Republic of the Philippines

Tarlac State University

COLLEGE OF TEACHER EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-accredited Level III by the
Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACUP), Inc.

GROUP#2
Year and Section: BSED English 2B

UNIT II: TARGET SETTING

Objectives:

At the end of this discussion, the students are expected to:

1. Define target setting and its Importance in personal and professional context
2. Analyze positive impact of a clear target setting
3. Apply the different processes of target setting in education

Discussion Proper

A. GOALS AND OBJECTIVES

What is a goal?

The goal is the intention of an activity or a plan. A goal is the mission of a person or group.

-In other words, this is what you want to happen. Like for instance, this semester you want to get on
the dean’s lister, or you want to lose 10kg in 3 months. That’s an example of a goal.

What is objective?

An objective is like a smaller goal that helps you reach a bigger goal.

-In our example earlier that you want to lose 10kg, so your objectives will be that you need to go to
the gym or home workout 3-4 times a week. Another example is for example your goal is to build a
bakery, so your objective is to find a place where you can build a bakery, you will find appliances
and equipment’s that you will need to build a bakery.
General Educational program objectives – a general educational program objective describes the
skills and knowledge students should gain from a variety of classes, aiming to create well-rounded
individuals rather than focusing solely on expertise in one subject. It says here “create well rounded
individuals” so this means developing students who are not only knowledgeable in one specific area
but also have a broad range of skills and understanding across different subjects.

Instructional Objectives – are like roadmaps for learning. They clearly outline what students will
be able to do after a lesson or unit. These objectives are usually what we’re during our reporting in
class such as “At the end of this discussion the students will be able to know what the different
types of educational objectives are”.

Difference between General Educational Program Objectives and Instructional Objectives – the
general educational program objectives involve broad goals that apply to various courses or even
entire institutions. These objectives outline the overall knowledge, skills, and values that students
should acquire throughout their education while instructional objectives primarily focus on the
abilities students will have after receiving instruction on a particular topic

C. Criteria for Selecting Appropriate Objectives

CONTENT:
• START WITH THE END IN MIND

- To start with a clear understanding of where you hope your students will end up

“The first step in the course design process is to determine the purposes and goals of the
course.”
(Wiggins & McTighe, 2005)
• Because an effective instructional design encourages instructors to discuss the lesson in
measurable and specific ways
• Students will have a clear guidance about what is expected of them and how their performance
will be assessed
LEARNING OBJECTIVES

- sometimes referred to as learning outcomes (Melton, 1997)

- statements that clearly describe what students are expected to achieve as a result of
instruction
- different from learning goals

LEARNING GOALS & LEARNING OBJECTIVES

LEARNING GOALS
• broader topic
• more generalized
(Ex: I want students to understand/know/learn the scientific method.)
LEARNING OBJECTIVES
• more specific
• direct to the point
(Ex: Students will be able to describe the scientific methods and provide examples of its
application.)
BENEFITS OF LEARNING OBJECTIVES
1. A COMPASS FOR INSTRUCTORS:
• to guide the design of fair course assessment plans
• to be able to keep in track for the selection of content/activities/teaching strategies/technologies
• to make sure that all the components are purposefully aligned to support the student learning
2. A MAP FOR STUDENTS:
• to see a clear picture of where the course is taking them and what is expected to be successful in
the course
• to be able to direct and monitor their learning throughout the whole lesson by referring back to
the learning objectives
WHAT IS AN EFFECTIVE LEARNING OBJECTIVE?
1. One that is STUDENT-CENTERED
- Focused more on what the student should be able to accomplish, not what the instructor
will do in the course
2. Bases on the S.M.A.R.T. Method
S – pecific M – easurable A – chievable R– esult-Oriented Time-bound
SPECIFIC
• break down a broad topic into manageable components
MEASURABLE
• goal or objective you set should be something you can measure or track
ACHIEVABLE
• the goal should be something that’s possible to accomplish
RESULT-ORIENTED
• the goal/objective should be important and connected to what you're trying to accomplish
TIME-BOUND
• should have a deadline or time frame for when you want to achieve it
“A goal without a plan is just a wish.”
Antoine de Saint – Exupéry
 D. Taxonomy of Educational Objectives

Cognitive Domain - Jovie Casilla

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a

classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of
the test questions students encounter require them to think only at the lowest possible level...the
recall of information

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of
facts, as the lowest level, through increasingly more complex and abstract mental levels, to the
highest order which is classified as evaluation. Verb examples that represent intellectual activity on
each level are listed here.

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.

