TAXONOMIES OF EDUCATIONAL OBJECTIVES

Educational objectives describe the goals toward which the education process is directed–the learning
that is to result from instruction. When drawn up by an education authority or professional organization,
objectives are usually called standards. Taxonomies are classification systems based on an organizational
scheme. In this instance, a set of carefully defined terms, organized from simple to complex and from
concrete to abstract, provide a framework of categories into which one may classify educational goals.
Such schemes can:

A behavioral objective is a learning outcome stated in measurable terms, which gives direction to the
learner’s experience and becomes the basis for student evaluation

different domains.

Goal is a broad or general statement reflecting the ultimate ends toward which the total educational
program is directed. (Sometimes refered to these as aims.)

Goal an immediate objective or outcome that a person desires and executes a behavior or sequence of
behaviors to attain.

Motivation - hunger; Goal - food; Objective - raid the refrigerator; Outcome - eat and be satiated.

Objective is a statement specifying the purpose of a particular activity or action. There can be several
different ways to communicate this information. Ranging from general to specific and for different
domains of understanding. Six different kinds (General, Specific, Instructional, Behavioral, Performance,
Expressive) are reviewed below with examples.

Outcome is a statement specifying desired knowledge, skills, processes, and attitudes to be developed
as a result of educational experiences.
Outcome is a description of what learners do to demonstrate understanding, skill, or competence.

Outcome levels describe different levels of what learners may do to demonstrate a level of skill,
competency, or conceptualization of a concept they have achieved from beginning to advanced.

Selection of objectives

Objectives can be selected from:

an organizational topic, subtopic, theme, subject, subject dimension or category, disposition, process, ...

previous skills or objectives.

the teaching-learning experience, both the learner's and teacher's experiences.

curriculum documents, standards, school, district, state, national.

new ideas related to the scope and sequence of a topic, standard, or big idea from a problem that arises
or identifiction of content that wasn't previously identified or foreseen.

Kinds of Objectives

General objectives

A statement reflecting the purposes of a particular unit or level of the school program, such as
elementary, middle level, or high school.

(The learner will) Be critical consumers of literature.

(The learner will) Be mathematically literate.

(The learner will) Understand and use science content, processes, and inquiry to make sound personal
and social decisions.

Specific objectives

A statement reflecting a short-range or more immediate purpose involved in a specific teaching-learning

activity, such as unit or daily plan.
(The learner will) Complete pages 121-122 with 85% or better.

(The learner will) Count on when rolling two dice (die 1 = 4, die 2 = 3. Student will think or say 4 and
count 5, 6, 7. Then move game piece) while playing Race to the Finish.

Instructional objectives

Clarify for the teacher what the learner will do (instructional purpose). This clarification can guide the
design and selection of meaningful content, activities, and resources as well as guide the learners'
progress. This is based on the belief that students need to be told how they are to be active in order for
them to learn.

Today we will learn how to play the game - Race to the Finish.

To count onyou start with one of the numbers (the bigger is better) and count on the value of the other
number. For example - to add two dice. Roll the two dice, select the larger number, say or think it, and
count on (die 1 = 4, die 2 = 3. Think or say 4 and count 5, 6, 7).

As the task becomes more complicated an instructional object can be thought of as becoming a scoring
guide or rubric. One example is the use of scoring guides or rubrics with Six or more Traits Writing as
instructional objectives.

Behavioral objectives

Were origninally used for changing or developing behavior when the philosophy was that only
obsewrvable behavior could be measured, therefore what happened inside the brain was irrelevant. To
list ... To write .... To state... Today these may be also be called performance objectives.

Performance Objectives

Performance objectices have five components:

what is done,

who is to do it,

when is it to be done,

what level of proficiency, and

with what.

Given paper and pencil the learner will write solutions for 30 basic facts of addition in less than one
minute, with 100% accuracy, by Friday the 13th.

After reading the story the learner will write answers to five literal comprehension questions by recall or
rereading the story within the class period on Friday 13, 2013, with 80% accuracy.

Expressive objectives

Are used to personalize instruction to meet a wide range of possible outcomes.

(The learner will) Go on a nature walk and record observations of three organisms they choose.

