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INTRODUCTION
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Educational
objectives depict what students should be able to do at the end of a learning
activity.
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As
Educational objectives are more focused on the learner’s performance, it is
also called as “learning objective”.
DEFINITION
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“The
result sought (required) by the learner at the end of the educational
programme..i.e., what the students should be able to do at the end of a
learning period, that they could not do before hand” - JJ Guilbert
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Aims, Goals & Objectives
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Education
must be purposeful -
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It
must have a direction
Most General = Aims
Most Specific = Objectives
Aims, Goals & Objectives
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Aims
- General Statements that provide both shape and direction to the more specific
actions of the curriculum
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“building
world mindedness”
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No
Child Left Behind (2001)
Goals of Education
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Goals
are statements of purpose
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Goals
are specific statements designed as guidelines to achieve particular purpose
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“Students
will become aware of the various nations of the world and the roles they play
in a world community.”
Objectives
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Objectives
indicate in more specific terms the outcomes of the curriculum
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Behavioral
Objectives - objectives stated precisely will improve the quality of teaching
and learning
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A
meaningful objective must be measurable
Goals, aims and objective
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Aims,
Goals and objectives represent different positions in descending order.
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Aims
reflect philosophy while goals stand for strategies and objectives for actual
tactics in the classroom.
• Aims represent like outcomes, goals refer
to school outcomes and objectives refer to classroom instructions.
Difference between goals and objectives
Instructional
goals
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Instructional
objectives
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Goals
derived from aims.
Goals
can be of general directions.
Goals
are non-measureable
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Objectives derived from
goals.
Objectives are specific.
Objectives are specific.
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Goals
are broad
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Objectives are narrow
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Goals
are general intentions
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Objectives are precise
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Goals
are intangible
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Objectives are tangible
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Goals
are abstract
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Objectives are concrete
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Goals
cannot be validated
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Objectives can be
validated
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Goals
are non-measurable
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Objectives are
measureable
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TYPES



LEVELS OF EDUCATIONAL OBJECTIVES
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Cognitive Domain:
Level 1: knowledge: Remembering of
previously learned material.
Verbs usage Eg: Can the
students recall or remember the information? Define, list, memorize, recall,
repeat.
Level 2:
comprehension:
Can the learner explain ideas or concepts?
Verbs usage e.g: Classify, describe, discuss, explain, identify,
select, recognize. E.g. Rewrites the principles of test writing.
Level 3:
application: Can the student use the information in a new
way?
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Verbs usage eg: Apply, solve, use, write, illustrate,
operate.
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E.g. Apply laws of statistics to evaluate the
reliability of a written test.
Level 4: analysis:
ability to
breakdown material into its component parts.
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Can
the student distinguish between the different parts?
Verb usage eg:
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Appraise, compare, contrast, criticize,
differentiate, discriminate, examine, experiment. E.g. How does the American
Civil War compare with the French Civil War?
Level 5: synthesis: combines various parts to form a new
whole.
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Can
the student create new product or point of view?
Verb
usage e.g.:
Assemble,
construct, create, design, develop, formulate, write.
E.g.
Design a machine to perform a specific task.
Level 6: evaluation: the ability to judge the value of material for a given
purpose judgments are based on definite criteria
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Verb usage eg:
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argue,
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defend,
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judge,
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select,
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support,
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value
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and evaluate.
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E.g. compare and contrast any two definitions of
education.
Affective domain
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Level 1:receiveing: (willing to
listen)
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Being
aware of or attending to something in the environment.
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The
student passively pays attention.
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Without this level no learning can occur.
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Verb usage Eg:
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Feel,
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attend,
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perceive,
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experience,
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chooses.
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E.g.
listening attentively to a friend.
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E.g.
Individual would read a book passage about civil rights.
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Level 2: responding: (willing to participate)
Showing some new behavior as a result of experience.
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Active
participation of the learner.
