EDUCATIONAL OBJECTIVES (3hrs)

SPECIFIC OBJECTIVES
At the end of the session, the student will be able to:
• State the meaning of educational objectives
• Define educational objectives
• Recognize the importance of educational objectives
• Identify the sources of educational objectives
• Define aim
• Enlist the qualities of educational objectives
• Classify educational objectives on different bases
• Describe Bloom’s taxonomy of educational objectives
• Enumerate the criteria for selection of educational objectives
• List down the steps of stating the objective
MEANING:
• Educational objectives are expressions of what a teacher hopes his/her students can
accomplish as a result of their teaching.
DEFINITION
• J.J. GUILBERT:-
• “The result sought by the learner at the end of the educational program, i.e. what the
students should be able to do at the end of a learning period that they could not do
beforehand”.
IMPORTANCE
1. To develop mental skills for application in changing situations.
2. To determine curriculum levels.
3. To define scope of teaching.
4. To assess the learners performance.
SOURCES OF DERIVING OBJECTIVES
1. Study of the learner
• In studying the needs of the learner certain data will be found common to most learners
of one particular age group.
 • It may differ in different groups from different communities.
• Interests of learners vary individually.
2. Study of contemporary life outside the school
• It is necessary to select knowledge that is relevant and significant to future needs of
students.
• As change occurs at a rapid rate, the students must be able to learn, adjust and select that
which is interesting and useful to them.
• Educational objectives must be based on changing needs of the society.
• The students are able to apply their learning when they perceive similarity between life
situations and learning in school
3. Study of society and social needs
• Study of community regarding resources, population and other social needs and health
problems provide data which is the basis of education.
• The educators have to identify what knowledge is most worth for the learner in the
present world.
4. Subject specialist and study of subject matter
• Subject specialists can help in the selection of appropriate educational objectives for
particular courses
5. Use of philosophy in selecting objectives
• There is an integral relationship between philosophy and education.
• A comprehensive philosophy of education is necessary in planning a curriculum.
• The objectives must be in harmony with the philosophy.
6. Use of psychology of learning in selecting objectives
• Knowledge of the psychology of learning enables teachers to distinguish goals that are
feasible from those that are likely to take a long time.
• Learning capacity, intelligence and aptitude of students vary in individuals.
AIM – DEFINITION
• QUINN:-“Aim is a broad general statement of goal direction which contains reference to
the worthwhileness of achieving it.”
CHARACTERISTICS/QUALITIES OF EDUCATIONAL OBJECTIVES
1. Relevant
 • It should cover every material relating to the aims in view.
3. Unequivocal
• Loaded words should not be used to avoid any possibilities of understanding
• The objective unequivocal describes what the learner will have to do to demonstrate that
he knows or understands or can do
4. Feasible
• It must be ensured that what the student is required to do can actually be done, within the
time allowed and with the facilities in hand.
• The basic condition for feasibility is the minimum psychomotor, attitude and intellectual
skills to qualify for course.
5. Logical
• The objective must be internally consistent
6. Observable
• There must be some means of observing progress towards an objective, to know whether
the objective has been achieved
7. Measurable
• The objective should include an indication of acceptable level of performance on the part
of the student.
CLASSIFICATION OF OBJECTIVES
1. According to the type of objectives
1.1 Institutional
• A set of statements identifying the major skills to be acquired by all students at the
completion of their studies.
1.2 Intermediate / Departmental
• A set of statements identifying the skills to be acquired by all students who are taught
within a particular school/department/division of a college of nursing.
• These skills must be in consistent with the instructional objective.
1.3 Instructional
A. Basic instructional objective
A brief clear statement of basic skill and competence which is to be demonstrated at the
conclusion of a unit instruction
 B. Specific instructional objective
• A brief clear statement of a single skill directly related to behavior instructional objective
and stated in terms of observable student behavior.
• Elements
i) Act
• It is the description of the task aimed at expressed by an action verb.
ii) Content
• It specifies the subject in relation to which the act is to be performed.
iii) Condition
• This is the description of circumstances in which that act must take place.
iv) Criteria
• The definition of the acceptance level of performance expected from the student.
• Eg: identify the presence of bedsore measuring 1 cm width and above during back care
among bed ridden patients.
Act: identify the presence
Content: bedsore
• Condition : during back care
Criteria : students must identify bedsore measuring 1 cm and above among bedridden
patients
2. According to domain : by Benjamin Bloom
• Bloom developed a system of classification called ‘taxonomy of educational objectives’.
• The taxonomy classifies objectives into level of behavior, progressing from most simple
to the highly complex and it is arranged in the form of a hierarchy.
• The 3 domains are:-
1. Cognitive
2. Affective
3. Psychomotor
• Cognitive (knowing) domain is concerned with knowledge and intellectual abilities.
• The affective (feeling) domain is concerned with attitudes, values, interests and
appreciation
• Psychomotor (conation) domain is concerned with motor skills and general skills,
adaptive abilities and mental skills
• TAXONOMY OF EDUCATIONAL OBJECTIVES:
• Domains with its’ levels