2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,

3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate,

practice, schedule, sketch, solve, use, write.

4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,

discriminate, distinguish, examine, experiment, question, test.

5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate,
core, select, support, value, evaluate.

FOUR LEVELS OF KNOWLEDGE

Factual knowledge - refers to terms, facts, and detailed information that must be learned to
understand a subject or solve a problem.

Conceptual knowledge - refers to classifications, principles, and theories that are specific to a
subject matter.

Procedural knowledge - is the knowledge of specific processes and steps to do certain things and
complete specific tasks.

Metacognitive knowledge - this is the general knowledge of cognition. It also involves the
awareness and understanding of your comprehension.

EDUCATIONAL OBJECTIVES
Educational objectives are clear goals that explain what students should learn or achieve during
their studies. They help teachers plan lessons, assess progress, and ensure learning is focused.
These objectives cover different areas like knowledge, emotions, and skills. By setting these goals,
teachers and students know what to expect and work towards during lessons.
Five Types of Educational Objectives
1. Descriptive Objectives
Descriptive objectives are designed to provide a general overview of a subject matter. They
outline the objective of the learning process and the main outcome of the learning it aims to
provide a comprehensive overview of a subject matter. They serve as guiding principles
outlining the intended outcomes of the learning process. Through descriptive objectives,
educators can articulate the scope and purpose of the learning, ensuring that learners
 understand the overarching goals. Descriptive objectives help set clear expectations and
guide both educators and learners in their educational endeavors.

2. Comparative Objectives
Comparative objectives are statements that involve comparing two or more subjects or
topics. They outline the aim of learning by highlighting similarities and differences between
the subjects being compared. These objectives encourage learners to develop critical
thinking skills by analyzing and evaluating various aspects of the subjects. Comparative
objectives facilitate a deeper understanding of the topics by exploring contrasts and
similarities, enriching the learning experience. help us learn more by showing how things
are alike and different, making learning more interesting.

3. Procedural Objectives
Procedural objectives are goals that outline the steps needed to accomplish a task or
achieve a specific outcome. They provide a clear, step-by-step guide on what actions
learners should take to master a skill or complete a task effectively. Procedural objectives
break down complex processes into manageable steps, making it easier for learners to
understand and follow. These objectives are crucial in guiding instruction and ensuring that
learners acquire the necessary skills and knowledge in a systematic manner.

4. Functional Objectives
Functional objectives focus on the use of knowledge and skills acquired in the subject
matter. They outline how students use their knowledge and skills in different areas of
learning or assessing. These objectives outline how students can use their learning in real-
world situations or different areas of application. Instead of just learning theory, functional
objectives emphasize the practical use of knowledge and skills in various contexts. They
help students understand how to apply what they've learned to solve problems, make
decisions, or perform tasks effectively.

5. Experiental Objectives
Experiential objectives are designed to provide opportunities for students to experience a
subject matter in a real-world situation. These objectives focus on immersing students in
practical, experiential learning activities where they can apply theoretical knowledge in
authentic contexts. Experiential objectives encourage active engagement, critical thinking,
and problem-solving skills development. By participating in experiential learning, students
gain valuable insights, skills, and understanding that go beyond traditional classroom
learning.

Educational objectives are like roadmaps that guide teachers and students in the learning
journey., outlining what needs to be achieved in lessons. There are various types of
objectives, each serving a specific purpose. Descriptive objectives provide a general idea,
while comparative objectives encourage comparing and contrasting ideas. Procedural
objectives break tasks into smaller steps, functional objectives emphasize real-world
application, and experiential objectives involve hands-on experiences. By integrating these
objectives into lesson planning, educators can create engaging learning experiences that
prepare students for success in both academic and real-world contexts.
AFFECTIVE DOMAIN

Krathwohl's affective domain taxonomy is perhaps the best known of any of the affective
taxonomies. "The taxonomy is ordered according to the principle of internalization. Internalization
refers to the process whereby a person's affect toward an object passes from a general awareness
level to a point where the affect is 'internalized' and consistently guides or controls the person's
behavior (Seels & Glasgow, 1990, p. 28)."

The taxonomy is presented in five stages:

1. Receiving describes the stage of being aware of or sensitive to the existence of certain ideas,
material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to
accept, to listen (for), to respond to.

2. Responding describes the second stage of the taxonomy and refers to a committment in some
small measure to the ideas, materials, or phenomena involved by actively responding to them.
Examples are to comply with, to follow, to commend, to volunteer, to spend leisure time in, to
acclaim.

