TYPES, DOMAINS AND

LEVEL OF
EDUCATIONAL OBJECTIVES

PRESENTED BY:
Manisha thakur
Child Health Nursing
 INTRODUCTION
“Goals are not only absolutely necessary to
motivate us, they are essential to really keep ua
alive”
Educational objectives tell us what the learner
should be able to do after undertaking
educational programme. It explain what the
learner should be able to do after successful
completion of educational programme
 DEFINITION
JJ Guilbert:
“The result sought by the learner at the end of the
educational program that is what the student
should be able to do at the end of a learning
period that they could not do beforehand”.
“Educational objectives are the desirable outcomes
of intended actions through the mode of action”.
“Educational objectives are the learner centered or
behaviour centered and subject centered”
 TYPES OF
EDUCATIONAL
OBJECTIVES
TYPES OF EDUCATIONAL OBJECTIVES
Types of Educational

Central Objectives
Objectives

Intermediate Objectives

Specific Objectives
 1. Central Objectives
It is also known as Institutional Objectives.
It corresponds to the aim of a particular education
program.

Central
objectives
• Clear
• Comprehensive
• Broad
For eg: After successful completion of the B.Sc.
Nursing degree course, the student would be
able to provide preventive & curative care to
individual , community in health and in sickness.
 2. INTERMEDIATE OBJECTIVES
• It is also called as departmental objectives.
• Arrives from breaking down of the
professional functions into components and
activities.
• It derives from institutional objectives.
• One institutional objective may give rise to
many intermediate objectives.
• For e.g.: After completion of the course in
child health nursing , the student would be
able to provide preventive and curative care to
children.
 3. SPECIFIC OBJECTIVES
• Objectives are the statement which tell us , what
student should be able to do at the end of a
learning period that he would not before hand.
• It is specific and pertaining to particular learning
behavior.
• All specific objectives derive from departmental
objectives.
• It corresponds to or derived from precise
professional task, whose result are observable
and measurable against given criteria.
• For eg. The student would be able to draw 2ml
of blood from a child in not more than 2
attempts.
 Central
Objectives

Intermediate
Objectives

Specific
Obectives
 DOMAINS OF EDUCATIONAL
OBJECTIVES
• BLOOM’S TAXONOMY OF EDUCATIONAL
DOMAINS
 Published in 1956 under the leadership of
American academic and educational expert Dr
Benjamin S Bloom.
Taxonomy means ‘ a set of classification
principles or structure’, and Domain simply
means ‘categories’.
• Bloom’s Taxonomy is a classification of
learning objectives within education.
• He edited the standard text ‘Taxonomy of
Educatonal Objectives: The Classification of
Educational Goals’.
• Provided a practical framework within which
educational objectives could be organized and
measured.
Educational objectives

Cognitive domain
domains

Affective domain

Psychomotor domain
COGNITIVE
DOMAIN
 1. Cognitive Domain
• Related to (intellectual abilities, i.e. knowledge,
or thinking abilities.
• Development of mental (intellectual) abilities
and skills is there.
• It consists of six hierarchical levels and increasing
operational difficulties.
• The achievement of a higher level of skill
assumes the achievement of the previous level
 1.1 knowledge ( memory ) level

• Lowest and foundation of higher order of

cognitive skills.
• Recognition, remembering and recall of
previous learned knowledge.
• Action verb : identify, relate, recall, name ,
recognize.
• E.g. learner would be able to define
anemia
• ACTION VERB: identify, relate, list, recall,
name.
1.2 Comprehensive( understanding)
level
• It is an ability to grasp or construct the
meaning of material.
• Demonstrate understanding of facts by
organizing, comparing, interpretation, giving
description and stating ideas.
• It is all about Internalization of knowledge.
• Action verb: restate, identify,
illustrate, describe.
• E.g. Given sets of Hb value the learner would
be able to interpret and categories them as
mild, moderate and severe.
• ACTION VERB: Restate, locate, identify,
discuss, describe.
 1.3 Application

• It is an ability to use a learnt material.

• Using new knowledge, solve problems to new
situation by applying acquired knowledge,
facts, techniques in a different settings.
• Use of abstraction in concrete situation
• These abstraction can be- procedure,
principles, theories which must be
remembered, understood and applied.
• E.g. A nurse intern applies what she learned in
her psychology class when she talks to patient.
• ACTION VERB: Relate, translate, operate,
illustrate, demonstrate.
 1.4 Analysis level
• It is breaking material down of communication
into its component parts.
• This is done to establish the relation btn ideas
expressed to be clear.
• Organizational structure is better understood.
• ACTION VERB: compare, inquire, examine,
categorize, classify, discover.
 1.5- Synthesis

• It involves putting parts together in

a new whole.
• Synthesis is concerned with the
ability to put parts of knowledge
together to form a new knowledge.
• new answers or original things are
made.
• Take things and pattern them in a
new way.
• E.g. composing of poems, and songs, writing
etc.
• A therapist combines yoga, biofeedback and
support group therapy in creating a care plan
for his pt.
 1.6 Evaluation
• Ability to judge the value of material
• Use of definite criteria for judgments it can be
quantitative or qualitative judgment.
• Value judgments based on clearly defined criteria
• Use of cognitive and affective thinking together
• Evaluation is the ability to judge ,
check and even critique the
value of material given for
given purpose.
• E.g. a businessman selects the most efficient
way of selling products.
• ACTION VERB: estimate, choose, decide,
compare, evaluate, measure.
AFFECTIVE
DOMAIN
 2. AFFECTIVE DOMAIN
• It includes feelings , emotions, behavior( attitude,
feel).
• Krathwohl affective domain taxonomy is
perhaps the best known affective taxonomies
• Principle of internalization.
• Emotional aspect of educational objectives.
Pertains to changes in interest, attitudes, values
& Development of appreciation & adequate
adjustment.
• Each affective behavior has a corresponding
cognitive behavior.
 2.1 RECIEVING
• It is the lowest level of learning outcome.
• Student’s willingness to attend to particular
phenomena or stimuli (classroom activities,
textbook, music, etc.).

