Introduction
Definitions of Objectives and goals
Importance of educational objectives
Types of educational objectives
Characteristics of a specific educational objective
Elements of educational objectives
Taxonomies of the educational objectives
1- Cognitive domain
categories of cognitive Domain
bloom's revised taxonomy
2- Affective domain
Definition of affective domain
Affective domain levels
Some verbs used in affective domains
Examples
3- Psychomotor domain
definition of psychomotor domain
psychomotor skills in 21th century psychomotor domain categories
Psychomotor domain levels
some verbs used in psychomotor domain
Examples
Referance
Introduction
Education is a process, the chief goal of which is to bring about change in human behavior. Every individual should have access to a type of education that permits maximum development of his potential and capabilities.
Every task is done for particular purpose, it becomes easy to achieve it when we know its objectives or goal as well.
In any educational program to be effective the purposes and objectives are to be clearly stated, So that it is easy to select the right subject matter, the clinical experience and the right method to be evaluate the student's performance and the teaching learning process.
Entire society, philosophy, values, circumstances under which students are going to perform should be taken into account comprehensively should be taken before planning educational objectives. Thus the objectives are desirable outcomes of intended actions through the mode of education.
Definition of
Objectives and goals
Objectives and goals are terms that are sometimes used interchangeably, but there is a distinct difference between educational objectives and educational goals
Goals are broad and often difficult to measure in an objective sense. They tend to focus on big picture issues.
For example, in a college class on child psychology, a goal might be "Students will learn to appreciate the need for clinical training when dealing with small children."
While such a goal would obviously inform the more specific educational objectives, it is not specific enough to be an objective itself.
Educational objectives
-The result sought by the learner at the end of the educational program, or What the students should be able to do at the end of a learning period that they could not do beforehand.
(JJ Guibert)
Educational objectives much more specific. They include measurable verbs and criteria for acceptable performance or proficiency regarding a particular subject.
For Example, "By the end of this unit, students will be able to identify three theorists whose work on child psychology influenced teaching practices in the US."
This is a more specific educational objective, based on the educational for the same hypothetical course
Goals Educational objectives
Describing general terms
Long term
Multi dimension
Non measurable
Non observable Describing specific outcomes
Short term
Uni dimension
Measurable
Observable
Importance of educational objectives
1. Ensure that the desired program goal is achieved.
2. define the direction of educational development
3. Inform students of the standards and expectations of the course.
4. help select content and desirable learning experiences.
5. Serve as an implicit contract between instructor and students, setting up a basis for accountability.
6. Drive the curriculum planning
7. Objectives must demonstrate progression
8. They guide the teacher for the selection of the appropriate teaching method, teaching aids, evaluation method.
Type of educational objectives
General objectives “non behavioral”
-Broad aims of education that transmit or provide for the fullest development of the individual and an orientation to the main emphasis in educational program.
-A broad statement not easily measurable and cannot be observed directly.
Example: provide preventive and curative care to the individual and community, in health and sickness.
Specific objectives
“Intended learning outcome, behavior, covert objectives”
This type of objectives should be precise, observable and measurable.
Example: define body mechanics.
Element of educational objectives.
Characteristics of a specific educational objective:
1. Relevant: is one that cover every point related to the aims in view .should be relevant to the need of society and the specific objectives cover the general objectives.
2. Feasible: meaning that it should ensure what the student is required to do can actually be done within the time allowed and facilities at hand.
3. Logical:
This mainly relates to the wording of the objective being internally consistent. In other word the word of objectives should be composed, so that they have meaning.
4. Observable:
It should describe the behavior in such a way that it can be observed or en by others.
5. Measurable:
The result can be assessed with the quantifiable data in an objective manner.
6. Unequivocal: It Refers to the clarity of objective, "loaded" word or words that open a wide range of interpretation shouldn’t be used to avoid any possibility of misunderstanding. The objectives should be clear and specific when describing what the learner will have to do or demonstrate.
7. Specific:
Precisely states what the learner will be able to do.
8. Achievable:
Uses an active verb that represent ,a behavior change.
9. Realistic:
Able to obtain the level of change reflected in the objectives.
10. Time –bound:
Can be achieved by the end of training.
Element of educational objectives
1- Act (verb):
Refers to the behavior expected by learner. It*
It is the most important element because it is describing the observable out put of the learner.
2- Content:
Describes the subject, the theme in relation to which the act is to be performed.
3- Condition:
Describes the circumstances in which the act must take place.It specifies the information, tools, equipment and any thing that will be available to learner to help in performing the terminal behavior required in objectives.
4- Criteria:
States the acceptable level of performance expected from the learner
It describes a degree of accuracy proportion (percent) to correct responses, limitation of departure from fixed standard.
