It is students oriented, places the

emphasis upon what the students

is expected to do not upon what
the teacher will do. Sometimes
teacher use instructional goals
w/c emphasize what they are
expected to do rather that they
expect of their students.
 Basic Concepts in Writing
Educational Objectives
1. Who is to perform the desired behavior ?
2. The actual behavior to be employed in
demonstrating mastery of the objective ?
3. The result of the behavior which will be
evaluated to determine whether the objective is
mastered ?
4. The relevant conditions under which the
behavior is to be performed ?
5. The standard that will be used to evaluate the
success of the product or performance ?
Taxonomy of Objectives
 A classification scheme categorizes a wide
range of learning outcomes into more
manageable clusters that share some common
dimensions.
COGNITIVE
AFFECTIVE
PSYCHOMOTOR

According to Gagne (1977), classification of

objectives is necessary for planning and
sequencing of instruction.
 Cognitive Domain
 Bloom’s committee found that the majority of objectives in
the educational literature were found related to the cognitive
domain.
1. KNOWLEDGE
 Knowledge involves the recall of specifics and universals,
the recall of methods and processes, or the recall of a
pattern, structure, or setting.
a. Knowledge of Specifics ≈ This involves the recall of
specific bits of information.
b. Knowledge of Terminology ≈ This includes knowledge of
the most generally accepted symbol referents or
knowledge of the referent most appropriate to a given use
of symbol.
c.Knowledge of ways and means of dealing with specifics ≈
this is knowledge of the ways of organizing, studying, judging,
and criticizing.

1)Knowledge of conventions
2)Knowledge of trends and sequences
3)Knowledge of classification and categories
4)Knowledge of criteria
5)Knowledge of method

d.Knowledge of the universals and abstraction in a field ≈

knowledge of major schemes and patterns by which
phenomena and ideas are organized.

1)Knowledge of principles and generalizations

2)Knowledge of theories and structures
2. COMPREHENSION
 This refers to a type of understanding such
that the individual can make use of the
material or idea being communicated without
necessarily relating it to other materials or
seeing its fullest implications.

a. Translation
b. Interpretation
c. Extrapolation

3. APPLICATION
 The use of abstractions which may be
technical principles, ideas, and theories in
particular and concrete situations.
4. ANALYSIS
 The breaking up of a communication or text into
its constituent elements or parts such that the
relative hierarchy of ideas is made clear and/or the
relations between the ideas expressed are made
explicit.

a. Analysis of Elements
b. Analysis of Relationships
c. Analysis of Organized principles

5. SYNTHESIS
The putting together of elements and parts to form
a whole.
6. EVALUATION
The judgments about the value of the material and
methods for given purpose.
AFFECTIVE DOMAIN
 The affective domain contains behaviors and
objectives that have some emotional overtones. It
encompasses likes and dislikes, attitudes, values,
and beliefs.
1. RECEIVING
 At this level, the concern is for the learner to be
sensitive to the existence of certain phenomena and
stimuli, that is, he is willing to receive or attend to
them.
a. Awareness
b. Willingness
c. Controlled or Selected Attention
2. RESPONDING
 At this stage, the concern is with responses that go beyond
merely attending to the Phenomenon.
3. VALUING
 Behavior categorized at this level is consistent and able to
have taken on the characteristics of a belief or an attitude.
4. ORGANIZATION
 As the learner continuously internalizes values, he
encounters situations for which there are several relevant
values.
5. CHARACTERIZATION BY VALUES OR VALUE–
COMPLEX
 At this level of internalization, the values already have a
place in the individual’s values hierarchy.
 PSYCHOMOTOR DOMAIN
 The major organizational principle operating in this
domain is that of complexity with attention to the
sequence involved in the performance of a motor act.

1. PERCEPTION
 This is an essential first step in performing a motor
act. It is the process of becoming aware of objects,
qualities, or relations by using the sense organs.

2. SET
 Set is a preparatory adjustment of readiness for a
particular kind of action in experience.
3. GUIDED RESPONSE
 This is an early step in the development of skill. Emphasis here
is on the abilities that are components of the more complex skill.
4. MECHANISM
 At this level, the learner has achieved a certain confidence and
degree of proficiency in the performance of the act.
5. COMPLEX OVERT RESPONSE
 At this level, the individual can perform a motor act that is
considered complex because of the movement pattern required.
6. ADAPTATION
 At this level, motor activities are altered to meet the demands of
a new problematic situation requiring physical response.
7. ORIGINATION
 This involves creating new motor acts or ways of manipulating
materials based on understandings, abilities, and skills developed
in the Psychomotor area.