3. Valuing means being willing to be perceived by others as valuing certain ideas, materials, or
phenomena Examples include: to increase measured proficiency in, to relinquish, to subsidize, to
support, to debate.

4. Organization is the fourth stage of Krathwohl's taxonomy and involves relating the new value to
those one already holds and bringing it into a harmonious and internally consistent philosophy
Examples are: to discuss, to theorize, to formulate, to balance, to examine.

5. Characterization by value or value set means acting consistently in accordance with the values
the individual has internalized. Examples include: to revise, to require, to be rated high in the value,
to avoid, to resist, to manage, to resolve.

Taxonomies in Psychomotor Domain

The psychomotor domain includes physical movement, coordination, and use of the motor-skill
areas. Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution.

 Simpson’s Taxonomy (Elizabeth Simpsons)

 Harrow’s Taxonomy (Anita Harrow)
 Dave’s Taxonomy
Simpson’s Taxonomy

Perception
The psychomotor domain includes physical movement, coordination, and use of the motor-skill
areas. Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution.
keywords: chooses, describes, detects, different, shapes, distinguishes, identifies, isolates, relates,
selects
Set
It is the readiness to act upon series of challenges to overcome them. Can be mental, physical, emotional
sets/mindsets, disposition and preparatory adjustments of readiness that make one response in a certain
way to a situation. First attempts at a physical skill and it is also a trial and error coupled with the
practice that lead to better performance
example: recognize one's abilities and limitations and shows desire to learn a new process
keywords: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers
Guided Response
Includes imitation and trial and error and practice to achieve adequacy of performance. Early step in the
development of the skill and it involves overt behavioral act and follows a model
example:
 performs a mathematical equation as demonstrated.
 follows instructions to build a model
keywords: copies, traces, follows, react, reproduce, response
Mechanism
Intermediate stage in learning complex skill, learned response have become habitual. Learner has some
degree of confidence and proficiency in the performance of the act or movement
examples:
• students are able to solve exams questions after they have confidently been able to
answer some asked questions
• Use a personal computer
• Drive a car
keywords: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes, and sketches
Complex Overt Response
-skillfully performs complex patterns of actions of movement, proficiency is indicated by a quick accurate
and highly coordinated performance, and the skill has been attained and carried out smoothly and
efficiently
example:
• increased timing speed when using a computer
• maneuvers a car into a tight parallel parking spot
• displays competence while playing the piano
keywords: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes, sketches
Harrow’s taxonomy
Anita Harrow's taxonomy for the psychomotor domain is organized according to the degree of
coordination including involuntary responses as well as learned capabilities. Simple reflexes begin at the
lowest level of the taxonomy, while complex neuromuscular coordination make up the highest levels
(Seels & Glasgow, 1990).
Reflex movements are actions elicited without learning in response to some stimuli. Examples
include: flexion, extension, stretch, postural adjustments.
Basic fundamental movement are inherent movement patterns which are formed by combining
of reflex movements and are the basis for complex skilled movements. Examples are: walking,
running, pushing, twisting, gripping, grasping, manipulating.
Perceptual refers to interpretation of various stimuli that enable one to make adjustments to the
environment. Visual, auditory, kinesthetic, or tactile discrimination. Suggests cognitive as well as
psychomotor behavior. Examples include: coordinated movements such as jumping rope, punting,
or catching.
Physical activities require endurance, strength, vigor, and agility which produces a sound,
efficiently functioning body. Examples are: all activities which require a) strenuous effort for long
periods of time; b) muscular exertion; c) a quick, wide range of motion at the hip joints; and d)
quick, precise movements.
Skilled movements are the result of the acquisition of a degree of efficiency when performing a
complex task. Examples are: all skilled activities obvious in sports, recreation, and dance.
Non-discursive communication is communication through bodily movements ranging from facial
expressions through sophisticated choreographics. Examples include: body postures, gestures, and
facial expressions efficiently executed in skilled dance movement and choreographics.