Example :
1- Make the diagnosis of anemia on the basis of a detailed hematological picture described in the patient records.
ACT: Make
Content: Anemia
Condition: Diagnosis
Criteria: Detailed hematological picture described in the patient records.
2- Determine the health condition of a family in its environment by making three home visits.
ACT: Determine
Condition: a family in its environment
Content: health condition
Criteria: three home visits
Taxonomies (domains) of the educational objectives
The committee identified three domains of educational activities or learning (Bloom, et al. 1956):
o Cognitive: mental skills (knowledge)
o Affective: growth in feelings or emotional areas (attitude )
o Psychomotor: manual or physical skills (skills)
This taxonomy of learning behaviors may be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.
Cognitive Domain
The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.
There are six major categories of cognitive Domain :
1-knowledge 4-Analysis
2-comprehension 5-syntesis
3-Application 6-Evaluation
N.B:categories can be thought of as degrees of difficulties. That is the first ones must normally be mastered before the next one can take place.
Table of The Cognitive Domain (original)
Category Example, Key Words (verbs), and Technologies for Learning (activities)
Knowledge: Recall,remembering data or information from previously learned material. Examples: Recognize basic facts of structure, function, pathology; vocabulary for symptoms and signs, recognition of symptoms and signs.
Key Words: arranges, defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states
Comprehension:.
The ability to grasp or construct or state meaning in one's own words
Examples: Assigning symptoms and signs to systems: cough, tiredness, edema and thrill to the CVS weakness, tiredness, pallor and rapid pulse to the hematologic system
Key Words: comprehends, converts, diagrams, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates
Application:
The ability to use,apply or implement learned material (concepts) in new and concrete situations. Examples: Relate or associate groups of symptoms and signs to specific pathological conditions; tender hepatomegaly suggests hepatitis or congestive heart failure. Rapid pulse suggests hyperdynamic circulation. This level calls pathophysiology into play.
Key Words: applies, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses
Analysis: The ability to break down or distinguish the parts of material or concepts into its component parts and show relationship between parts.
. Examples: Analyse specific from nonspecific symptoms and signs. While fever, anorexia, tachycardia are nonspecific. precordial thrill is specific for an organic valvular heart lesion.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates
Synthesis: . The ability to put parts together to form a coherent or unique new whole and creating new meaning or structure
Examples: Putting features together into a recognizable formulate, specify pattern for a specific condition:( cough, pedal edema, tachycardia and tender hepatomegaly strongly suggests congestive heart failure. Palpable thrill suggests that failure is from an organic valvular lesion. onset suggests acquired lesion. Fever, polyarthritis & carditis suggest rheumatic fever (Jones’ criteria)
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes
Evaluation:
The ability to judge, check, and critique the value of material for a given purpose
Examples: initial diagnosis explains,appraise all signs, and symptoms. Identifying all features not easily explained by diagnosis. What features of the diagnosed condition are missing? Was arthritis really fleeting polyarthritis? What are other causes of arthritis? Did he have chorea or subcutaneous nodules? What are the other possibilities? What interventions are needed, and why? What is, the likely outcome
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports
Bloom's Revised Taxonomy
Lorin Anderson, a former student of Bloom, and David Krathwohl revised the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):
o changing the names in the six categories from noun to verb forms
o re arranging them .
o creating a processes and levels of knowledge matrix
Table of the Revised Cognitive Domain
Category Examples, key words (verbs), and technologies for learning (activities)
Remembering: Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or retrieve definitions, facts, or lists, or previously learned information Examples:teacher make for students (quiz, Definition,Worksheet, Test ,Workbook ,Vocacbulary,recite a poem you have learnt).
Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes,selects, states.
Understanding:
Constructing meaning from different types of functions or grasps the meaning of information by interpreting and translating what has been learned and State in one's own words..
.
Examples: the teacher demonstrate an expermint in the lab and the student redemonstrate and be an active participant in the classroom.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Applying:
Carrying out or applies using a procedure through, implementing what was learned from experiences in anew situation
Examples:.Making models, presentations, interviews or simulations.
The teacher shows and presents aproblem and the students applying their experiences to solve that problem
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses
Analyzing:
Breaking materials or concepts into parts, determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall structure or purpose.
Examples:.student duty is to make afamily tree showing relatinships ,or
design questionnaire to gather information,or
make agraph to illustrate selected information
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separate
Evaluating:
Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. Examples: teacher order the student to write ahalf yearly report about the semsester.
Make an evaluation of the character actions at the end of the story..
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
Creating:
Put parts together to form a whole, with emphasis on creating a new meaning or structure This process is the most difficult mental function in the new taxonomy Examples: teacher tell the student to Design a robot to do your homework.
