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THE STANDARD ELEMENT
The standard specifies the criteria the students’ performance must meet. Standards are
normally defined as time, accuracy, quantity, speed, or some other quantifiable measurement.
As with the condition element, whether the standard element appears in the objective depends
on how critical it is to determining the students’ accomplishment of the objective. If you must
measure student accomplishment against some criteria, then the learning objective will include
the standard element. If not included, the standard is assumed to be 100 percent. Examples of
standards are as follows:
. . . 40 words per minute.
. . . plus or minus one gram.
. . . without error.
TYPES OF LEARNING OBJECTIVES
There are several types of objectives you may encounter due to different terminology between
various development approaches. The types you are most likely to find, however, are course,
terminal, topic, and enabling objectives.
Course Learning Objectives (CLOs). CLOs reflect the specific skills and knowledge required
in a job. The CLOs serve as a guide for learning and as a guide for teaching. They also serve
as a guide for the instructor in measuring student performance and in duplicating job
requirements in the training environment.
Topic Learning Objectives (TLOs). TLOs support course learning objectives. They state
performance (behaviors), conditions, and standards for knowledge and skills students must
acquire as a result of satisfactorily completing the topic.
Terminal Objectives (TOs). A terminal objective is a specific statement of the performance
expected from a student as the result of training. It expresses the behavior to be exhibited, the
condition(s) under which it is to be exhibited, and the standard to which it will be performed.
TOs directly support the course mission statement.
Enabling Objectives (EOs). An enabling objective is a specific statement of the behavior to
be exhibited, condition(s) under which it is to be exhibited, and the standard to which it will be
performed. Enabling objectives contain conditions and standards appropriate to the training
environment, including knowledge and skills that support a terminal objective.
CONSTRUCTION OF LEARNING OBJECTIVES
Although the writing of learning objectives is not difficult, it can present a challenge.
Developers must determine the desired learning outcomes and the conditions under which the
student must perform.
They must also decide how to determine when a student has
satisfactorily met the training requirement. After that, the information is converted into words
that convey the message.
Remember the following information about the construction of
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