BEHAVIORAL

BEHAVIORALOBJECTIVES
OBJECTIVESAS
ASBASES
BASESFOR
FORCONSTRUCTING
CONSTRUCTING
TEACHER
TEACHERMADE-TEST
MADE-TEST
Instructional
InstructionalObjectives
Objectives
A statement that specifies in behavioral terms what
a learner will be able to do as a result of
instruction.

Specific
Specificor
orBehavioral
BehavioralObjective
Objective
Precise statement of behavior to be exhibited by the
students; the criterion by which mastery of the
objectives will be judged.

General
Generalor
orExpressive
ExpressiveObjective
Objective
Statement wherein the behaviors are not usually
specified. It only describes the experience or
educational activity to be done.
 Benjamin Bloom Taxonomy of educational
(1913 – 1999) objectives: the classification of
educational goals
An educational psychologist
(First edition: 1956)
 Bloom’s
Bloom’s Taxonomy
Taxonomy
Set of three hierarchical models
used to classify educational
learning objectives into levels of
complexity and specificity.

Three
Threedomains
domainsof
ofLearning:
Learning:
• Cognitive Domain
(Knowledge)
• Affective Domain
(Attitude)
• Psychomotor Domain
(Skills)
 COGNITIVE DOMAIN
 Called for outcomes of mental activity such as
memorization, reading problem solving ,
analyzing, synthesizing and drawing a
conclusion
 Cognitive
CognitiveDomain
Domain

Which
Whichis
iscomposed
composedof
ofintellectual
intellectualabilities
abilities

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge
Knowledge

Recognizes
Recognizesstudents’
students’ability
abilityto
touse
userote
rotememorization
memorization
and
andrecall
recallcertain
certainfacts.
facts.Test
Testquestions
questionsfocus
focuson
on
identification
identificationand
andrecall
recallinformation.
information.(To
(Toknow
knowtotorecall)
recall)

Example:
Example:

The
Thestudents
studentswill
willbe
beable
ableto:
to:
1.1.Memorize
Memorizethethemultiplication
multiplicationtable.
table.
2.2.Recite
Recitethe
thepoem,
poem,“The
“TheTree”.
Tree”.
Sample Verbs of Stating Specific Learning
Outcomes

 Cite, define, identify, label, list, match, name,

recognize, reproduce, select, state
 Sample Instructional Objectives
 At the end of the topic, the students should be able
to identify the different steps in testing hypothesis.

 Test item:
 What are the different steps in testing
hypothesis?
 When was Magellan arrived in the Philippines?
 What is the meaning of the word measurement?
 Description
 Remembering previously learned material
 Lowest level of learning
 Listing learned information
 Remembering terms, methods, facts, concepts,
specific items of information
 Sample Activities
 Label the parts of a plant.
 Group together all the four syllable words.
 List the freedoms included in the Bill of Rights.
 Identify the food group to which each of these foods belongs.
 Write definitions to the following words.
 Locate examples of capitalization in the following story.
 Remember an idea or fact in somewhat the same form in which it was learned
 Question and answer sessions
 Workbooks/worksheets
 Programmed instruction
 Remember things read, heard, saw
 Games
 Information searches
 Reading assignments
 Drill and practice
 Finding definitions
 Memory games
 Quizzes
 Questions have right and wrong answers
 Comprehension

Involves students’ ability to read course content, interpret

important information and put other’s ideas into words. Test
questions should focus on the use of facts, rules and principles.
Ability to grasp the meaning of material. (Explaining & Understanding)
Communicating an idea
Explaining ideas
Summarizing material
Understanding facts and principles

Example:
Example:

The
Thestudents
studentswill
willbe
beable
ableto:
to:
1.1.Summarize
Summarizeaashort
shortstory.
story.
2.2.Identify
Identifythe
thepart
partof
ofaasimple
simplesentence.
sentence.
Sample Verbs of Stating Specific Learning
Outcomes
 Classify, convert, describe, distinguish
between, give examples, interpret, summarize
 Instructional Objectives
 At the end of the lesson, the students should be
able to summarize the main events of the story
INVICTUS in grammatically correct English.
 Test Item:
 Summarize the main events in the story
INVICTUS in grammatically correct English.
 Description
 Ability to grasp the meaning of material
 Communicating an idea
 Explaining ideas
 Summarizing material
 Understanding facts and principles
 Sample Activities
 Give reasons for the energy crisis.
 Explain why we have bus safety rules.
 Outline the steps necessary for an idea to become a law.
 Restate the reasons for weather changes.
 Summarize the story.
 What were the underlying factors that contributed to the
Revolutionary War?
 Communicate an idea
 Giving examples of
 Paraphrasing
 Peer teaching
 Show and tell
 Give reasons for
 Application
Students take new concepts and apply them to new
situations.
Test questions focus on applying facts and principles. Using
ideas

Example:
Example:

The
Thestudents
studentswill
willbe
beable
ableto:
to:
1.1.Sketch
Sketchaapicture
picturethat
thatrelates
relatesyour
your
feelings
feelingsofofrecess.
recess.
Sample Verbs of Stating Specific Learning
Outcomes
 Apply, arrange, compute, construct,
demonstrate, discover, extend, operate, predict,
relate, show, solve, use.
 Instructional Objectives
 At the end of the lesson, the students should be
able to write a short poem in Iambic
pentameter

 Test Item:
 Write a short poem in iambic pentameter
 Description
 Applying concepts and principles to new
situations
 Applying laws and theories to practical situations
 Solving of mathematical problems
 Constructing charts and graphs
 Demonstrating correct usage of a method or
procedure
 Applying rules, methods, concepts, principles,
laws, theories
 Requires higher level of understanding than
comprehension
 Sample Activities
 Put this information in graph form.
 Organize the forms of pollution from most damaging to least damaging.
 Sketch a picture that relates your feelings of recess.
 Using knowledge from various areas to find solutions to problems
 Applying ideas to new or unusual situations
 Simulation Activities
 Role playing/role reversal
 Model building
 Interviewing
 Group presentation
 Conducting experiments
 Practical applications of learned knowledge
 Suggest actual uses of ideas
 Analysis

Students have the ability to take new information and

break it down into parts and differentiate between them.
The test questions focus on separation of a whole into
component parts. Breaking Down)

Example:
Example:

The
Thestudents
studentswill
willbe
beable
ableto:
to:
1.1.Distinguish
Distinguishtruthful
truthfuladvertisement
advertisement
from
fromdoubtful
doubtfulone.
one.
Sample Verbs of Stating Specific Learning
Outcomes
 Analyze, associate, determine, diagram,
differentiate, discriminate, distinguish,
estimate, point out, infer, outline, separate
 Instructional objectives
 At the end of the lesson, the students should be
able to describe the statistical tools needed in
testing the difference between two means.

 Test Item:
 What kind of statistical test would you run to
see if there is a significant difference between
pre-test and post-test?
 Description
 Breaking material down into component parts
 Understanding the organizational structure
 Analysis of relationships between parts
 Recognition of organizational principles
involved
 Understanding both the content and structural
form
 Analyzing the elements
 Sample Activities
 Read a nonfiction book. Divide the book into its parts. Tell why the parts
were placed in the order they were.
 Look into the forces that might cause pressure for our legislators and ...
 Inspect two presidential speeches. Compare and contrast them in writing.
 Uncovering unique characteristics
 Distinguishing between facts and inferences
 Evaluating the relevancy of data
 Recognizing logical fallacies in reasoning
 Recognizing unstated assumptions
 Analyzing the organizational structure of a work (of art, music, or
writing)
 Comparing and contrasting
 Problem identification
 Attribute listing
Synthesis

Students are able to take various pieces of information and

form a whole creating a pattern where one did not previously
exist. Test question focuses on combining new ideas to form a
new whole. Forming a new whole)

Example:
Example:

The
Thestudents
studentswill
willbebeable
ableto:
to:
1.1.Create
Createaanew
newsong
songfor
forthe
themelody
melodyof
of“Mary
“Mary
Had
HadaaLittle
LittleLamb”.
Lamb”.
Sample Verbs of Stating Specific Learning
Outcomes
 Combine, compile, compose, construct, create,
design, develop, devise, formulate, integrate,
modify, revise, rewrite, tell, write
 Instructional Objectives
 At the end of the lesson, the students should be
able to compare and contrast the two types of
error.

 Test Item
 What is the difference between type I and type
II
 Description
 Putting parts together in a new whole
 Formulating new patterns or structures
 Abstract relationships
 Communicating an idea in a unique way
 Proposing a new set of operations
 Creating new or original things
 Take things and pattern them in a new way
 Sample Activities
 Create a new song for the melody of “Mary Had a Little Lamb.”
 Combine elements of drama, music, and dance into a stage presentation.
 Develop a plan for your school to save money.
 Create a model of a new game that combines thinking, memory, and chance
equally.
 Reorganize a chapter/unit from your textbook the way you think it should be.
 Find an unusual way to communicate the story of a book you have read.
 Formulate positive changes that would improve learning in your classroom.
 Develop an original plan
 Writing a well organized theme
 Writing a creative story, poem, or song
 Proposing a plan for an experiment
 Integrating the learning from different areas into a plan for solving a problem
 Formulating a new scheme for classifying objects
 Finding new combinations
 Showing how an idea or product might be changed
 Evaluation

Involves students’ ability to look at someone else’s ideas or

principles and the worth of the work and the value of the
conclusion. Judging)

Example:
Example:

The
Thestudents
studentswill
willbe
beable
ableto:
to:
1.1.Decide
Decidewhich
whichproposed
proposedplan
planisisthe
thebest.
best.
Sample Verbs of Stating Specific Learning
Outcomes
 Appraise, assess, compare, conclude, contrast,
criticize, evaluate, judge, justify, support.
 Instructional Objectives
 At the end of the lesson, the students should be
able to conclude the relationship between two
means.

 Test Item.
 What should the teacher conclude about the
relationship in the population?
 Description
 Ability to judge the value of material
 Use of definite criteria for judgments
 Value judgments based on clearly defined
criteria
 Use of cognitive and affective thinking together
 Sample Activities
 Decide which person would best fill a position.
 Rank the principles of “good sportsmanship” in order of importance to you.
 Decide which proposed plan is the best.
 Read two different accounts of an incident. Decide which story is most logical in its portrayal.
 Judge the posters or murals your class has just constructed.
 Justify the actions of your favorite historical figure.
 Determine the necessary criteria for a good resource.
 Summarize the involvements you have had with your class this year.
 Making judgments about data or ideas based on either internal or external conditions or
criteria
 Rating ideas
 Accepting or rejecting ideas based on standards
 Judging the logical consistency of written material
 Judging the adequacy with which conclusions are supported with data
 Judging the value of a work (of art, music, writing) by using internal criteria or external
standards of excellence
 Generating criteria for evaluation
 Making evaluations for peer projects and presentations
 Evaluating one’s own products and ideas
 Changes
Changes to
to Bloom’s
Bloom’s
Taxonomy
Taxonomy

Creating
Evaluation

Synthesis Evaluating

Analysis Analyzing

Application Applying

Comprehension Understanding

Knowledge Remembering

Bloom’s Taxonomy (1956) Anderson/Krathwolh’s(2001)

Anderson/Krathwolh’s
Anderson/Krathwolh’sRevision
Revision
(2001)
(2001)

When memory is used to produce definitions,

Remembering
Remembering facts, or lists; to recite or retrieve material.

Constructing meaning from different types of

Understanding functions be they written or graphic message
Understanding activities.

Relates and refers to situations where learned

Applying
Applying material is used through products like models.

Breaking material or concepts into parts,

Analyzing
Analyzing determining how the parts relate or interrelate
to one another .

Making judgements based in criteria and

Evaluating
Evaluating standards through checking and critiquing

Requires users to put parts together in a new

Creating
Creating way or synthesize parts into something new
and different form.
 AFFECTIVE DOMAIN
 Describes learning objectives that emphasize a
feeling tone, an emotion, or a degree of
acceptance or rejection.
 Affective Domain

Which
Whichinclude
includeemotions,
emotions,interests,
interests,appreciation
appreciationand
andothers
othersthat
thatrelate
relatetoto
aesthetic
aestheticexpression.
expression.

Characterization by a
Value or Value Set

Organization a Value System

Valuing

Responding

Receiving
 Receiving

Being aware of or sensitive to the existence of certain ideas,

materials, or phenomena and being able to tolerate them.
Demonstrates an awareness in an activity that is happening
such as gives attention to receive the stimulus

Example:
Example:

1.1.Listens
Listensto
tothe
theideas
ideasofofothers
otherswith
with respect.
respect.
2.2.Looking
Lookingatatthe
theteacher
teacherduring
duringlecture
lectureisisan
anawareness
awarenesson
onaa
learning
learningstimulus,
stimulus,but
butlistening
listeningand
andpaying
payingattentions
attentionsindicate
indicate
willingness
willingnessin inreceiving
receivingthat
thatstimulus.
stimulus.
Sample Verbs Appropriate for Objectives
written at the receiving Level
 Masks, chooses, describes, follows, gives,
holds, identifies, locates, names, points to,
selects, sits, erects, replies, uses
 Descriptive Activities
 Listens attentively                        
 Shows awareness of the importance of
learning                           
 Shows sensitivity to social
problems                               
 Accepts differences of race and culture
 Attends closely to the classroom activities
 Responding

The commitment in some measure to the ideas, materials, or

phenomena involved by actively responding to them. It answers
question about ideas.
The learners reacts to a given stimulus or information that has been
received.

Example:
Example:

1.1.Participates
Participatesin
inclass
classdiscussion
discussion actively.
actively.
 Sample Verbs Appropriate for Objectives
written at the responding Level
 Answers, assists, aids, complies, conforms,
discusses, greets, helps, labels, performs, practices,
presents, reads, recites, reports, selects, tells, writes
 Descriptive Activities
 Completes assigned homework                 
 Obeys school rules                           
 Participates in class discussion            
 Completes laboratory work                  
 Volunteers for special tasks                
 Shows interest in the subject              
 Enjoys helping others   
 Valuing

The willingness to be perceived by others as valuing certain ideas,

materials, phenomenon or behavior. This ranges from simple
acceptance to the more complex state of commitment.
Learner has internalized a set of specific values such that these
values are manifested through overt behaviors.

Example:
Example:

1.1.Demonstrates
Demonstratesbelief
beliefin
inthe
thedemocratic
democratic process.
process.
2.2.Picking
Pickingup
uplitters
littersoutside
outsidethe
theclassroom
classroomwithout
withoutteacher’s
teacher’spresence
presence
or
orsaving
savingmoney
moneyfor
foraabook,
book,or orputting
puttingoff
offlight
lightafter
afterclass
classon
onown
ownvolition
volition
are
are“valuing”
“valuing”behavior.
behavior.
Sample Verbs Appropriate for Objectives written
at the valuing Level
 Completes, demonstrates, differentiates,
explains, follows, forms, initiates, invites, joins,
justifies, proposes, reads, reports, selects, shares,
studies, works
 Descriptive Activities
 Demonstrates belief in the democratic
process                      
 Appreciates good literature                 
 Appreciates the role of science  in everyday
life                         
 Shows concern for the welfare of
others                                  
 Demonstrates problem solving attitude       
 Demonstrates commitment to social
improvement
Organization a Value
System
The ability to relate the value to those already held and bring it into a
harmonious and internally consistent philosophy. Commits for using ideas and
incorporate them to different activities.
Learner is able to discern independently the right from wrong, and he/she is
able to make a decision on what is more valuable based on his or her own
judgment.

Example:
Example:

1.1.Priorities
Prioritiestime
timeeffectively
effectivelyto
tomeet
meetthe
the
needs
needsofofthe
theorganization,
organization,family,
family,and
andself.
self.
 Sample Verbs Appropriate for Objectives
written at the organization Level
 Adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates,
generalizes, modifies, orders, organizes,
prepares, relates, synthesizes
 Descriptive Activities
 Recognizes the need for balance  between freedom
and responsibility in a democracy               
 Recognizes the role of systematic planning in
problem solving           
 Accepts responsibility for own 
behavior                             
 Understands and accepts own strengths and
weaknesses
 Formulates a life plan in harmony  with his
abilities, interests,  and beliefs
 Characterization by a
Value or Value Complex

Incorporates ideas completely into practice, recognized by the use of them. The
value system that controls their behavior. The behavior extends beyond the school
setting and becomes part of his or her lifestyle

Example:
Example:

1.1.Values
Valuespeoplepeoplefor
forwhat
whatthey
theyare,
are,not
not how
howthey
theylook.
look.
2.2.IfIfdoing
doingan
anexperiment
experimenthashasinstilled
instilledthe
thevalue
valueofofpatience,
patience,such
suchtrait
trait
could
couldbebecarried
carriedoveroverto
tothe
thestudent’s
student’snonscience
nonscienceactivities.
activities.
Sample Verbs Appropriate for Objectives written
at the characterization by value or value set Level

 Acts, discriminates, displays, influences,

listens, modifies, performs, practices, proposes,
qualifies, questions, revises, serves, solves,
verifies
 Descriptive Activities
 Displays safety consciousness             
 Demonstrates self reliance in working
independently                
 Practices cooperation in-group 
activities                           
 Uses objective approach in problem
solving                               
 Demonstrates industry and self  discipline
 Maintains good health habits
 Psychomotor Domain
 Characterized by the progressive levels of
behaviors from observation to mastery of
physical skills.
 It includes physical movement, coordination,
and use of the motor-skill areas.
 Psychomotor
PsychomotorDomain
Domain

Which embrace muscular or motor abilities, manipulation,

writing vocational and technical abilities.

Origination

Adaptation
Complex Overt
Response
Mechanism

Guided Response

Set Readiness

Perception
 Perception

Process of becoming aware of objects, qualities, or relation in

which one or more of the five organs are involved.
Ability to use sensory cues to guide motor activity

Example:
Example:

1.1.Relates
Relatesmusic
musictotoaaparticular
particulardance
dance movements.
movements.
2.2.Detects nonverbal communication
Detects nonverbal communication cues. cues.
3.3.Estimate
Estimatewhere
whereaaball
ballland
landafter
afterititisisthrown
thrownand
andthen
thenmoving
movingto
to
the
thecorrect
correctlocation
locationto
tocatch
catchthe
theball.
ball.
Sample Verbs Appropriate for Objectives written
at the perception Level
 Chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects
 Descriptive Activities
 ecognizes malfunction by sound of
machine                            
 Relates taste of food to need for
seasoning                        
 Relates music to a particular dance movement
 Set

Involve the physical, mental, and emotional sets are

dispositions that predetermine a person’s response to different
situations.
Responding to phenomena.

Example:
Example:

1.1.An
Anobese
obeseperson
persondisplays
displaysmotivation
motivation ininperforming
performingplanned
planned
exercise.
exercise.
2.2.Recognizes
Recognizesone’s
one’sabilities
abilitiesand
andlimitation.
limitation.Shows
Showsdesire
desireto
to
learn
learnaanew
newprocess
process(motivation)
(motivation)
Sample Verbs Appropriate for Objectives written
at the set Level
 Begins, displays, explains, moves, proceeds,
reacts, shows, states, volunteers
 Descriptive Activities
 Knows mechanical sequence of steps in
varnishing wood                       
 Demonstrates proper bodily stance for batting
a ball                    
 Show desire to type efficiently by placement of
hands and body
 Guided Response

The early stages in learning a complex skill that includes

imitation and trial-and-error.
Early stages in learning a complex skill that includes imitation
and trial and error.

Example:
Example:

1.1.AAperson
personfollows
followsthe
themanual
manualinin operating
operatingaamachine.
machine.
2.2.Perform
Performaamathematical
mathematicalequation
equationas
asdemonstrated.
demonstrated.
3.3.Follows
Followsinstructions
instructionsto
tobuild
buildaamodel.
model.
Sample Verbs Appropriate for Objectives written
at the guided response Level
 Copies, traces, follows, reacts, reproduces,
responds
 Descriptive Activities
 Performs a golf swing as
demonstrated                           
 Applies first aid bandage as
demonstrated                           
 Determines best physical manipulation of
objects in a sequence for preparing a meal
 Mechanism