Write about feelings in relation to collegues in the classroom.
Explain the weak points on your curriculm and you want to modify it. .
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
N.B:. In the newer taxonomy, evaluating comes before creating as it is often a necessary part of the precursory behavior before one creates something.
Affective Domain
Definition:
It describes the manner in which learner deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, judgment, and attitudes. It include change attitudes/behavior rather than to transmit/process information.
According to Krathwohl's Affective Domain, Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study.
# Descriptors of the Major Categories:
in the Affective Domain:
(Levels/stages Of Affective Domain)
Illustrative Verbs:
Examples and Keywords
Receiving phenomena: Awareness, willingness to hear, selected attention.
It refers to the student's willingness to attend to particular phenomena of stimuli (classroom activities, textbook, music, etc.). Learning outcomes in this area range from the simple awareness that a thing exists to selective attention on the part of the learner. Receiving represents the lowest level of learning outcomes in the affective domain. Examples:
- Listen to others with respect.
- Listen for and remember the name of newly introduced people.
- Listening to discussions of controversial issues with an open mind.
- Respecting the rights of others.
Keywords:(verbs)
asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.
Responding to phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon
. At this level he or she not only attends to a particular phenomenon but also reacts to it in some way. Learning outcomes in this area may emphasize acquiescence in responding (reads assigned material), willingness to respond (voluntarily reads beyond assignment), or satisfaction in responding (reads for pleasure or enjoyment or motivation). The higher levels of this category include those instructional objectives that are commonly classified under “interest”; that is, those that stress the seeking out and enjoyment of particular activities. Examples:
-Participates in class discussions. Gives a presentation.
-Questions new ideals, concepts, models, etc. in order to fully understand them.
-Know the safety rules and practices them. -Completing homework assignments.
- Participating in team problem solving activities. Questions new ideals, concepts, models, etc. in order to fully understand them.
Keywords:(verbs)
answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.
Valuing:
The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner’s overt behavior and are often identifiable. Learning outcomes in this area are concerned with behavior that is consistent and stable enough to make the value clearly identifiable. Instructional objectives that are commonly classified under “attitudes” and “appreciation” would fall into this category.
Examples:
-Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity).
- Shows the ability to solve problems.
-Proposes a plan to social improvement and follows through with commitment.
- Informs management on matters that one feels strongly about.
-Accepting the idea that integrated curricula is a good way to learn.
- Participating in a campus blood drive. - Demonstrates belief in the democratic process. -Shows the ability to solve problems.
- Informs management on matters that one feels strongly about.
Keywords: (verbs)
completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies ,works.
Organization:
Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Synthesizing values. Learning outcomes may be concerned with the conceptualization of a value (recognizes the responsibility of each individual for improving human relations) or with the organization of a value system (develops a vocational plan that satisfies his or her need for both economic security and social service). Instructional objectives relating to the development of a philosophy of life would fall into this category.
-Its concerned with bringing together different values, resolving conflicts between them, and beginning the building of an internally consistent value system. Examples:
-Recognizes the need for balance between freedom and responsible behavior.
-Accepts responsibility for one’s behavior. -Explains the role of systematic planning in solving problems.
- Accepts professional ethical standards.
- Creates a life plan in harmony with abilities, interests, and beliefs.
-Prioritizes time effectively to meet the needs of the organization, family, and self.
Keywords: (verbs)
Adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes,completes.
Internalizing values (characterization):
Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
Characterization by a value or value set. The individual has a value system that has controlled his or her behavior for a sufficiently long time for him or her to develop a characteristic “life-style.” Thus the behavior is pervasive, consistent, and predictable. Learning outcomes at this level cover a broad range of activities, but the major emphasis is on the fact that the behavior is typical or characteristic of the student. Instructional objectives that are concerned with the student's general patterns of adjustment (personal, social, emotional) would be appropriate here. Examples:
-Shows self-reliance when working independently.
-Cooperates in group activities (displays teamwork).
-Uses an objective approach in problem solving. -Displays a professional commitment to ethical practice on a daily basis.
-Revises judgments and changes behavior in light of new evidence.
-Values people for what they are, not how they look.
-A person's lifestyle influences reactions to many different kinds of situations.
Keywords: (verbs)
Acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.
Psychomotor domain:-
Psychomotor domain refers to objectives which emphasize muscular and/ or motor skills, manipulation of material and objects, Acts which require neuromuscular coordination.
• Psychomotor skills represent those activities that are primarily movement-oriented. In teaching, emphasis is placed on this movement component, although ultimately in practice, performance requires an integration of related knowledge and values.
