DETERMINING

Deedra Evans, Dan OBrien, Christina Whitfield

CUR/516
July 18, 2016
Professor Joan Beckner
According to Brown and Green, an instructional goal is a general

statement about the intention of instruction (p.90). Goals are the

assumption that a perceived outcome will be reached upon the

completion of supporting elements, the objectives. In an educational

setting goals are the purpose of the instructional activity.

Brown and Green state that an instructional objective describes what

impact the instruction will have on the learner (p.90). Objectives are

specific tasks that when successfully completed and combined with

other tasks a goal can be reached.

Are they Goals Objectives

Broad or Specific? Broad Specific

Measureable? No Yes

Tangible? No Yes

Abstract? Yes No

Time Period? No Yes

Long-Term? Yes No
 A goal is a broad, general statement of a desired outcome with no duration or
completion times stated. Objectives are specific detailed statements of
outcomes. Goals are dependent on objectives to be accomplished to be
achieved. An objective is more than one task that needs to be mastered in order
to achieve a goal. Objectives need a goal established to justify mastering the
tasks. Objectives need to be observable and measurable to determine mastery of
content.

A individual can state their goal is to be a rock star, but without accomplishing the
objectives that would lead one to never accomplishing this goal. Objectives of this
goal would include learning to play an instrument or sing, reading and writing
music, marketing the product and many more. Goals are not presented with a
time line for completion. One could successfully complete all the objectives of
becoming a rock star but never achieve the goal of becoming a rock star, which is
the case for most who choose this goal.
 Audience: Describes the intended learner or end user of the
instruction

Behavior: Describes learner capability

Condition: Equipment or tools that may (or may not) be utilized in

completion of the behavior

Degree: States the standard for acceptable performance

(time, accuracy, proportion, and quality.
Example 1:
The third grade students will be able to recall facts to
multiply up to 10 by 10 with automaticity with 90%
accuracy.

Example 2:
After completing the training for hiring new employees, the
trainee will be able to employ staff that fits the companys
policy for hiring with a 80% or more retention rate.

Example 3:
The students can solve one-step and two-step problems
involving addition, within 1,000 using strategies based
properties of operations without any errors.
 References

Brown A., Green T. D., (2011). The Essentials of Instructional Design, Connecting
Fundamental Principles with Process and Practice. Pearson (2nd ed ).

Hodell, C (2016). ISD From the ground up; A no nonsense approach to

instructional design. Virginia: American society for training and development.

Kumar, M.(2011). Difference Between Goals and Objectives.

DifferenceBetween.net. Retrieved from
http://www.differencebetween.net/business/difference-between-goals-and-
objectives