What should a student be able to do independently at the end of the period? Use an active, observable verb (analyse, substantiate, calculate, not "know" or "understand"). Less is more.
Which learning activities give students the time and opportunities to practise the target behaviour repeatedly? Which strategies of formative action (Short loop, Sense for Quality, Feedback) do you use where?
How do you establish whether a student has achieved the objective independently? Test the behaviour stated in the objective, not just loose terms.
Test format What does the student show & when is it good enough (standard/pass mark)?Based on constructive alignment by John Biggs (Biggs & Tang, Teaching for Quality Learning at University): objectives, assessment and pedagogy pull in the same direction. A tool by The Formative Action School (Toetsrevolutie).