instructional objectives 2

Instructional ObjectivesInstructional Objectives

By:By:Muhammed KhattiMuhammed Khatti

What is a learning objective?What is a learning objective?

A Learning objective :A Learning objective :

•states what the successful participant will be able to know or do as a result of the course

• is a written statement defining in precise terms what the learner will be able to do at the end of the training and how well (observable, measurable)

• is a description of a performance you want learners to be able to exhibit before you consider them competent.

• Is Learner Oriented: focuses on what the learner will be able to do and not on what the instructor will teach.

Writing Instructional Objectives

There are a number of approaches but we are considering here two types of objectives: to writing instructional objectives:

1. Mager -- Behavioral objectives

2. Gronlund -- General/specific objectives

Writing Instructional ObjectivesWriting Instructional Objectives (Contd.)(Contd.)

Mager proposes writing specific Mager proposes writing specific statements about observable outcomes statements about observable outcomes that can be built upto become a that can be built upto become a curriculum (an inductive approach)curriculum (an inductive approach)

An example of a behavioural objective:

Given 3 minutes of a class time, the students will solve 9 out of 10 multiplication problems of the type: 5x4= ______.

Writing Instructional Objectives (Contd.)

Gronlund proposes starting with a general statement and providing specific examples of topics to be covered or behaviors to be observed (a deductive approach).

Writing Instructional Objectives (Contd.)

An example of a general/specific objective:

a. can define what multiplication means, in his our her own words.b. can define relevant terms such as "multiplier" and "product”.c. can solve problems of the type 5 X 4 = ______.

The student can perform simple multiplication:

Four components Four components of well written of well written

learning learning objectivesobjectives

Four components of well written learning Four components of well written learning objectives objectives

AudienceAudience – an individual whose behaviour is liable to be – an individual whose behaviour is liable to be

Changed.Changed.

Behaviour (Performance) – what the participant will be able to do at the end of the program

Condition – Important conditions or constraints under which performance is expected to occur.

Degree (Criteria) – The quality or level of performance that will be considered acceptable. (how well)

Four components of well written learning Four components of well written learning objectives objectives (Contd.)(Contd.)

Answers the questions:Answers the questions:

1.1. Who is able perform the activity?Who is able perform the activity?

2.2. Who is able answer the question?Who is able answer the question?

3.3. Who has been affected by certain treatment?Who has been affected by certain treatment?

Audience:

Whose behaviour has undergone the change?

For example: A student, a reader, a trainee etc.


Use verbs open to fewer meaningsUse verbs open to fewer meanings

• to identifyto identify• to nameto name• to describeto describe• to constructto construct• to orderto order• to writeto write• to reciteto recite• to solveto solve• to compare/contrastto compare/contrast• to listto list• to presentto present• to demonstrateto demonstrate

Avoid verbs open to many Avoid verbs open to many meaningsmeanings

• to knowto know• to understandto understand• to really understandto really understand• to internalizeto internalize• to appreciateto appreciate• to believeto believe• to enjoyto enjoy• to grasp the significance of to grasp the significance of • to have faith into have faith in

Use Action Verbs

Do not use inert Verbs

Behaviour (Performance)


Are the parameters or conditions under Are the parameters or conditions under which the person is to performwhich the person is to perform

Conditions

For example: After reading the chapter, given ten words etc.

Answers the questions: 1. What will the learner be allowed to use?

2. What will the learner be denied?

3. Under what conditions will you expect the desired performance to occur?


Tells "how well" you expect the learner to perform. It is the Tells "how well" you expect the learner to perform. It is the standard by standard by

which performance is evaluated?which performance is evaluated?

Degree (Criteria)

Sample characteristics of performance degree (criteria) 1. Speed (time limit) “Be able to answer the customer’s question within 5 minutes, given the departmental policy on x." 2. Accuracy"The learner will correctly punctuate at least 80% of the sentences given a post-test.“

3. Quality“Given the Personnel Manual, the learner will bee able to process thepersonnel action with no errors.”

Selection of objectivesSelection of objectives

Selection of learning objectivesSelection of learning objectives

The instructional objectives having following The instructional objectives having following characteristics are often selected:characteristics are often selected:

• Specific: Specific: a better instructional objective should be concise a better instructional objective should be concise and to the point.and to the point.