Knowledge Affective domain Psychomotor

Bloom Francis M Quinn Simpson
1. Knowledge 1. Receiving 1.Perception
2. comprehension 2. Responding 2. Set
3. Application 3. Valuing 3. Guided response
4. Analysis 4. Organization 4. Mechanism
5. Synthesis 5. Characterization 5. Complex overt response
6. Evaluation 6. Adaptation
7. Origination

• Learning at the higher level within the taxonomy is dependent on having attained
prerequisite knowledge at lower levels.

A. COGNITIVE DOMAIN-

LEVEL 1- KNOWLEDGE
• Knowledge at its lowest level may be just learning specific facts or terminology,
knowledge of specific and ways and means of dealing with specifics.
 Typical verbs used in formulating objectives at this level are define, describe, and
identify
a) Knowledge of specifics
• Recall of specific and isolable bits of information.
 Knowledge of terminology
 Knowledge of specific facts
b) Knowledge of ways and means od dealing with specifics
 Knowledge of convention- knowledge of characteristic ways of treating and presenting a
phenomenon
 Knowledge of trends and sequences-knowledge on the process, direction and movement
of phenomena with respect to time
 Knowledge of classification and categories-knowledge of classes, divisions, sets and
arrangements
 Knowledge of criteria-–by which facts, principles, opinions etc are tested or judged
 Knowledge of methodology- knowledge of scientific methods
c) Knowledge of universals and abstractions in the field
 Knowledge of principles and generalizations
 Knowledge of theories and structures.
 Eg: the learner would be able to define anemia
LEVEL 2- COMPREHENSION
• This refers to understanding which is demonstrated by the learner making limited use of
the information such as interpretation, paraphrasing and explaining etc.
• Verbs: explain, give examples, convert
• Eg: Given a set of Hb values, the learner would be able to interpret and categorise them
as mild, moderate and severe anaemia.
a) Translation
Comprehension as conceived by the care and accuracy with which the communication is
paraphrased or rendered from one language or form of communication to another
b) Integration
• The explanation or summarization of a communication.
• It involves reordering, rearrangement or new view of a material.
 c) Extrapolation

• The extension of trends or tendencies beyond the given data to determine implications,
consequences, effect etc. which are in accordance with the conditions described in the
original communication.
LEVEL 3- APPLICATION
• The learner is able to apply principles, rules and concepts to real situations in life.
• Verbs: demonstrate, relate, prepare and discover etc.
• Eg: the learner would be able to predict how the oral iron therapy should be modified in
case the patient develops gastritis.
LEVEL 4- ANALYSIS
• The learner is able to breakdown information into its component parts, find out
relationship between parts or elements, separate important aspect of information from its
less important parts.
• Verbs: differentiate, discriminate, distinguish
• Analysis of elements
• Analysis of relationship
• Analysis of organizational principles
• Eg: the learner would be able to consider the socio economic, personal and cultural
factors while selecting therapy for a patient with anaemia.
LEVEL 5- SYNTHESIS
• The learner is creative, the parts are put together as a whole, produces something unique
on his own, planning and designing etc.
a) Production of a unique communication
b) Production of a plan or proposed set of operations
c) Derivation of a set of abstract relations
Eg; the learner would be able to prepare a rational and individualized plan for a patient
with anaemia.
LEVEL 5- EVALUATION
• Highest level of cognitive domain.
• The learner is able to value, to make judgment about the value of something and use
criteria for evaluation.
• Verbs: compare, criticize, judge, appraise etc.
a) Judgment in terms of internal evidence
b) Judgment in terms of external criteria.
Eg: the learner would be able to outline the prognosis for a patient with anaemia.
LEVEL ACTION VERBS
1. Knowledge Identify, define, list, match, state, name, label, describe,
select

