TOPIC 3

Aims, Goals and Objectives

BY THE END OF THIS TOPIC, YOU SHOULD BE
ABLE TO:

 Differentiate aims, goals and objectives in education;

 Explain the types of objectives in education;
 Discuss behavioural objectives; and
 Identify the taxonomic classification of learning in education.
WHAT IS OBJECTIVE?
 An objective is a measurable, observable behaviour of less than a day's duration; a goal is the
outcome of a series of successfully completed objectives, possibly measured over a series of
days.
TYPES OF EDUCATIONAL OBJECTIVES

describe school-wide outcomes and those that are more specific describe behaviours to be
attained in a particular unit, a subject course or a particular grade-level programme.

 Robert Zais (1976) classifies school-wide objectives as curriculum goals and more specific
objectives as curriculum objectives.
 Baker and Popham (1973) point out that those specific objectives can be called instructional
objectives. Bruce Tuckman (1985) and Robert Mager (1962) note that objectives are often
called performance objectives and that they include a proficiency level (Ornstein & Hunkins,
1988).
BEHAVIOURAL OBJECTIVES
 Specific – Teacher should state clearly what the pupils should know/be able to do and at what
level;
 Measurable – You should be able to conceive how their attainment might be assessed. This
means that a behavioural objective is a statement of outcomes in terms of observable
behaviour expected of pupils after instruction;
 Attainable – Attainable by the pupils;
 Realistic – Could be seen as similar to attainability, but refers to their appropriateness to the
overall task; and
 Time appropriate – Achievable within the time-span of the session/lesson/course.
THREE DOMAINS
 Cognitive
 Affective
 Psychomotor
THE COGNITIVE DOMAIN
 involves knowledge and the development of intellectual skills.

 includes the recall or recognition of specific facts, procedure and patterns and concepts that
serve in the development of intellectual abilities and skills.
 
FIRST
 
LEVEL
  Examples of Activity Keywords (Verb
      to be Trained or which Describe
  Category or Behaviour Demonstration and the Activity to
Level Level Description Evidence to be be Trained or
Measured Measured at
Each Level)
1 Knowledge recall or multiple-choice test,  Arrange
recognise recount facts or  Define
information statistics, recall a  Describe
process, rules,  Label
definitions; quote law  List
or procedure
         Memorise
         Recognise
         Relate
SECOND LEVEL
2 Comprehens understand explain or  Explain
ion meaning, interpret  Reiterate
restate data meaning from a  Reword
in one's own given scenario  Critique
words, or statement,  Classify
interpret, suggest  Summarise
extrapolate, treatment,
 Illustrate
translate reaction or
solution to
given problem,
create examples
or metaphors
         Translate
         Review
         Report
THIRD LEVEL
3 Application use or apply put a theory into  Use
knowledge, put practical effect,  Apply
theory into demonstrate, solve a  Discover
practice, use problem, manage an  Manage
knowledge in activity
 Execute
response to real
circumstances  Solve
         Produce
         Implement
         Construct
         Change
         Prepare
         Conduct
         Perform
         React
        Respond
         Role-play
 FORTH LEVEL
4 Analysis interpret identify constituent  Analyse
 Break down
elements
organisational parts and functions of
    a process or concept or  Catalogue
principles deconstruct a  Compare
structures methodology or  Quantify
construction process, making  Measure
qualitative assessment
internal
relationships;  Test
of elements,
    quality relationships, values  Examine
    reliability of and effects; measure  Experiment
individual requirements or needs  Relate
components  Graph
       Diagram
       Plot
       Extrapolate
       Value
       Divide
FIFTH
5
LEVEL
Synthesis develop new develop plans or  Develop
(Create/Build) unique procedures, design  Plan
structures, solutions, integrate  Build
systems, methods,  Create
models, resources, ideas  Design
approaches, parts; create teams  Organise
ideas; creative or new approaches,
 Revise
thinking, write protocols or
operations contingencies  Formulate
 Propose
 Establish
 Assemble
 Integrate
 Rearrange
SIXTH LEVEL
6 Evaluation assess effectiveness of review strategic options or  Review
whole concepts in plans in terms of efficiency,  Justify
relation to values, return on investment or  Assess
outputs, efficacy, cost effectiveness,  Present a case
viability; practicability; assess for
critical thinking, sustainability; perform a
 Defend
strategic comparison SWOT analysis in relation
to alternatives; produce a  Report on
and review; judgement
relating to external financial justification for a  Investigate
criteria proposition on venture,  Direct
calculate the effects of a  Appraise
plan or strategy; perform a  Argue
detailed and costed risk  Project-
analysis with manage
recommendations and
justifications.
AFFECTIVE DOMAIN
 The affective domain (Krathwohl, Bloom & Masia, 1973) includes

