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ERIC Number: ED103345
Record Type: RIE
Publication Date: 1973
Pages: 22
Abstractor: N/A
Reference Count: 0
The Functional Limits of Behavioral Objectives.
Freeman, Donald J.; Mehrens, William A.
Although not all instructional goals can be expressed as behavioral objectives, most of them should be. Behavioral objectives are advantageous because they (a) aid in communicating instructional goals, (b) provide direction for teachers, (c) provide motivation and direction for students, (d) facilitate identification of prerequisite knowledge or skills, (e) aid in evaluation of both student and program, and (f) are crucial to the "Mastery Learning" approach to instruction. The following conditions, however, must be satisfied for behavioral objectives to facilitate instruction and evaluation: (a) the overall list of course objectives must include every outcome the teacher hopes to establish, (b) each objective must accurately describe the behavior which reflects the learning outcomes a teacher intends to establish, (c) each objective must be stated at an appropriate level of generality, (d) each objective must be stated in concise terms, and (e) course objectives must be written and communicated to students in advance of instruction. If even one of these conditions is not met, the behavioral objectives approach is likely to inhibit, instead of facilitate, the instructional process. (PB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A