Components
of a Performance Goal and Objective/Benchmark
A well-written goal and objective/benchmark communicate the same intended outcome to whoever reads it. A performance goal and objective/benchmark answer six questions: who, does what, when, given what, how much (criteria/mastery), and how will it be measured.
Who—relates to the student
Does what— describes observable behavior that the student will do to complete the goal or objective/benchmark
When—relates to a specific point in time when something will have been learned or completed.
Given what—describes the conditions that will need to be in place for the goal or objective/benchmark to be completed.
How much
• Mastery – describes the performance accuracy of the behavior needed for the goal and objective/benchmark to be considered completed.
" Criteria – describes how many times the behavior must be observed for the goal or objective/benchmark to be considered completed.
How will it be measured – describes performance data
Example of Well-Written Goal and Benchmark/Objective
When discussing and analyzing goals and objective/benchmarks, it is helpful to put the following labels on the six components:
• Who:
• Does what:
• When:
• Given what:
• How much:
• How will it be measured:
Student
Observable behavior
By reporting date Conditions
Mastery, criteria
Performance data
Selected State of California Content
Standard for Second Grade
Reading Comprehension 2*.2.4
Comprehension and Analysis of Grade-Level-Appropriate Text:
Ask clarifying questions about essential textual elements of expositions (e.g., why, what if, how).
When given an appropriate text, “student” will ask four clarifying questions related to the text read, using “why/what if/how” questions with 100 percent accuracy in three of five trials, as measured by teacher-charted records.
1. Who – Student
a. This is expressed either by a pronoun or a noun.
b. It is either singular or plural.
c. This is the individual who has the responsibility of achieving the objective and whose performance will be observed for evaluation purposes.
Example: By March 30, 2007, when given an appropriate text, Kevin will ask four clarifying questions related to the text read, using why/what if/how questions with 100 percent accuracy in three of five trials, as measured by teacher-charted records.
2. Does What – Observable behavior
a. This is the measurable and observable behavior that is proof of the performance that will be exhibited.
b. It is Expressed in action words (action verb).
• Each standard uses verbs to describe a learner outcome.
• In writing objectives/benchmarks, it is important to use verbs that are open to few interpretations and that require an overt, observable action e.g., write, solve, compare, list, recite, define, construct, read).
c. The observable behavior represents a state of doing, not a state of being nor observable activities.
i. Correct:
Will read aloud
Will point to specific letters
ii. Incorrect:
Will be able to read aloud
Will know how to point to specific letters
Note: Never use be able, as this represents a state of being, a verb form which is observable. It is an overwriting trap which many objective writers oftentimes fall into.
Example: By March 30, 2007, when given an appropriate text, Kevin will ask four clarifying questions related to the text read, using why/what if/how questions with 100% accuracy in three of five trials as measured by teacher-charted records.
3. When – By reporting date
a. This is the timeline by which the objective/benchmark should be completed.
b. The actual day and year needs to be written, (e.g., by April 12, 2004).
c. The dates should be aligned with your objective/benchmark dates to your report card grading periods.
d. The action is to be assessed and/or terminated by the reporting date given.
Example: By March 30, 2007, when given an appropriate text, Kevin will ask four clarifying questions related to the text read, using why/what if/how questions with 100 percent accuracy in three of five trials as measured by teacher-charted records.
4. Given what—Conditions
State where, when, and under what circumstances the observable behavior will occur.
• In a small group setting, given a written prompt …
• In a small group setting, given an auditory prompt …
• In a small group setting, given a visual prompt …
• In a classroom setting, given a written prompt …
• In a classroom setting, given an auditory prompt …
• Given a graphic organizer, outline, brainstorming, or cluster …
• Given a topic or specific passage …
• Given student’s rough draft …
• Given a familiar object or experience …
• Given ________ subject and predicates …
• When hand is placed on switch …
• With staff support at ________
• After hands are positioned _______
• Following staff motoring of _______
a. This is under what conditions the objective/benchmark will be completed.
b. This is the setting in which the activity takes place.
c. This describes the “conditions” that will need to be in place for the objective/benchmark to be completed.
Example: By March 30, 2007, when given an appropriate text, Kevin will ask four clarifying questions related to the text read, using why/what if/how questions with 100% accuracy in three of five trials as measured by teacher-charted records.
5. How much – Mastery, criteria
Criteria: State the extent of achievement or standard of performance which is required of the student.
… within ___ minutes
… ____ out of ____ trials
… ___ times weekly
… for ___ percent of trials
… for ___ consecutive sessions
… by the end of ___ quarter or trimester
… with fewer than ___ errors per paragraph
Mastery: State the level of achievement required of the student before proceeding to the next objective. Mastery should be an 80 percent or higher level of success.
… ___ out of ___ trial days
… ___ consecutive trials
… ___ consecutive weeks
… ___ out of ___ trials
a. Although not law, best practice includes both trials and accuracy.
b. Refers to the acceptable level of mastery successfully obtained in the assessment condition.
c. Unless stated, the implication is without error, 100 percent or perfect performance.
Example: By March 30, 2007, when given an appropriate text, Kevin will ask four clarifying questions related to the text read, using why/what if/how questions with 100% accuracy in three of five trials as measured by teacher-charted records.
6. How will it be measured – Performance data
a. Methods of measurement may include student work samples, various data collection strategies, portfolios, teacher observations, and summative and formative assessments.
b. The assessment condition activity, if not stated, is implied as being some form of observation by the supervisor, teacher, or manager in charge of the activity or program who can hold the performer accountable
c. Also implies that the observer will be reporting the results of observation to the performer.
Example: By March 30, 2007, when given an appropriate text, Kevin will ask four clarifying questions related to the text read, using why/what if/how questions with 100 percent accuracy in three of five trials as measured by teacher-charted records.