 the manner in which we deal with things emotionally, such as feelings, values, appreciation,
enthusiasms and attitudes

 five major categories are listed from the simplest to the most complex
      Examples of Keywords
      Activity to be (Verb which
Level Category or Behaviour Trained or Describe the
Level Description Demonstration Activity to be
and Evidence to Trained or
be
Measured Measured at
Each
Level
1 Receive open to listen to teacher  Ask
experience, or trainer, take  Listen
willing to interest in  Focus
hear session or  Attend
learning  Take part
experience, take  Discuss
notes, turn up,
 Acknowledge
make time for
learning  Hear
experience,  Be open to
2 Respond react and participate actively  React
participate in group discussion,  Respond
actively active participation  Seek
in activity, interest in clarification
outcomes,  Interpret
enthusiasm for
 Clarify
action, question and
probe ideas, suggest  Provide other
references and
interpretation
examples
 Contribute
• Question
• Present
• Cite
• Become
animated or
excited
• Help team
• Write
• Perform
3 Value attach decide  Argue
values worth and  Challenge
and relevance  Debate
express of ideas,  Refute
personal experience  Confront
opinions s; accept  Justify
or commit  Persuade
to  Criticise
particular
stance or
action
4 Organise reconcile qualify  Build
or internal and  Develop
Conceptu conflicts; quantify  Formulate
alise develop personal  Defend
values value views,  Modify
system state  Relate
personal  Prioritise
position  Reconcile
and  Contrast
reasons,
 Arrange
state
 Compare
beliefs
5 Internal adopt self-  Act
ise or belief reliant;  Display
Chara system behave  Influenc
cterise and consistentl e
values philoso y with  Solve
phy personal  Practice
value set
PSYCHOMOTOR DOMAIN
 Anita J. Harrow (1972) has developed a taxonomy with several categories:
 simple reflexes begin at the lowest level of the taxonomy,
 while complex neuromuscular coordination makes up the higher levels (see Figure 3.2).
LEVEL PSYCHOMOTOR
DOMAINS
SIX LEVELS OF
PSYCHOMOTOR DOMAIN
Level Description Example
Reflex Objectives at this level include After engaging in this
Movements segmental reflexes (involving one activity, the children will be
spinal segment) and intersegmental able to contract a muscle.
reflexes (involving more than one
spinal segment).
Fundamental Objectives in this category address The children will be able to
Movements behaviours related to walking, jump over a two-foot hurdle.
running, jumping, pushing, pulling
and manipulating.
Perceptual Objectives in this division address The children will categorise
Abilities kinaesthetic, visual, auditory, tactile by shape, a group of
and coordination abilities. building blocks.
Physical Objectives included at this level
Abilities are related to endurance,
strength, flexibility, agility,
reaction – response time and
dexterity.
Skilled Objectives at this level of domain
Movements are concerned with games, sports,
dances and the arts.
Non- Objectives at this level of the
discursive taxonomy relate to expressive
Communicati movement through posture,
on gesture, facial expressions and
creative movements.
The children will do at
least five push-ups at the
end of the year.
The children can
correctly perform a
series of somersaults.
The children will be able
to create his or her own
movement sequence and
perform it to music
(Ornstein & Hunkins,
1988)