Each objective must identify the behavior or the performance the learner is expected to do. A behavioral objective should never include the instructional process or procedure as the behavior. It should always describe the intended results rather than the means of achieving those results.
The performance must be overt or directly observable. Performances that cannot be directly observed or performances that are mental, invisible, cognitive, or internal are considered covert and should never be used as a behavior unless they are included with another indicator (directly observable) behavior. See Figure 1 for specific examples on ways to correctly write behaviors.
Behaviors can be written for one of three "domains of learning." The cognitive domain deals with the acquisition of facts, knowledge, information, or concepts. Psychomotor behaviors use the mind in combination with motor skills (physical activities). Affective behaviors have to do with changes in attitudes, values, aesthetics, and appreciation.