is the objective possible to achieve by the average trainee?

Attainable:

Is the wording concise? Has unnecessary and confusing

Specific:

verbiage been removed?

Will everyone interpret the objective in the same way?

Clear:

Measurable: Can this behavior be measured? How? With what kind of

gauge?

Effective learning objectives can be stated in a variety of formats. The most common

format combines condition, action, and standard statements. This combination explicitly

defines the condition under which the performance occurs, what knowledge or skill is

exhibited, and the standards of acceptable performance.

2.1 Condition

The condition statement establishes the circumstances under which the trainee must be able

to perform the specified action. Conditions are derived from information collected during

analysis of the task. They also include equipment, tools, and references necessary to

perform the task.

Condition statements can generally be considered as either aiding or limiting. An aiding

condition advises the trainee of things that will be available to assist in performance of the

specified action. For example:

Given a drawing, label designated areas within the crane operating area...

A limiting condition advises the trainee of limitations which are likely to make the action

more difficult to perform. For example: