Specifications of Objectives

By

Dr. Shazia Zamir

Levels of Specificity of ObjectivesObjectives are specific statements of what is

to be accomplished and how well and are expressed in terms of quantifiable ,measurable outcomes.

Level Definition Related Terms

General objectives Broad statements of long term outcomes.

Goals

Intermediate objectives

More precise statements of short term outcomes.

Unit objectivesCourse objectives

Specific objectives Precise statements of immediate outcomes.

Instructional objectivesBehavioral objectives

Learning Learning ObjectivesObjectives Learning objectives are statemen

ts of what is expected that a student will be able to DO as a result of a le

arning activity.

INPUT

INPUT

PROCESS

PROCESS

OUTCOMES

OUTCOMES

The Three Domains

The cognitive domain classifies objectives in the thinking and reasoning processes.

SimpleSimple

Complex

Complex

The cognitive domain

KnowledgeKnowledge The remembering of previously lea

rned material Examples of learning objectives:

- know common terms- know specific fact- know basic concepts- know principles

Knowledge (Example)Knowledge (Example)

Who is the founder of Pakistan?

A. Allama Iqbal

B. Liaqat Ali Khan

C. Quaid-e-Azam

D. Maulana Zafar Ali

ComprehensionComprehension The ability to grasp the meaning of material

Examples of learning objectives:- understand facts and principles- interpret charts and graphs- interpret verbal materials- justify methods and procedures- translate verbal material to mathematical for

mulae

Comprehension (Example)Comprehension (Example)Seagulls live on the beach. They eat small fish, bread,

and seaweed. Seagulls run quickly on the sand and fly quickly in the sky. Seagulls will run or fly away if you try to catch them. There are many seagulls on the beach.

Crabs also live on the beach. They eat shrimp, ocean plants, and small fish. Crabs crawl quickly on the sand and in the ocean. Crabs will crawl away if you try to catch them. There are many crabs on the beach, but it is not always easy to see them.

Starfish live on the beach, too. They eat clams, oysters, and small fish. Starfish move slowly on the sand and in the ocean. Starfish will not move away if you try to catch them. There are few starfish on the beach.

QUESTIONS1) Seagulls, crabs, and starfish all eat A. clams B. bread C. fish 2) Which animal does not move quickly? A. starfish B. seagulls C. crabs 3) Based on information in the passage, which sentence is

false? A. Starfish are hard to catch. B. Crabs eat shrimp and ocean plants. C. Seagulls move quickly on the sand and in the air.

ApplicationApplication The ability to use learned material in

new and concrete situations Examples of learning objectives: apply concepts and principles to new

situations apply laws and theories to practical si

tuations solve mathematical problems construct graphs and charts demonstrate the correct usage of a m

ethod or procedure

Application (Example)Application (Example)

Which one of the following values appr oximates best to the volume of a spher

e with radius 5m?

A. 2000 m3 B. 1000 m3 C. 500 m3(Correct Answer) D. 250 m3 E. 125 m3 (((((

AnalysisAnalysis The ability to break down material into its

component parts Examples of learning objectives: recognize logics and reasoning distinguish between facts and inferences evaluate the relevancy of data analyze the organizational structure of a w

ork

Analysis (Example)Analysis (Example)Write different stages of seed germination.Enlist levels of cognitive domain explained

by Bloom Taxonomy? Enlist the causes of air, water and land

pollution?

SynthesisSynthesis The ability to put parts together to fo

rm a new whole Examples of learning objectives: write a well organized theme give a well organized speech write a creative short story propose a plan for an experiment integrate learning from different are

as into a plan for solving a problem

Synthesis (Example)Synthesis (Example) Write a paragraph summarizing

the text you have read.Your summary should have a

topic sentence defining theproblem, some of the causes, some of th

e effects, and a conclusion.

EvaluationEvaluation The ability to judge the value of

material for a given purpose based

on definite criteria.

Examples of learning objectives:

- judge the logical consistency of written material

- judge the adequacy with which conclusions a re supported by data.

EvaluationEvaluation(Example)(Example)

To judge the effectiveness of writing objectives using Bloom's taxonomy.

arran

ge order define

recogniz

e duplicate

label recall list repeat memoriz

e

state relate

reprodu

ce

classify locate describe recognize discuss

report explain restate express review

identify select indicate translate

apply operate choose practice demonstrate

schedule dramatize sketch employ solve

illustrate use interpret write

analyze differentiate appraise discriminate calculate

distinguish categorize examine compare experiment

contrast question criticize test

arrange formulate assemble manage collect

organize compose plan construct prepare

create propose design write

appraise judge argue predict assess

rate attach score choose select

compare support estimate evaluate

The Affective domain classifies objectives for emotional responses like feeling tone or a degree of acceptance or rejection. 

Affective domain

Importance of Psychomotor DomainNot only required for physical education and

athleticsHand writing and word processing are tightly

connected to all subjects.Use of complex equipments by science

students in laboratory.Eye coordination for visual arts and hand

coordination for manual art.Communicating intentions with facial

expression and hand gestures.------------------------------------------------

The psychomotor domain by Anita Harrows(1972) classifies objectives in the area of physical movement and coordination.

Psychomotor DomainReflex movements Students actions can occur involuntarily in response to some stimulus.Basic fundamental movement Students has 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 etc.

Perceptual AbilitiesStudents can translate stimuli received through the senses into appropriate desired movements.

Physical AbilitiesStudents has developed basic movements that are essential to the development of more highly skilled movements.

Skilled movementsStudents has developed more Complex movements requiring a certain degree of efficiencye.g all skilled activities obvious in sports, recreation and dance.Non-Discursive CommunicationStudents has the ability to communicate through body Movement that communicate meaning without the aid of verbal commands or help.

Bloom’s Taxonomy-Revised

Bloom’s Taxonomy

Original (1956) Revised (2001)EvaluationSynthesisAnalysisApplicationComprehensionKnowledge

CreatingEvaluatingAnalyzingApplyingUnderstandingRemembering

Noun Verb

Need to Revise TaxonomyThinking is an active process and verbs

describe actions. Knowledge does not describe a category of thinking and was replaced with Remembering. Comprehension and synthesis were renamed to Understanding and Creating, respectively, to better reflect the nature of thinking for each category.