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The
student actively participates in the learning process, not only attend to a
stimulus the student also reacts in some way
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Verb usage Eg:
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assists,
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answer,
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aids,
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helps
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labels.
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E.g.
Individual answers questions about the book, read another book by the same
author, another book about civil rights etc.
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Level 3: valuing: Showing some definite involvement or commitment.
(willing to be involved)
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The
student attaches a value to an object, phenomena or piece of information
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E.g.
The individual demonstrates this by voluntarily attending a lecture on civil
rights.
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Verb usage Eg:
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Completes,
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demonstrates,
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differentiates,
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explains,
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follows,
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invites,
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joins,
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selects,
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shares,
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Level 4: organization: here learners will encounter situations in which more
than one value is relevant.
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Ability
to prioritize a value over another and create a unique value system (willing to
be an advocate).
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The
student can put together different values, information,, ideas and accommodate
them within his her schema, comparing, relating and elaborating on what has
been learned.
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E.g.
The individual arranges a civil rights rally.
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Verb usage E.g. :
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arranges,
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prepares,
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organizes,
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formulates.
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Level 5: characterization: highest level. Students internalize value system which
is the philosophy of life
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Acting
consistently with the new value. ( willing to change one’s behavior, lifestyle,
or way of life).
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The
student has held a particular value or belief that now exerts influence on his
/her behavior so it becomes a characteristics.
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E.g. the individual is firmly committed to the value, perhaps becoming a
civil rights leader.
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Verb usage Eg:
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Displays
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Acts
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Perform
Psychomotor domain
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Skills
in the psychomotor domain describes the ability to physically manipulate a tool
or instrument like a hand or hammer.
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Psychomotor objectives usually focus on change
or development in behavior or skills.
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Level 1: perception:
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concerned
with perception of sensory cues that guide actions.
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E.g.
Detects non-verbal communication cues.
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E.g.
adjust heat of stove to correct temperature by smell and taste of food.
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Verb usage E.g:
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detects
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adjust
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Psychomotor
domain
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Level 2: set: concerned with the cognitive, affective, psychomotor
readiness to act.
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It
includes mental, physical and emotional sets. (sometimes called mindsets)
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Verb usage Eg: reacts
promptly to emergency situations.
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E.g. recognize one’s abilities and limitations.
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Note: this subdivision of psychomotor is closely related with the “
responding to phenomena” subdivision of the Affective domain.
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Level 3: guided response: refers to early stages of skill acquisition –
following demonstration of teacher.
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The
early stages in learning a complex skill that imitation and trial and error.
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Adequacy of performance is achieved by
practicing.
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Verb usage Eg:
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Follows instructions to build a model.
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Level 4: mechanism: performance has become habitual.
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Learned
responses have become habitual and the movements can be performed with some
confidence and proficiency.
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Verb usage Eg:
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Use a personal computer.
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Drive a car.
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Level 5: complex overt response:
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Complex
movements are possible with a minimum of wasted effort.
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skilled
performance & involves economy of effort, smoothness of action, accuracy
& efficiency.
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Proficiency
is indicated by a quick, accurate and highly coordinated performance requiring
a minimum of energy.
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Verb usage E.g:
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Operates
a computer quickly and accurately.
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Displays
competence while playing the piano.
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Level 6: adaptation: skills are internalized that students can adapt them
to cater for special circumstances
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Skills
are well developed and the individual can modify movement patterns to fit
special requirements.
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Movement
can be modified for special situation
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verb usage Eg:
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E.g. modifies instruction to meet the needs of the
learners.
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E.g.
Accurate performance in laboratory.
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Psychomotor
domain
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Level 7: origination: highest level, concerns the origination of new
movement pattern.
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New
movement can be created for special situation
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Verb usage Eg:
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designs
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Construct
a new theory.
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CONCLUSION
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knowledge
regarding the strengths and weakness of behavioral objectives will assist the
educator in framing objectives in a realistic way suitable to the aims of
education.
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