Dave’s taxonomy

Based on RH Dave's version of the Psychomotor Domain (Developing and Writing Behavioral
Objectives', 1970. Modification of works by Simpson, Gronlund, and others Descriptors of Major
Categories in the Psychomotor Domain.
Imitation
early stages in learning a complex skill, overtly, after the individual has indicated a readiness to
take a particular type of action. Imitation includes repeating an act that has been demonstrated or
explained, and it includes trial and error until an appropriate response is achieved. Observing and
patterning behavior after someone else. Performance may be of low quality.
examples:
• Watch teacher or trainer and repeat action, process or activity
• Copying a work of art.
Illustrative Verbs for Stating Objectives: adhere, begin, bend, assemble, attempt, carry out, copy,
calibrate, construct, dissect, duplicate, follow, mimic, move, practice, proceed, repeat, replicate,
reproduce, respond, organize, sketch, start, try, volunteer.
Manipulation
individual continues to practice a particular skill or sequence until it becomes habitual and the
action can be performed with some confidence and proficiency. The response is more complex than
at the previous level, but the learner still isn't "sure of him/herself."
Being able to perform certain actions by following instructions and practicing.
examples:
• Carry out task from written or verbal instruction
• Example: Creating work on one's own, after taking lessons, or reading about it
Illustrative Verbs for Stating Objectives: acquire, assemble, build, complete, conduct, do, execute,
grasp, handle, implement, improve, maintain, make, manipulate, operate, pace, perform (skillfully),
produce, progress, re-create, use
Precision
skill has been attained. Proficiency is indicated by a quick, smooth, accurate performance, requiring
a minimum of energy. The overt response is complex and performed without hesitation.
Refining, becoming more exact. Few errors are apparent.
examples:
• perform a task or activity with expertise and to high quality without assistance or
instruction; able to demonstrate an activity to other learners
• Working and reworking something, so it will be "just right."
Illustrative Verbs for Stating Objectives: (same as imitation and manipulation), achieve,
accomplish, advance, automatize, calibrate, complete, control, demonstrate, differentiate (by
touch), exceed, excel, master, perfect, reach, refine, show, succeed, surpass, transcend

Articulation
involved an even higher level of precision. The skills are so well developed that the individual can
modify movement patterns to fit special requirements or to meet a problem situation.
Examples of activity or demonstration and evidence to be measured
examples:
• relate and combine associated activities to develop methods to meet varying, novel
requirements
• Producing video that involves music, drama, color, sound, etc.
Illustrative Verbs for Stating Objectives: adapt, alter, change, construct, combine, coordinate,
develop, excel, express (facially), formulate, integrate, master, modify, rearrange, reorganize, revise,
solve, surpass, transcend
Naturalization
response is automatic. The individual begins to experiment, creating new motor acts or ways of
manipulating materials out of understandings, abilities, and skills developed. One acts "without
thinking."
Having high level performance become natural without needing to think much about it.
examples:
• Define aim, approach and strategy for use of activities to meet strategic need
• Michael Jordan playing basketball, Nancy, without Lopez hitting a golf ball etc.
Illustrative Verbs for Stating Objectives: arrange, combine, compose, construct, create, design,
invent, manage, originate, project-manage, refine, specify, transcend

Solo Taxonomy

The SOLO Taxonomy, also referred to as the Structure of the Observed Learning Outcome, provides
a framework for classifying the increasing complexity of a learner's understanding within a subject
or task. Developed by John Biggs and Kevin Collis in 1982, this taxonomy offers a valuable tool for
educators in various contexts.
 Pre-structural Level: At this level, students exhibit a lack of understanding, often missing the
point entirely. The level of thinking is minimal, with a focus more on lower-order verbs such as
identify, memorize, and recall. It's the first stepping stone, a difficulty level that needs overcoming
before progressing.

SURFACE KNOWLEDGE (loose ideas)

Unistructural Level: Here, students can identify singular aspects of knowledge, and their
understanding is limited to isolated disciplinary knowledge

Multi-structural Level: The quantity of knowledge increases at this level. Students begin to gather
multiple pieces of information, but they struggle to relate them coherently.

DEEP KNOWLEDGE (connected ideas)

Relational Level: This is where the magic of student-led learning starts to manifest. Students
begin to connect the multistructural elements into a coherent whole. Their level of thinking
becomes more complex, and they start to understand the relationships between facts.

CONSTRUCTED KNOWLEDGE (extended ideas)

Extended Abstract: The highest level where learners can apply their understanding to new
contexts, think critically, and demonstrate creativity.

Marzano’ s Taxonomy
Kendall’s and Marzano’s New Taxonomy defines the manner in which each of its six levels
interact with the three knowledge domains.
The New Taxonomy is a two-dimensional model with six categories of mental processes
represented by one dimension and three domains of knowledge represented by the other
dimension.
The Types of Knowledge Domain
1. Information – the domain of information sometimes referred to as declarative knowledge
is considered the “what” of the human knowledge and in simple terms, the content
knowledge.
2. Mental Procedure – sometimes referred to as procedural knowledge, is described as the
“how-to”.
3. Psychomotor Procedure – is composed of physical procedures an individual uses to
negotiate daily life and to engage in complex physical activities for work and for recreation.

