Educational Objectives : Taxonomy Of Learning &

Specific Learning Objectives.

Dr. Madhulika Mistry

.

ObjectivesAt the end of this session the learner should be able

to :1. Define educational objectives2. Differentiate the types of educational objectives.3. Define terms cognitive, affective and

psychomotor domains.4. Relate these terms to intellectual skills,

communication skills and manipulative skills respectively.

5. Formulate educational objectives belonging to the three domains.

It is a process, the chief goal of which is :

To bring about desirable changes in the behavior of learner in the form of acquisition of knowledge, proficiency in skills & development of attitudes in the course of a given period.

Components: - Development of educational objectives- Organization of T-L activities- Evaluation

The Educational Spiral

Planning evaluation

Implementing evaluation

Defining EducationalObjectives

Preparing & ImplementingEducational programme

AIMS = GOALS = OBJECTIVES?

Aims & Goals are vague have wider perspective

Goals vs ObjectivesCourse goals

Describe the overall purpose of the course within the larger curriculum

Course objectives Break down goals into measurable behaviors that demonstrate competency

Ensure successful accomplishment of course goals

Characteristics of GoalsBroad, vagueGeneral intentions or observationsIntangibleAbstractCannot be validated

Characteristics of Learner ObjectivesNarrow, limitedPreciseConcreteMeasurableCompetency basedAlways stated in terms of the

learner

EDUCATIONAL OBJECTIVEWritten Statement

the LEARNER should be able to Know, Do, Think or Feel at

the end of a course /session/ training

Earlier could not do……..

Highly explicit

Operational

Time-bound

Quantifiable

Learner oriented

Educational

“If you are not certain of where you are going

You may very well end upSomewhere else (and not even know it)”

Why Objectives????

According to the domains of learning:

1.Cognitive domain 2.Affective domain 3.Psycomotor domainAccording to the level of objectives: 1. Institutional 2. Departmental 3. Specific Learning / Instructional

Objective (SLO)

Knowing about objectives is

essential

but not

enough………..

Putting them into proper perspective and handling them in a creative manner requires the

knowledge of TAXONOMY

What is Taxonomy?Stepwise or hierarchical phenomena of attaining the

objective according to its inbuilt relationship.

What exactly happens-step by step- during the process of learning.

Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category‘.

The most well known description of learning domains was developed by Benjamin Bloom. It is known as :

“Bloom’s Taxonomy”

A taxonomy classifies information into a hierarchy of levels.

Domain taxonomies reveal that what educators want students to accomplish (expressed by educational objectives) can be arranged into levels of complexity, and that those levels are best fulfilled sequentially.

Domain Taxonomies

The Three DOMAINS

Three Domains of LearningCognitive Domain “Thinking”

Affective Domain “Feeling”

Psychomotor Domain “Doing”

1.Cognitive domain

The mental or intellectual thinking

behaviors demonstrated by an individual

COGNITIVE DOMAIN Bloom’s Taxonomy is an order of learning with six levels.

Knowledge

Evaluation

Synthesis

Analysis

Application

Comprehension

1. KNOWLEDGE

Recalling, Remembering, and Recognizing.

Emphasizing facts, information, and specifics. Involves remembering material in form very close to how it was originally presented.

Depends upon memorizing or identifying facts without asking beyond.

2. COMPREHENSION

Describing and ExplainingGrasping the meaning and intent of

the material.Deals with content and involves

ability to understand what is being communicated.

3. APPLICATIONApplying InformationUsing what is remembered and

comprehended.Applies learning to real life, new,

and/or concrete situations.It is ability to use knowledge and

learned material in meaningful ways.

4. ANALYSIS ReasoningBreaking material into parts and

determining the relationships of these parts to each other and to the whole.

Analyzing RelationshipsTaking one portion or piece at a time

to clarify the overall idea.

5. SYNTHESIS

Creating

Putting together parts and elements into a new form.

Organizing ideas into new patterns and putting materials together in a structure which was not there before.

6. EVALUATION

Evaluating

Judging the values of ideas, methods, materials, procedures, and solutions by developing and/or using appropriate criteria.

Knowledge

Comprehension

Application

Analysis

Synthesis Evaluation

Creative Thinking

Critical Thinking

Cognitive Domain Levels

2. Affective domain

An individual’s emotions,

attitudes, appreciations, interests,

and/or values about “something”

or someone

Affective: growth in feelings or emotional areas (Attitude)

(feelings, emotions and behaviour, ie., attitude, or 'feel')

(1) Receiving :

Ex. The learner would be able to show awareness of anxiety of the patient waiting for an invasive procedure.

(2) Responding :

Ex- The learner would be able to reassure the an anxious patient waiting an invasive procedure.

(3) Valuing :

Ex- The learner would be able to realize that its worth spending time reassuring patient whenever they are anxious.

(4) Organization :

Ex-The learner would be able to form judgments as to the responsibility of the health care team for commitment towards the emotional wellbeing of patients.

(5) Characterization :

Ex- The learner would be able to determine how the goal of health for all has the bearing on the political will and commitment toward emotional wellbeing of patients.

Psychomotor domain

Physical activities involving gross

and/or fine motor skills, such as

coordination, dexterity, strength,

manipulation, and speed

Psychomotor: manual or physical skills (Skills)

(manual and physical skills, ie., skills, or 'do')

Readiness : The learner should be in a state of mental, Physical

and emotional readiness. Observation : The learner shall observe the steps of CPR . Perception : The learner shall become able to perform CPR. Response : The learner shall perform effective CPR independently

in hospital setup. Adaptation : The learner shall perform CPR on victims of accident in

the road side. Organization : The learner shall modify CPR protocol to make it more

effective.

