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The Standard Element
THE   BEHAVIOR   ELEMENT The  behavior  defines  what  the  learner  should  be  able  to  do  as  an  outcome  of  training.  It  may include  application  of  knowledge,  accomplishment  of  a  skill,  or  demonstration  of  an  attitude. This  element  of  the  objective  always  specifies  student  performance.  You  must  be  able  to  observe the   behavior   and   to   measure   what   the   student   must   do   to   demonstrate   accomplishment   of   the objective.  The  significant  parts  of  the  behavior  element  are  the  (1)  subject,  (2)  performance- oriented  verb,  and  (3)  object. The  student  is  always  the  subject.  Commonly,  the  phrase:  “Upon   successful   completion   of this  topic,  the  student  will  be  able  to  .  .  .”  introduces   learning   objective   statements.   When   a topic   lists   several   learning   objectives,   the   introductory   statement   appears   once   with   all   of   the objectives   grouped   beneath   it. The   performance-oriented   verb,   or   “action”   verb,   immediately   follows   the   introductory statement   and   expresses   the   student   performance   required   to   demonstrate   achievement   of   the objective. Learning  objectives  should  contain  only  verbs  that  express  active,  measurable performance.  Objectives  should  not  contain  verbs  that  are  vague,  such  as  “understand,”  “know,” and  “realize,”  as  they  are  open  to  interpretation  and  can  be  measured  in  many  different  ways. The  object  of  a  behavior  element  is  a  word  or  phrase  that  denotes  what  is  acted  upon.  The object  should  include  all  modifiers  needed  to  define  what  the  student  will  be  acting  upon.  For example,  consider  the  following  objective: “Upon   successful   completion   of   this   topic,   the student   will   be   able   to   state   the   three   elements   of   a   learning   objective.”   The   “student”   is   the subject,  “state”  is  the  action  verb,  and  the  phrase  “the  three  elements  of  a  learning  objective”  is the  object. THE   CONDITION   ELEMENT The   condition   basically   defines   aiding   and   limiting   factors   imposed   upon   the   student   in satisfying   the   performance   requirements   of   the   objective. This  element  may  also  define  the degree  of  interaction  with  the  training  environment  that  the  learner  may  expect.  One  of  the major   concerns   in   Navy   training   is   to   ensure   that   the   conditions   of   the   training   environment approach  those  of  real  life.  You  may  encounter  objectives  that  contain  several  conditions  or none  at  all.  In  some  instances,  objectives  may  contain  no  aiding  or  limiting  factors,  or  the conditions   of   performance   may   be   obvious.   The   objective   should   not   include   conditions   that are  not  legitimate  training  concerns.    The   following   are   some   examples   of   conditions: . . .  given  a  list  of  .  .  . . . .  without  the  use  of  references  .  .  . . . .  provided  with  a  Model  X  calculator  .  .  . . . .  in  a  damage  control  wet  trainer  .  .  . When   combined   with   the   behavior   element,   the   condition   element   provides   a   clearer understanding  of  the  learning  outcome  defined  by  the  objective. 68

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