The Three Systems in the New Taxonomy

 1. Self-System – The self-system consists of an interrelated arrangement of attitudes, beliefs,
and emotions. It decides whether to continue the current behavior or engage in the new
activity.
2. Metacognitive System – The metacognitive system is responsible for monitoring,
evaluating, and regulating the functioning of all other types of thought. It sets goals and
keeps track of how well they are being achieved.
3. Cognitive System – The cognitive system is oriented toward human skills and capabilities.
They can perceive and understand things, draw conclusions, and learn. It processes all the
necessary information, and the Knowledge Domain provides the content.
Four Components of the Cognitive System
a. Knowledge Retrieval – involves recalling information from permanent memory.
b. Comprehension – requires identifying what is important to remember and placing that
information into appropriate categories.
c. Analysis – includes its five cognitive processes which are matching, classifying, error
analysis, generalizing, and specifying.
d. Utilization of Knowledge – addresses the use of knowledge.

Levels of Difficulty in Marzano’s New Taxonomy

1. Retrieval – at this level, the learners recognize, recall or execute basic information and
processes. It involves the recognition and recall of information and the execution of mental
procedures and psychomotor procedures.
a. Recognizing – is defined as the simple matching of a giving prompt or stimulus with
information in permanent memory. It is to determine whether the information is
accurate or not. This includes determining if the information is true or false.
b. Recalling – involves generating as opposed to simply recognizing information. It is to
produce information on command. This includes verbs such as exemplify, name, list,
label, state, and describe.
c. Executing – involves performing procedures. This includes verbs such as use,
demonstrate, show, make, complete, draft, and create.

2. Comprehension – at this level, the learners distill knowledge to its organizing essence.
This level involves determining the defining characteristics of the information that learners
can combine as knowledge of something. It is the lowest level of demonstration of
understanding.
a. Integrating – to identify basic structure of information. This includes verbs such as
describe, explain, paraphrase, and summarize.
b. Symbolizing - to construct a symbolic representation of information. This includes
verbs such as symbolize, depict, illustrate, represent, draw, show, diagram, chart, and
use models.

3. Analysis – involves examining knowledge in fine detail, and as a result, generating new
conclusions.
 a. Matching – to identify important similarities and differences. This includes verbs such
as categorize, compare and contrast, differentiate, distinguish, and sort.
b. Classifying - to identify categories to which the information belongs. This includes verbs
such as classify and organize.
c. Analyzing – to identify errors. This includes verbs such as revise, edit, evaluate,
diagnose, critique, and assess.
d. Generalizing – to construct new principles or generalizations based on the information.
This includes verbs such as generalize and to conclude.
e. Specifying – to identify logical consequences of information. This includes verbs such as
predict, judge, deduce, as well as make and defend.

4. Knowledge Utilization – at this level, the learners use the knowledge to accomplish a
specific task.
a. Decision – Making – using information in the process of making decisions. This includes
verbs such as decide and select the best among alternatives.
b. Problem Solving – using information to accomplish a goal for which obstacles or
limiting conditions exist. This includes verbs such as solve, adapt, and develop a
strategy to…
c. Experimenting – testing hypothesis using data collected by the student. This includes
verbs such as experiment, generate and test, and test the idea that...
d. Investigating – testing the hypothesis using the assertations and opinions of others.
This includes verbs such as investigate, research, and find.

5. Metacognition – responsible for monitoring, evaluating, and regulating the functioning of

all other types of thought. It is the general knowledge of cognition.
a. Monitoring Accuracy – The student is able to determine how accurate they are.
b. Monitoring Clarity – The student is able to determine how clear their understanding is.
c. Process Monitoring – The student is able to monitor their own progress toward a
specific goal.
d. Specifying Goals – The student is able to specify learning goals and develop a plan to
achieve them.

6. Self-System Thinking – involves the interaction of attitudes, beliefs, and emotions that
determine both motivation and attention.
a. Examining Motivation – The student identifies his or her own level of motivation
towards learning.
b. Examining Emotions – The student identifies his or her own emotional response to
learning.
c. Examining Efficacy – The student identifies beliefs about his or her ability to improve
competence or understanding.
d. Examining Importance – The student identifies how important learning is and the
reasons behind this belief.

References
Van Horne, S., & Murniati, C. T. (2016). Faculty adoption of active learning classrooms.

Journal of Computing in Higher Education, 28(1), 72–93.

https://doi.org/10.1007/s12528-016-9107-z