Objectives are more specific than goals or aims in terms of indicating exactly what the students will do. They guide the instruction of the teacher and help to maintain consistency within the curriculum. Objectives are derived from behaviorism and they must be observable and measurable.

There are three components to objectives, which are

• action-what the student will do
• condition-in what context the student will do it (optional)
• proficiency-the minimum level of mastery expected

An example of an objective is provided below

Using a calculator, the student will solve the mathematical word problems with at least 80% accuracy.

An analysis of this objective indicates that it has all three components. Below is an analysis of the objective.

• Action-The student will solve mathematical word problems
• Condition-using a calculator
• Proficiency-At least 80% accuracy

It does not matter what order you put these three components in as long as they are present. For example,

• The student will solve the mathematical word problems with at least 80% accuracy using a calculator.
•  With at least 80% accuracy, the student will solve the mathematical word problems using a calculator.
• etc.

Along with these three components. Objectives need to be clear, appropriate and logically to ensure student success.