• Measureable: Measureable: a better instructional objective should be a better instructional objective should be that which can be easy measured.that which can be easy measured.

• Observable: Observable: a better instructional objective can be seen a better instructional objective can be seen and should active shown by an active verb.and should active shown by an active verb.

• Short term: Short term: a better instructional objective should always be a better instructional objective should always be indicating for a short period.indicating for a short period.

Selection of learning objectives Selection of learning objectives (Contd.)(Contd.)

• Learner centered: Learner centered: a better instructional objective a better instructional objective must be showing the learner.must be showing the learner.

• Indicating change: Indicating change: a better instructional a better instructional objective should indicate a change.objective should indicate a change.

• Goal focused: Goal focused: a better instructional objective must a better instructional objective must show in goal or the target.show in goal or the target.


The learning objectives selected, are The learning objectives selected, are often related to any one of the type of often related to any one of the type of domains. These domains are:domains. These domains are:

• Cognitive Domain: Cognitive Domain: This domain includes understanding, awareness, insight etc. This domain includes understanding, awareness, insight etc. and includes the functions of knowledge, recall, and includes the functions of knowledge, recall, comprehension, conceptual understanding, ability to apply, comprehension, conceptual understanding, ability to apply, analyze and synthesize. Evaluation is last ability of this domain.analyze and synthesize. Evaluation is last ability of this domain.


• Affective Domain: Affective Domain: Attitudes, apprehensions making things the part of their Attitudes, apprehensions making things the part of their personality are functions of this domain.personality are functions of this domain.

• Psychomotor Domain:Psychomotor Domain:Physical skills are included in this domain. In this domain Physical skills are included in this domain. In this domain the activities which an individual learn make him able to live the activities which an individual learn make him able to live in and cope with certain environment. in and cope with certain environment.

Assessment of Assessment of Instructional ObjectivesInstructional Objectives

Assessment of Instructional Assessment of Instructional objectives objectives

Instructional objectives are assessed with Instructional objectives are assessed with considering that in which domain the change has considering that in which domain the change has occurred. The change may occur in any one or occurred. The change may occur in any one or more than one types of domains. The domains are:more than one types of domains. The domains are:

• Cognitive DomainCognitive Domain• Affective DomainAffective Domain• Psychomotor DomainPsychomotor Domain

But as far as educational testing is concerned we But as far as educational testing is concerned we assess the first domain most that is cognitive assess the first domain most that is cognitive domain. domain.

Application

Analysis

Synthesis

Evaluation

Knowledge

Comprehension

The cognitive domain has six parts or sub-domains. These are:

Assessment of Instructional Assessment of Instructional objectives (Contd.)objectives (Contd.)


For the assessment of KnowledgeFor the assessment of Knowledge

following verbs can be used: following verbs can be used: •Cite•count•define •draw •identify •indicate •list •Name•Point •Quote

•Read•Recite•Recognize•Record•Relate•Select•State•Tell •Write•Trace


For the assessment of “Comprehension” For the assessment of “Comprehension”

following verbs can be used: following verbs can be used:

•Describe •Predict•Differentiate •Report•Discuss •Restate•Distinguish •Review•Explain •Translate

•Associate •Express•Classify •Extrapolate•Compare •Interpret•Compute •Interpolate•Contrast •Locate


For the assessment of “Application”For the assessment of “Application”


•Apply •Predict•Calculate •Practice•Complete •Relate•Demonstrate• Report•Dramatize •Restate

•Employ •Review•Examine •Schedule•Illustrate •Sketch•Interpret•Solve•Interpolate •Translate


For the assessment of “Analysis”For the assessment of “Analysis”


•Analyze •Distinguish•Appraise •Experiment•Contract •Infer•Criticize •Inspect

•Inventory•Detect •Question•Diagram •Separate•Differentiate •Summarize•Debate


For the assessment of “Synthesis”For the assessment of “Synthesis”

following verbs can be used:following verbs can be used: •Arrange •Integrate•Assemble •Manage•Collect •Organize•Compose •Plan•Construct •Prepare

•Create •Prescribe•Design •Produce•Detect •Propose•Formulate •Specify•Generalize


For the assessment of “Evaluation”For the assessment of “Evaluation”


•Appraise •Measure•Assess •Rank•Choose •Rate•Critique •Recommend

•Determine•Judge•Estimate •Score•Evaluate •Select•Grade •Test

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