ReviewCognitive Affective Behavioral

Thinking Feeling Doing

Head Heart Hands

Cognitive Domain LevelsLevel Description Verbs

Knowledge To recall or recognize information in some pre-arranged form.

Define List

Comprehen-sion

To understand meaning of information based on prior learning.

Describe ExplainInterpret

Application To utilize information to complete a task with limited direction.

ComputeSolveUse

Analysis To classify and relate assumptions or evidence.

ContrastExamine

Synthesis To integrate or combine ideas into a new product or plan.

Design DevelopOrganize

Evaluation Critique idea based on specific standards and criteria.

AppraiseJudgeJustify

Affective Domain LevelsLevel Description Verbs

Receiving Being aware of, or attending to something in the environment.

ListenNoticeTolerate

Responding Showing some new behavior as a result of experience.

Comply EnjoyFollow

Valuing Showing some definite involvement or commitment.

Carry out, Express

Organization Integrating a new value into one's general set of values relative to other priorities.

ChooseConsider Prefer

Characterization

Acting consistently with the new value; person is known by the value.

Act on DepictExemplify

Psychomotor Domain Levels

Level Description VerbsPerceiving Recognizing movement position or pattern. Listen

Observe

Patterning Reproducing movement position or pattern. Imitate Practice

Accommodating Using or modifying movement position or pattern.

Adjust Modify

Refining Demonstrating efficient control in performing pattern.

ImproveMaster

Varying Performing movement pattern in different ways.

Design Develop

Improvising Originating novel movement or movement combinations.

Construct Invent

Composing Creating unique movement pattern. Create Invent

Types of objectives2. According to level of objective:

1.Institutional (general)2.Departmental (intermediate)3.Specific instructional/behavioral

1.Institutional (general)E.g. At the end of training at medical

college the medical graduate should be able to: Diagnose and perform first level management of acute emergencies promptly & efficiently.

2.Departmental (intermediate)E.g. At the end of the training in the Dept. of Medicine the students should be able to : Perform methods of first level management of acute emergencies in medicine.

3.Specific instructional (SLO)/behavioralE.g. At the end of the training sessions the students should be able to: Perform C.P.R. measures outside the hospital also without any access to modern resuscitative equipments.

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GENERAL OBJECTIVES

INTERMEDIATE OBJECTIVES

SPECIFIC INSTRUCTINOAL OBJECTIVES [SIOs]Apr 15, 2023 Educational Objectives

Characteristics (Qualities) of Objectives:

RELEVANT: Conform to the needs of the learner and institutional objectives.

UNEQUIVOCAL: Clear action verbs are used.FEASIBLE: Be within the limit of time

and resources available.OBSERVABLE: E.g. written, spoken,

performed, etc.MEASURABLE: E.g. rating, grading,

marking, etc.

Curriculum

GoalsInstructor Goals

Objectives - Assessments & Teaching Strategies

Assignments

A1 A7A6A5A4A3A2

Alignment

Curriculum

GoalsInstructor Goals

Objectives - Assessments & Teaching Strategies

Assignments

A1 A7A6A5A4A3A2

Out of Alignment

57Apr 15, 2023 Educational Objectives

A brief clear statement of a single skill, directly related to a departmental objective and stated in terms of observable student behavior.

INSTRUCTIONAL/Learning OBJECTIVES

e.g. -a lecture, a course of lectures-a practical-a tutorial-a group discussion-a clinical session / term …..

SIOs / SLOs-

What the teacher expects from the students to learn as a result of his/her teaching efforts at the end of an instructional unit

Components of a SLO

Audience Content (Observable Behavior) Condition of performanceDegree/criteria

AudienceThe learner – who will be doing the behaviorUndergraduate studentsGraduate studentsProfessionalsGovernment personnel

Observable Behavior / ContentWhat will the learner be able to do as a result of learning?

Example: ……… will diagnose anemia……..

ConditionWhat are the conditions under which the learners must demonstrate their mastery of the objective?

Example: ….. On the basis of detailed hematological picture described in patient’s records.

Degree or CriteriaWhat are the standards of acceptable performance - Quantity, quality, efficiency durability?

Example: …… in 100% of cases…..

Complete SLO

The student should be able to diagnose anemia in 100% of cases on the basis of a detailed hematological picture described in the patient’s records.

Triple C Model

Content –Observable-WhatCondition of performance-With / without

help of equipment, specimen, reports etcCriteria/Degree-How Well-minimum

standard of performance

Characteristics of Specific Learning ObjectivesSpecific and focused (Clear, Concise, Unequivocal)Measurable Achievable & Realistic Relevant Time-bound with Targets performance

Audience The students will be able to

Content/

Behavior/

Performance

(obligatory)

What the learner is expected to be able to do, what is the learner doing when demonstrating achievement of the objective

Condition

(optional)

Identifies important condition (if any)of under which his performance is to occur.

Criteria

(optional)

Describe how well the learner meet perform in order to be considered acceptable.

Conclusion

It can be said that an educational process without objectives would be like a rudderless ship with neither the teacher nor the learner having any control and final destination may be quite different from the intended.