Performance acts where the learned response is habitual and the

movements can be performed with some confidence and proficiency.
Intermediate stage in learning a complex skill

Example:
Example:

1.1.Operates
Operatesaaslide
slideprojector
projector
2.2.Repairs
Repairsaaleaking
leakingfaucet.
faucet.
3.3.Drives
Drivesaacar.
car.
Sample Verbs Appropriate for Objectives written
at mechanism Level
 Assembles, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats,
manipulates, measures, mixes, organizes
 Descriptive Activities
 Writes smoothly and legibly                
 Sets up laboratory equipment               
 Operates a slide projector
 Demonstrates a simple dance step
 Complex Overt
Response
The movement pattern is done with skill, smoothness, efficiency,
and minimum time and energy are utilized.
It includes performing without hesitation, and automatic
performance.

Example:
Example:

1.1.Typing
Typingaareport
reporton
onaacomputer
computer without
withoutlooking
lookingat
atthe
thekeyboard.
keyboard.
2.2.Operates
Operatesaacomputer
computerquickly
quicklyand
andaccurately.
accurately.
Sample Verbs Appropriate for Objectives written
at the complex over response Level
 Assembles, builds, calibrates, constructs,
dismantles, displays, fastens, heats,
manipulates, measures, mends, mixes,
organizers, sketches
 Descriptive Activities
 Operates a power saw skillfully            
 Demonstrates correct form in swimming      
 Demonstrates skill in driving an automobile
 Performs skillfully on the violin
 Repairs electronic equipment quickly and
accurately
 Adaptation

Skills are well developed and the individual can modify movement
patterns to fit special requirements.

Example:
Example:

1.1.Responds
Respondseffectively
effectivelyto
tounexpected
unexpected experiences.
experiences.
2.2.Modifies
Modifiesinstruction
instructionto
tomeet
meetthe
theneeds
needsof
ofthe
thelearners
learners
Sample Verbs Appropriate for Objectives written
at the adaptation Level
 Adapts, alters, changes, rearranges,
reorganizes, revises, varies
 Descriptive Activities
 Adjusts tennis play to counteract opponent’s
style
 Modifies swimming strokes to fit the
roughness of the water
 Origination

Creating new movements patterns to fit a particular situation

or specific problem. Learning outcomes emphasize creativity
based upon highly developed skills.

Example:
Example:

1.1.AAchoreographer
choreographercreates
createsaanew
newdance
dance
routine.
routine.
2.2.Create
Createaanew
newgymnastic
gymnasticroutine.
routine.
Sample Verbs Appropriate for Objectives written
at the origination Level
 Arranges, builds, combines, composes,
constructs, creates, designs, initiates, makes,
originates
 Descriptive Activities
 Creates a dance step                      
 Creates a musical composition             
 Designs a new dress style  
 Other Psychomotor Domain
Dave’s
Dave’s(1975)
(1975)
Observing and patterning behavior after someone
Imitation
Imitation else. Ex. Copying a work of art

Being able to perform certain actions by following

Manipulation
Manipulation instructions and practicing. Ex. Creating work on one’s
own, after taking lessons, or reading about it.

Refining, becoming more exact.

Precision
Precision Ex. Working and reworking something, so it will be
“just right”

Coordinating a series of actions, achieving harmony

Articulation
Articulation and internal consistency. EX. Producing a video that
involves music, drama, color, sound, etc.

. Having high level performance become natural,

Naturalization
Naturalization without needing to think much about it. Ex. Lebron
James playing basketball.
 Other Psychomotor Domain

Harrow’s(1972),
Harrow’s(1972),Kubiszyin
Kubiszyin
and
andBorich(2007)
Borich(2007)

Reflex
Reflexmovements
movements Reactions that are not learned.

Fundamental
Fundamental Inherent movement patterns which are
movements
movements formed by combinations of reflex movement.

Perception
Perception Response to stimuli such as visual, auditory,
kinesthetic, or tactile discrimination.

Physical Stamina that must be developed for further

Physicalabilities
abilities
development such as strength and agility.

Skilled Advanced learned movements as one would

Skilledmovements
movements
find in sorts or acting.
No
Nodiscursive
discursive Effective body language, such as gestures
communication
communication and facial expressions.