Awareness Willingness Controlled or

selected attention

• Conscious • Ability to • Learner

recognition of acknowledge selecting or
existing the object, choosing to pay
phenomenon. event. attention to the
situation.
VERBS: asks, chooses, describes, locates, names.
 2.2- RESPONDING

• Learner attends and react to a particular

phenomenon.
• Active participation is seen.
• Emphasize acquiescence in responding (reads
beyond assignments).
• Willingness & Satisfaction in responding (reads
for pleasure or enjoyment.
• E.g. Participates in class discussion
• Completes laboratory work
• Volunteers for special tasks
• VERBS: answers, assists, discusses, labels.
Practises, reads.
 2.3- VALUING
• It is concerned with the worth or value a student
attaches to a particular object, phenomenon, or
behavior.
• This ranges in degree from the simple acceptance
of a value (desires to improve group skills) to the
more complex level of commitment (assumes
responsibility for the effective functioning of the
group).
• Valuing is based on the internalization of a set of
specified values and these values are
Expressed in the learners overt behavior.
• E.g. Appreciates good literature
• Appreciates the role of science in everyday
life
• Shows concern for the welfare of others
• VERBS: demonstrate, explains, differentiates,
follows, justifies.
 2.4- ORGANISATION
• It is concerned with bringing together values, resolving
conflicts between them, and beginning the building of
an internally consistent value system.
• Thus the emphasis is on comparing, relating, and
synthesizing values.
• Learning outcomes may be concerned with the
conceptualization of a value (recognizes the
responsibility of each individual for improving human
relations) or with the organization of a value system
(develops a vocational plan that satisfies his need for
both economic security and social service).
• E.g. accepts professional ethical standards.
• Accepts responsibility for one’s behavior.
• VERBS: alters, formulates, combines,
compares, explains, organizes.
2.5 CHARACTERIZATION BY A VALUE
• The individual acts consistently in accordance
with such values, beliefs or ideals that
comprise his total philosophy or view of life.
• The behavior is pervasive, consistent, and
predictable.
• Learning outcomes at this level cover a broad
range of activities, but the major emphasis is
on the fact that the behavior is typical or
characteristic of the student.
• E.g. Accepts responsibility for
own behavior.
• Understands and accepts own strengths and
weaknesses.
• Formulates a life plan in harmony with his
abilities, interests, and beliefs.
• VERBS: acts, discriminates, displays,
modifies, performs.
PSYCHOMOTOR
DOMAIN
 3. PSYCHOMOTOR DOMAIN
• The psychomotor domain involves
development of the body and skill.
• These are concerened with the physically
encoding of information, with movements.
• It uses gross and fine muscles for interpreting
information .
• Taxonomy developed by Dave
– Dave (1970 )developed this taxonomy of
psychomotor domain which involve five parts as
follows :-
 3.1- IMITATION
• Tends to act on mental impulses, which is
concern with the perception of sensory cues, that
guide actions and ranges from awareness of
stimuli.
• It involves observing and copying someone else.
• The student indicates a readiness to learn a
certain complex skill. Imitation includes repeating
an act that has been Demonstrated or explained.
• VERBS: assembles, copy, duplicate, reproduce,
carryout.
 3.2- Manipulation

• Guided via instruction to perform a skill.

• At this level the learner is capable of
performing an act according to instruction
rather than only by observation.
• This level is called guided response.
• The student continues to practice the skill
until it becomes habitual and be performed by
some confidence.
• VERBS: acquire, conduct, execute, operate,
perform.
 3.3- PRECISION
• At this level skill is carried out smoothly within
reasonable timeframe to achieve
coordination.
• Accuracy, proportion and exactness exist in
the skill performance without the presence of
the original source.
• The student attains the skill and proficiency is
indicated by a quick, smooth , accurate
performance.
• VERBS: achieves, excel, master, refine,
accomplish.
 3.4- ARTICULATION
• Two or more skills combined, sequenced, and
performed consistently.
• Higher level of precision is achieved
• The skill is well developed.
• Student can adapt the skills accordingly to
different requirements.
• VERBS: adapt, change, rearrange, alter,
reorganize.
 3.5- NATURALISATION

• Two or more skills combined, sequenced, and

performed consistently and with ease.
• This performance is automatic with little
physical or mental exertion.
• The student is able to experiment and create
new ways of using the skills.
• VERBS: arrange, compose, refine, create,
design, originate.
 VARIOUS LEVEL OF EDUCATIONAL
OBJECTIVES
• Educational objectives can be specified at
various levels. These levels are:
• At the national level:
– it includes policy statements of what education
should be achieve for the nation.
– Broad outlines reflecting national interest, values,
goals.
– E.g. National policy of education.
• At the institutional level:
– Intermediate objectives level as they are related
to both the one at the national level and the one
at the instructional level.
• At the instructional level:
– Schools are institutions consciously, created to
ensure desirable changes in human behavior
towards ultimate realization of the national goal.
– Educational objectives in class are instructional
objectives .
– Instructional objectives are stated in behavioral
terms with the use of action verb to specify
desirable behavior change.