Format your behavioral objective according to aim, goal, assessment and outcome. Objectives adapted for grading will include goals, objectives, conditions, behavior and criteria. The former should be organized in rows with detailed bullet points. The latter should be organized into columns with clear grade values linked with brief summaries of the criteria. For instance, a behavioral goal may require students to be silent during a test. Thus, assign the highest grade for complete silence, but gradually downgrade students for increased levels of noise.
List the goals you have for your behavioral objective. In this case, some goals may include establishing distance between test takers, encouraging silence, abiding by time restrictions or illustrating proper methods to ask questions.
Condense your goals into a clear, one sentence aim. For instance, the overall aim of the sample goals may be to provide an equitable environment for test-taking.
Share your behavioral criteria with students. Phrase your behavioral objective in clear, concise sentences, using the standard subject-verb-object model. Tell students exactly what you expect of them and how you will judge their behavior. For instance, if you allow students to ask questions during the test, establish procedures they can easily follow. Ask students to quietly approach the desk or raise their hands so you can approach them.
Assess student behavior once the test is completed. Comment and annotate your behavioral objective, if it includes a graded component, and provide summaries of the criteria alongside the grade.
Distribute your completed behavioral objective for student review before the test. Allow for dialogue about student expectations and fairness.