Professional Documents
Culture Documents
Objectives
The development of
educational goals and
objectives began in WWII
as a way of conceptualizing
instruction and training
programs in the military.
Educational psychologists
and educators jumped on
the concept!
1956
Learning Objectives
Outcomes
Terminal Objectives
Enabling Objectives
Performance Objectives
Aims
GOALS OBJECTIVES
y Intangible y Tangible
y Abstract
y Concrete
y Generally hard to
measure y Measureable
Goal
The goal of a
learning
activity is like
a target
Objectives
The objectives
are the arrows
that help the
learner reach
the target and
demonstrate
mastery
Can you identify the Goals?
y Every educational
activity should have a
goal
y It is a broad statement of
purpose
In general terms
what is the overall
purpose of the
educational
activity?
What is the main
intention?
Journal article
Webinar
Conference presentation
B=BEHAVIOR
Hands on Workshop
(what the participants will do)
What type of behavior do you want?
Approximately 80% of
educational objectives
fall into this domain
“Head” objectives
Cognitive Domain
Relating to the
expression of feelings ,
including emotions,
fears, interests,
attitudes, beliefs, values
and appreciations
Sometimes called
“heart” objectives
Affective Domain
Motor Skills
Psychomotor Domain
“Hand” Objectives
All three domains are hierarchical
Usually a WHEN or
WHILE statement
It might be:
Speed
Accuracy
Quality
D=Degree
Quantity
Getting Started
Remember, the
audience is always the
learner, not the instructor
B=Behaviors the learners will demonstrate
Anderson, L.W. and Krathwohl(Eds.) 2001 A Taxonomy for Learning, Teaching and Assessing: A Revision of
Bloom’s Taxonomy of Educational Objectives.New York, Longman
Level One Cognitive Domain
match remember
Recall of information list memorize
define recognize
arrange relate
label recall
name repeat
order reproduce
Level Two Cognitive Domain
classify describe
discuss explain
Interpret information in express identify
one’s own words indicate locate
recognize report
restate review
select sort
tell translate
Level Three Cognitive Domain
demonstrate
dramatize
Use knowledge or apply choose
generalization in a new employ illustrate
situation interpret operate
prepare practice
schedule sketch
solve use
Level Four Cognitive Domain
discriminate
differentiate
Break down knowledge analyze appraise
into parts and show calculate categorize
relationships among compare contrast
parts
criticize diagram
distinguish examine
inventory question
experiment test
Level Five Cognitive Domain
appraise argue
assess attack
Making judgments based choose compare
on criteria and defend estimate
standards evaluate judge
predict rate
score select
support value
Level Six Cognitive Domain
arrange assemble
Bring together parts of collect compose
knowledge to form a construct create
whole and build design formulate
relationships for new
manage organize
situations
plan prepare
propose set up
synthesize write
C=Condition
Examples:
“when given a list of 20 words”
“independently”
Examples:
“4 out of 5 times
“three”