Writing Instructional Objectives in

the Affective and Psychomotor

Domain
Errole A. Maxey
What are Instructional
Objectives?

What is the importance of

Instructional Objectives?
Instructional Objectives
• An instructional objective is a statement that will describe
what the learner will be able to do after completing the
instruction. (Kibler, Kegla, Barker, Miles, 1974).

• "a collection of words and/or pictures and diagrams intended

to let others know what you intend for your students to
achieve“, (Mager, 1984)

• An objective does not describe what the instructor will be

doing, but instead the skills, knowledge, and attitudes that the
instructor will be attempting to produce in learners
 Instructional Objectives
•An instructional objective is the focal point of a lesson plan.
Objectives are the foundation upon which you can build lessons
and assessments and instruction that you can prove meet your
overall course or lesson goals.
•Begin with the end in mind
•The purpose of objectives is not to restrict spontaneity or
constrain the vision of education in the discipline; but to ensure
that learning is focused clearly enough that both students and
teacher know what is going on, and so learning can be
objectively measured.

Different archers have different styles, so do different teachers. Thus, you

can shoot your arrows (objectives) many ways. The important thing is that
they reach your target (goals) and score that bullseye!
Parts
of the
Objectives
Parts of the Objectives
• Objective statements contain three parts:
behavior, conditions, and criteria
o Behavior
o What students will be able to do
o Conditions
o How they will be able to do it
o Criteria
o Degree of accuracy observed
Parts of the Objectives

EXAMPLE

• At the end of 50-minute period, the pupils

shall be able to:
a. identify the different parts of plants and
their functions
 At the end of 50-minute period, the pupils shall be able to:
identify the different parts of plants and their functions

BEHAVIOR
 At the end of 50-minute period, the pupils shall be able to:
a. discuss the behavior of atom through an essay with
a rubric rating of 85%
 At the end of 50-minute period, the pupils shall be able to:

discuss the behavior of atom BEHAVIOR

through an essay with CONDITION
a rubric rating of 85% CRITERION
 The Affective Domain

• objectives relating to interest, attitude, and values

relating to learning the information
• Levels of Learning Outcomes
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization / Characterization of Values
 The Affective Domain

Levels of Learning Outcomes

1. Receiving
• Awareness, willingness to hear selected attention
• One is expect to be aware of or to passively attend to
certain stimuli or phenomena. Simply listening and
being attentive are the expectations.
 The Affective Domain

Levels of Learning Outcomes

2. Responding
• Active participation on the part of the learners
• Attends and reacts to a particular phenomenon
• One is required to comply with given expectations by
attending or reacting to certain stimuli. One is
expected to obey, participate, or respond willingly
when asked or directed to do something.
 The Affective Domain

Levels of Learning Outcomes

3. Valuing
• The worth or value a person attaches to a particular
object, phenomenon, or behavior,
• Display behavior consistent with a single belief or
attitude in situations where one is neither forced or
asked to comply. One is expected to demonstrate a
preference or display a high degree of certainty and
conviction
 The Affective Domain

Levels of Learning Outcomes

4. Organization
• Commitment to a set of values. This level involves 1)
forming a reason why one values certain things and
not others, and 2) making appropriate choices
between things that are and are not valued.
• One is expected to organize likes and preferences into
a value system and then decide which ones will be
dominant.
 The Affective Domain

Levels of Learning Outcomes

5. Characterization / Characterization of Values
• All behavior displayed is consistent with one’s
value system. Values are integrated into a
pervasive philosophy that never allows
expressions that are out of character with
those values. Evaluation at this level involves
the extent to which one has developed a
consistent philosophy of life
 Assignment
ACTIVITY SHEET NO. 1
Writing Instructional Objectives: Affective Domain
SAMPLE
LEVELS OF LEARNING 3 SAMPLE
DESCRIPTION BEHAVIORAL
OUTCOMES OBJECTIVES
TERMS
RECEIVING
RESPONDING
VALUING
ORGANIZATION
CHARACTERIZATION

At least 3
descriptions from 3 • Activity Sheets must be WRITTEN on a
different sources short bond paper
• All outputs must be accomplished in
landscape format
 The Psychomotor Domain

• This domain focuses on motor skills and

actions that require physical coordination.

• Psychomotor behaviors are performed

actions that are neuromuscular in nature
and demand certain levels of physical
dexterity.
 The Psychomotor Domain

Levels of Learning Outcomes

1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalization
Assignment ACTIVITY SHEET NO. 2
Writing Instructional Objectives: Psychomotor Domain
SAMPLE
LEVELS OF LEARNING 3 SAMPLE
DESCRIPTION BEHAVIORAL
OUTCOMES OBJECTIVES
TERMS
IMITATION
MANIPULATION
PRECISION
ARTICULATION
NATURALIZATION

At least 3
descriptions from 3 • Activity Sheets must be WRITTEN on a
different sources short bond paper
• All outputs must be accomplished in
landscape format
Questions?