Domain Referenced Objectives

Are objectives that relate to one or more of the three general domains of learning.

cognitive;

affective and;

psychomotor.

All activities involve all three domains, however, not all are usually identified, depending on the
instructional focus. Which is usually cognitive. Hence, the popularity of Bloom's taxonomy when
cognitive domains are referenced. For examples see taxonomies information.

Examples in curriculum areas planning, activities, & curriculum documents:

See samples of literature goals, objectives, outcomes, & concepts.

Science

Mathematics

Health

See also information and examples of facts, concepts, and generalizations.

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What Are Learning Outcomes?

“… think first about what is essential that students know or be able to do after the course or program –
what students need to know and could make powerful use of to enhance their lives and more effectively
contribute to society. We believe that such reflection will lead instructors to focus on a broad synthesis
of abilities that combine knowledge, skills and values into a whole that reflects how people really use
knowledge.” So, what’s a learning outcome anyway? Mark Battersby, p. 1

Learning outcomes are statements that describe the knowledge or skills students should acquire by the
end of a particular assignment, class, course, or program, and help students understand why that
knowledge and those skills will be useful to them. They focus on the context and potential applications
of knowledge and skills, help students connect learning in various contexts, and help guide assessment
and evaluation.

Good learning outcomes emphasize the application and integration of knowledge. Instead of focusing on
coverage of material, learning outcomes articulate how students will be able to employ the material,
both in the context of the class and more broadly.

Example of Learning Outcomes:

By the end of this course, students will be able to:

identify and describe the political, religious, economic, and social uses of art in Italy during the
Renaissance

identify a range of works of art and artists

analyze the role of art and of the artist in Italy at this time

analyze the art of the period according to objective methods

link different materials and types of art to the attitudes and values of the period

evaluate and defend their response to a range of art historical issues

Learning activities, as the name suggests, are activities designed or deployed by the teacher to bring
about, or create the conditions for learning. The difference between a Learning by Design approach to
employing various learning activities and other approaches to teaching relates to the pedagogical
character or focal intent of the activities selected. What do I want to achieve with this activity? How will
I achieve my aims? Which Knowledge Process is best suited to achieving my aim? With Learning by
Design the teacher mindfully designs or chooses particular learning activities based on which Knowledge
Process is activated by that activity. Some learning activities stimulate experiential learning, others
mobilise conceptual thinking, while still others prompt students to engage in analytical discussion. The
pedagogical effectiveness of a Learning Element – a teacher’s overall design – can be traced to (1) the
mindful selection of learning activities based on the Knowledge Processes which those activities set in
motion; (2) the establishment of direct links between those activities and the intended Knowledge
Objectives; (3) and the careful sequencing of those activities such that they build on, or contribute to,
the learning of earlier or later activities (see Coherence and Through-line).

An Observable Outcome is an outcome from an observable process. Context: ... It can be represented by
an Observable State Variable. It can range from being an Observed Outcome to being an Unobserved
Outcome

An unobservable (also called impalpable) is an entity whose existence, nature, properties, qualities or
relations are not directly observable by humans. In philosophy of science, typical examples of
"unobservables" are the force of gravity, causation and beliefs or desires.

What do you mean by domain?

Learning can be divided into three domains:

Cognitive: This is the most commonly used domain. It deals with the intellectual side of learning.

Affective: This domain includes objectives relating to interest, attitude, and values relating to learning
the information.

Psychomotor: This domain focuses on motor skills and actions that require physical coordination.

What verbs should I use for each domain?

Cognitive Affective Psychomotor

Remembering
Define

Duplicate

Draw

List

Label

Memorize

Name

Recall

Recite

Repeat

Reproduce

State

Understanding

Classify

Describe

Discuss

Explain

Identify

Locate

Recognize

Report

Select

Translate

Paraphrase
Visualize

Applying

Apply

Change

Choose

Construct

Demonstrate

Dramatize

Employ

Illustrate

Interpret

Modify

Operate

Produce

Schedule

Sketch

Solve

Translate

Use

Write

Analyzing

Categorize

Compare
Contrast

Deduce

Discriminate

Distinguish

Examine

Question

Separate

Test

Evaluating

Appraise

Argue

Decide

Critique

Criticize

Defend

Judge

Prioritize

Rate

Rant

Select

Support

Value

Evaluate

Creating
Assemble

Construct

Create

Compose

Develop

Formulate

Invent

Originate

Write

Receiving (listening and being attentive)

