Q.No.

1
Critically analyze the main approaches of behavioral objectives. Develop ten
statements of behavioral objectives of the research course of M.Phil. Level
program.
Answer:
The Behavioral Approach is predicated on an outline, where objectives and
targets are indicated. Substance and exercises are orchestrated to coordinate
with indicated learning goals. The learning results are assessed as far as objectives
and goals that are set toward the beginning.
This methodology is grounded in logical standards. Everything the researchers do
should be perceptible as this is frequently the proof that the researcher has
accomplished the objectives and targets, which additionally are upheld
recognizable practices.
The Behavioral Approach, is that the most established, and still the principle
approach. This methodology depends on specialized and logical standards. It
incorporates standards, model, and bit by bit procedures
Reason and Function of Behavioral Objectives
• Guide for the educator comparative with the plan of guidance
• Guide for the educator for assessment/test plan (for example composed tests,
OSCEs, and so on)
• Guide for the student comparative with learning center
• Guide for the student comparative with self-evaluation
• Statements of targets mention to others what we esteem.
• Causes cautious considering what is to be refined through guidance.
• Helps connection among educator and student on the grounds that with
unequivocal destinations the teacher is seen less in an antagonistic job since
understudies are not compelled to think about what is to be realized.
• Enhances probability to make centered free learning materials.
• Makes encouraging more coordinated and coordinated.
• Communicates to associates what you are instructing consequently upgrading
coordinated effort and cooperation with partners.
• Helps work with those circumstances in which we need understudies to exhibit
ability (The goals can be determined in like path as to indicate capability.)

Behavioral objectives of the research course of M.Phil. Level program

The levels are listed in increasing order of complexity, followed by verbs that
represent each level.
KNOWLEDGE: remembering previously learned facts.
Cite List Reproduce
Define Match Select
Identify Name State
Label Recognize
COMPREHENSION: ability to understand or grasp the meaning of material.
Convert Extend Paraphrase
Describe Give examples Summarize
Estimate Illustrate Translate
Explain Interpret
APPLICATION: ability to use previously learned material in new and concrete
situations.
Apply Modify Relate
Computer Operate Show
Construct Predict Solve
Demonstrate Prepare Use
Discover Produce
ANALYSIS: ability to break down material into its component parts so that its
organizational structure may be understood.
Analyze Differentiate Infer
Associate Discriminate Outline
Determine Distinguish Point out
SYNTHESIS: ability to put parts together to form a new whole.
Combine Develop Plan
Rewrite Compile Devise
Propose Tell Compose
Integrate Rearrange Write
Create Modify Reorganize
Design Organize Revise
EVALUATION: ability to judge the value of material for a given purpose; also, the
ability to make decisions.
Appraise Conclude Judge
Assess Contrast Weigh
Compare Evaluate
EXAMPLES
1. Knowledge
a. The student will be able to list all of Piaget's developmental states in the
correct order for an in-class exam.
b. The student will recall the four major food groups without error.
c. From memory, with 80 percent accuracy the student will match each
United States General with his most famous battle.
2. Comprehension
 a. The student will be able to correctly describe the two components of
objectivity f or an in-class exam.
b. By the end of the semester, the student will summarize the main events of
a story in grammatically correct English.
3. Application
a. Given fractions not previously covered in class, the student will be able to
divide them with 85 percent accuracy for an in-class exam.
b. Given fractions not covered in class, the student will multiply them on
paper with 85 percent accuracy.
4. Analysis
a. Given a presidential speech, the student will be able to point out all of the
positions that attack a political opponent rather than the opponent's
political program for a homework assignment.
b. In a presidential speech, the student will be able to point out the positions
that attack a political opponent personally rather than the opponent's
political programs.
c. The student will describe the interrelationships among acts in a play.
5. Synthesis
a. The student will be able to design a study outside of class that addresses a
given problem. The experiment should contain the six components given in
class.
b. Given a short story, the student will write a different but plausible ending.
6. Evaluation
a. The student will be able to judge a paragraph's value according to the six
criteria for an out-of-class assignment.
Given a description of a country's economic system, the student will defend it by
basing arguments