Mager's Guideline

Robert Mager's guideline is probably one of the most widely used instruction on writing measurable objectives. Mager (1984) used three elements--performance, criterion, and condition--to write an objective.

Performance

Performance informs what learners will be able to do specifically at the end of instruction. Performance consists of an action verb(s), which is followed by a clear object(s). Examples of performances are:

  • Recall functions of the gall bladder
  • Analyze a domestic-abuse case study

Notice that these performances have a clear object—gall bladder functions (not heart functions) and domestic-abuse case study (not desperate housewife case study). Action verbs (recall and analyze) are also used in writing the performances. These verbs are recommended because they allow instructors to easily observe a success or failure of student learning of task. More action verbs can be found here Links to an external site.. Other verbs such as "learn," "know," "understand," and "study" are vague verbs and should not be used in writing an objective. It is difficult, if not impossible, to measure and/or observe a success or failure of learning.

For more detailed explanation about performance, please visit Mager's more explanation page.

Reflection

    • Do your objectives have a clear performance?
      • Does each performance use a concrete, action-oriented verb?
      • Does it use a vague verb such as: learn, understand, know, etc.?
      • Does it have a clear, focused object?

Criterion

Criterion is a performance standard specified by the instructor or program. Examples of a criterion include: at 90% accuracy, eight out of ten questions, without an error, or with .5 margin error. A criterion also serves as a basis for remediation. If a student performs below the specified standard, the instructor can decide how to remediate learning (e.g., reread the chapter or watch a new video). For more detailed explanation about criterion please visit Mager's more explanation page.

Reflection

    • Do your objectives include a criterion or criteria?
      • If students do not meet the criterion, what would be your remediation plan to help them achieve the mastery?

Condition

Condition describes a situation or condition under which performance occurs or which students perform the tasks. Conditions may include equipment and tools, constraints, or special situations (Gagne, et al., 1992). Examples of conditions are:

  • When asked to participate in a discussion, students ...
  • Given a piece of paper and pencil, students ...
  • Under a cold weather, students ...
  • With one eye closed, students ...    

For more detailed explanation about condition, please visit Mager's more explanation page. 

Reflection

    • Do your objectives include a condition?
    • Do you allow applying learning in different contexts?

Examples of Measurable Learning Objectives

Let's look at a few examples of learning objectives based on the Mager's guideline: performance, criterion, and condition.

  1. In a swimming pool, students will be able to execute a back flip safely in the water.
    Note: Safely can be replaced with identifying specific tasks students need to perform to demonstrate a good form of back flip.
  2. During a driving test, students comply with the speed limits, traffic lights, and regulatory signs at least with 90% accuracy.
    Note: This objective is meant to address the importance of safety (affective domain).
  3. When driving on a multiple-lane freeway, test takers demonstrate skills in switching lanes safely by looking at the rearview mirror and over the shoulder to check for presence of other vehicles, signaling other vehicles at least two seconds ahead, changing to an adjacent lane, and cancelling the signal.
  4. Test takers evaluate driving scenarios by identifying dangerous driving practices and listing the precautionary actions they would take to try to avoid an accident when driving under bad weather.

These examples include the three elements specified in Mager's guideline. Performance consists of action verbs with clear objects. Each performance can be evaluated based on a criterion or criteria to determine success or failure of learning. Each objective has a condition(s).

Review

A measurable objective consists of three element: (1) performance that includes an action verb(s) followed by a clear object(s), (2) criterion that adds a standard to performance, and (3) condition that describes a situation, equipment and tool, constraint, or instruction under which students perform the tasks.

Reference

  • Gagne, R. M., Briggs, L. J., & Wager, W. M. (1992). Principles of instructional design (4th ed.). Orlando, FL: Harcourt Brace Jovanovich.
  • Mager, R. F. (1984). Preparing instructional objectives (2nd ed.). Belmont, CA: Lake Publishing.

What's Next?

We will discuss Robert Gagne's guideline as an alternative approach to writing a measurable learning objective.