• Psychomotor (Physical Skills) - Examples include skills utilizing hand-eye coordination such as throwing a ball, driving a car, operating a machine, playing an instrument or typing.
Psychomotor Skills for the 21st Century
• The most common classification of psychomotor skills is “gross” and “fine.” Gross motor skills are defined as those that involve larger groups of muscles (for example, arms or legs), while fine motor skills are those that involve smaller groups of muscles such as those found in fingers. Within these 10 two broader categories of psychomotor skills there are countless context- and job- specific skills to master, such as: assembling parts, operating controls, putting in an IV, using a scalpel, typing, reaching, lifting, and walking. In practice, most movements require a combination of gross and fine motor skills. Even writing, often identified as a fine motor skill, additionally requires coordination of larger muscle groups in the arm. Consequently, present classifications of skills as either gross or fine, rely on an overly simplistic dichotomy.
The seven categories under this include:
1. Perception: the ability to apply sensory information to motor activity.
Example: A cook adjusts the heat of stove to achieve the right temperature of the dish.
2. Set: the readiness to act.
Example: An obese person displays motivation in performing planned exercise.
3. Guided Response: the ability to imitate a displayed behavior or to utilize trial and error.
Example: A person follows the manual in operating a machine.
4. Mechanism: the ability to convert learned responses into habitual actions with proficiency and confidence.
Example: A mother was able to cook a delicious meal after practicing how to cook it.
5. Complex Overt Response: the ability to skilfully perform complex patterns of actions.
Example: Typing a report on a computer without looking at the keyboard.
6. Adaptation: the ability to modify learned skills to meet special events.
Example: A designer uses plastic bottles to create a dress.
7. Origination: creating new movement patterns for a specific situation.
Example: A choreographer creates a new dance routine.
This domain has three levels in the form of:
1- Imitation.
2- Control.
3- Automization.
1- Imitation
Imitation is the execution of an act a direct response to the perception of another person performing the act.
Example:
1- By using an orange the learner will imitate the instructor step by step in I.M. injection.
2-The learner will demonstrate on a doll the surgical wound dressing as carried out by the instructor.
2- control:
The learner is able to demonstrate skills according to instructions and not merely on the basis of imitation.
Example:
The student will carry out a surgical wound dressing under supervision of the instructor.
The student will Inject I.M. medication under supervision of the instructor.
3- Automization:
Here, the highest degree of proficiency is attained in using the skill, which now requires only minimum amount of energy from the learner.
Example:
The student will inject I.M. medication without any mistake.
By following as aseptic technique, the student will carry out surgical wound dressing without causing any complications.
Also the levels of psychomotor domain may be classified into:
Level Definition Example
1. Observing Active mental attending of a physical event.
The learner watches a more experienced person. Other mental activity, such as reading may be a pert of the observation process.
2. Imitating Attempted copying of a physical behavior. The first steps in learning a skill. The learner is observed and given direction and feedback on performance. Movement is not automatic or smooth.
3. Practicing Trying a specific physical activity over and over.
The skill is repeated over and over. The entire sequence is performed repeatedly. Movement is moving towards becoming automatic and smooth.
4. Adapting Fine tuning. Making minor adjustments in the physical activity in order to perfect it.
The skill is perfected. A mentor or a coach is often needed to provide an outside perspective on how to improve or adjust as needed for the situation
Some verbs used in psychomotor domain:
Dress Model Tie Alter
Imitate Originates Use Catheterize
Inject Reproduce Wash Combine
Insert Place Demonstrate Make
Practice Draw Manipulate position
Another BEHAVIORAL VERBS APPROPRIATE FOR THE PSYCHOMOTOR DOMAIN
• bend
• calibrates
• constructs
• differentiate (by touch)
• dismantles
• displays
• fastens
• fixes
• grasp • grinds
• handle
• heats
• manipulates
• measures
• mends
• mixes
• operate • organizes
• perform (skillfully)
• reach
• relax
• shorten
• sketches
• stretch
• write
Referance
• -Taw eel A. self- instructional module about educational objectives.
• Alexandria: Faculty of Nursing, 2005-2006
- The national quality Assurance and Accreditation Committee. The Quality Assurance and Accreditation Handbook for Higher Education in Egypt. Egyp, 2005; 54.
• Harrow, A.J. (1972). Taxonomy of the psychomotor domain. New York: David McKay Co.
• -Ornstein A. strategies for effective teaching, 2nd ed. USA, WM Brown Co, 1995.
• J.J.GUIL BERT,Educational hand bookror health world health organizationGeneva,6th ed .1992.
• Gronlund,N.E.and Brookhart,S.M..(2009).Gronlund`sWriting instrucational objectives (8th ed).UpperSaddle River,NJ:pearson Education,INC
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