Standard

DOE-HDBK-1200-97

2.3 Standard

The standard describes what criteria must be met for the performance specified by the

action statement to be considered acceptable. The standard for the objective should be

derived from the standard required by the task. In some cases, the template approach (as

listed in the Appendix) can be a tool for the construction of a standard statement. The

developer of learning objectives must always remember to strive for standard statements

that closely approximate actual performance criteria. The standard will refer to the quality

of the end product or the precision of the process and is usually expressed in terms of time

limits, accuracy, quality, or quantity.

Time limits should be used as standards only when time is important in the performance of

the specified action. They should not be used merely to meet the requirements of including

a standard as part of every objective. If time is not important, look for a more meaningful

standard.

Accuracy and quality are very similar in meaning and are often used interchangeably. Either

term might refer to such things as the closeness of a measured value to a true value or the

closeness of a machined dimension to a specification.

Quantity typically refers to production of a certain number of units or achievement of a

certain number of tasks in a given time period.

The following standards statements illustrate these criteria:

...until a pulse is restored

...at the specified thrust needed to open and close against maximum

differential pressure, temperature, and flow

...in accordance with section 4.1 of administrative procedure 06

...within 30 seconds

...accurately and before any automatic safeguard features actuate

Standards should not be implied in terminal objectives. The disadvantage of implied

standards stems from invalid assumptions of clarity. Confusion among instructors, trainees,