atferdsmål

Atferdsmål, or behavioral objective, is a type of learning objective used in education that specifies a concrete, observable behavior a student is expected to demonstrate after a learning activity. The emphasis is on what the learner will do rather than on internal processes, feelings, or unobservable competencies.

A typical atferdsmål has three components: the observable behavior (what the student will do), the conditions under which the behavior will be performed (tools, setting, time), and the criterion for acceptable performance (level of accuracy or speed). This structure helps teachers design instruction and assessment that are directly aligned with what is to be measured.

Example: “Eleven skal kunne løsne en enkel algebraisk ligning og løse den riktig under 5 minutter, med minst 90 prosent korrekte svar.” Such statements translate desired learning into concrete actions that can be observed and evaluated.

In practice, atferdsmål are used in lesson planning, formative and summative assessment, and curriculum design to clarify expectations for students and to guide instruction. They are often contrasted with innholdsmål (content-based goals) and kunnskapsmål (knowledge objectives), though many curricula contain both types to ensure alignment among learning activities, assessment, and outcomes.

Historically, atferdsmål are rooted in behaviorist theory and were popularized in instructional design by educators such as Robert Mager. Critics argue that an exclusive focus on observable behavior may overlook complex cognitive and affective dimensions of learning. Nevertheless, they remain a common tool in many educational settings for creating explicit, measurable goals.