Ask

Choose

Describe

Follow

Give

Hold

Identify

Locate

Name

Point to

Select

Sit

Erect
Reply

Use

Responding (active participation)

Answer

Assist

Comply

Conform

Discuss

Greet

Help

Label

Perform

Practice

Present

Read

Recite

Report

Select

Tell

Write

Valuing (value attached to a subject)

Complete

Describe
Differentiate

Explain

Follow

Forms

Initiate

Invite

Join

Justify

Propose

Read

Select

Share

Study

Work

Organization (beginning to build consistent value system)

Adhere

Alter

Arrange

Combine

Compare

Complete

Defend

Explain

Generalize
Identify

Integrate

Modify

Order

Organize

Relate

Synthesize

Characterization (value system controls behavior)

Act

Discriminate

Display

Influence

Listen

Modify

Performs

Practices

Propose

Qualify

Question

Revise

Serve

Solve

Use

Verify
Imitation (learner imitates an action after a visual demonstration)

Align

Balance

Follow

Grasp

Hold

Place

Repeat

Rest

Step

Manipulation (performance of an action with written/verbal instructions)

Align

Balance

Follow

Grasp

Hold

Place

Repeat

Precision

Accurately

Errorlessly
Independently

Proficiently

With balance

With control

Articulation (display of coordination of a series of related acts)

Confidence

Coordination

Harmony

Integration

Proportion

Smoothness

Speed

Stability

Timing

Naturalization (high level of proficiency)

Automatically

Effortlessly

Naturally

Professionally

Routinely

Spontaneously

With ease
With perfection

With poisewhat do you mean by domain?

learning can be divided into three domains:

cognitive: this is the most commonly used domain. it deals with the intellectual side of learning.

affective: this domain includes objectives relating to interest, attitude, and values relating to learning
the information.

psychomotor: this domain focuses on motor skills and actions that require physical coordination.

what verbs should i use for each domain?

cognitive affective psychomotor

remembering

define

duplicate

draw

list

label

memorize

name

recall

recite

repeat

reproduce

state
understanding

classify

describe

discuss

explain

identify

locate

recognize

report

select

translate

paraphrase

visualize

applying

apply

change

choose

construct

demonstrate

dramatize

employ

illustrate

interpret
modify

operate

produce

schedule

sketch

solve

translate

use

write

analyzing

categorize

compare

contrast

deduce

discriminate

distinguish

examine

question

separate

test

evaluating

appraise

argue
decide

critique

criticize

defend

judge

prioritize

rate

rant

select

support

value

evaluate

creating

assemble

construct

create

compose

develop

formulate

invent

originate

write

receiving (listening and being attentive)

ask

choose

describe

follow

give

hold

identify

locate

name

point to

select

sit

erect

reply

use

responding (active participation)

answer

assist

comply

conform

discuss

greet

help

label
perform

practice

present

read

recite

report

select

tell

write

valuing (value attached to a subject)

complete

describe

differentiate

explain

follow

forms

initiate

invite

join

justify

propose

read

select

share
study

work

organization (beginning to build consistent value system)

adhere

alter

arrange

combine

compare

complete

defend

explain

generalize

identify

integrate

modify

order

organize

relate

synthesize

characterization (value system controls behavior)

act

discriminate

display
influence

listen

modify

performs

practices

propose

qualify

question

revise

serve

solve

use

verify

imitation (learner imitates an action after a visual demonstration)

align

balance

follow

grasp

hold

place

repeat

rest

step
manipulation (performance of an action with written/verbal instructions)

align

balance

follow

grasp

hold

place

repeat

precision

accurately

errorlessly

independently

proficiently

with balance

with control

articulation (display of coordination of a series of related acts)

confidence

coordination

harmony

integration

proportion

smoothness
speed

stability

timing

naturalization (high level of proficiency)

automatically

effortlessly

naturally

professionally

routinely

spontaneously

with ease

with perfection

with poise