2. comprehension Translate, convert, generalize, rewrite, summarise,

distinguish, infer, alter, explain, paraphrase

3. Application Translate, convert, generalize, rewrite, summarise,

distinguish, infer, alter, explain, paraphrase

4. Analysis Discriminate, select, distinguish, separate, sub divide,

identify, breakdown, analyse, compare

5. Synthesis Design, plan, compile, compose, organize, conclude,

arrange, construct, devise
6. Evaluation Appraise, compare, justify, criticize, explain, interpret,
conclude, summarize, evaluate
COGNITIVE DOMAIN: NEWER AND OLDER FASHION
 B AFFECTIVE DOMAIN
• The affective domain address interests, attitudes, opinions, appreciations, values and
emotional sets.
• If the teaching purpose is to change attitudes/behavior rather than to transmit/process
information, then the instruction should be structured to progress through the levels of
affective domain.
LEVEL 1- RECEIVING
• The student passively attends to particular phenomena or stimuli (class room activities,
text book, music etc.)
• The teacher’s concern is that the student’s attention is focused.
• Intended outcomes include the pupil’s awareness that a thing exists.
• Eg: the learner would be able to show awareness of the anxiety of a patient waiting for
cardiac catheterization
LEVEL 2- RESPONDING
• The student actively participates.
• The pupil not only attends to the stimulus but reacts in some way.
• Eg: the learner would be able to reassure an anxious patient waiting for cardiac
catheterization. The learner actively participates in the learning process, not only attends
to a stimulus, the learner also reacts in some way.
LEVEL 3- VALUING
• The worth a student attaches to a particular object, phenomenon, or behavior.
• The behavior is not consistent and stable not only accepted but is valued.
• Ranges from acceptance to commitment.
Eg: assumes responsibility for the functioning of a group
• Eg: the learner would be able to realize that it is worth spending time reassuring patients
whenever they are anxious. The learner attaches a value to an object, phenomenon or
piece of information.
LEVEL 4- ORGANIZATION
• Bringing together different values, resolving conflicts among them, and starting to build
an internally consistent value system- comparing, relating and synthesizing values and
developing a philosophy of life.
 • Eg: the learner would be able to make judgment that it is the responsibility of the health
care team members for commitment towards the emotional wellbeing of the patients. The
learner can put together different values, information, and ideas and accommodate them
within her own schema, comparing, relating and elaborating on what has been learned.
LEVEL 5- CHARACTERIZATION BY VALUE / VALUE COMPLEX
• At this level, the person has held a value system that has controlled his behavior for a
sufficiently long time that a characteristic lifestyle has been developed.
• Behavior is pervasive, consistent and predictable.
Eg: the learner would be able to determine how the goal of health for all has a bearing on the
political will and commitment towards the emotional wellbeing of the patients
LEVEL ACTION VERBS
Receiving Follow, select, rely, choose, point to, ask, hold, give,
locate, attend

Responding Read, confirm, help, answer, practice, present, report,

greet, tell, perform, assist, recite

Valuing Initiate, ask, invite, share, join, follow, purpose, read,

study, work, accept, argue

Characterization Defend, alter, integrate, synthesize, listen, influence,

adhere, modify, relate, combine

Organization Adhere, relate, act, serve, use, verify, question, confirm,

propose, solve, influence

C .PSYCHOMOTOR DOMAIN
• This domain deals with acquisition of physical abilities, motor or muscular skills and
manipulation of objects or acts requiring a neuromuscular coordination.
• Skills in the psychomotor domain describe the ability to physically manipulate a tool or
instrument like a hand or hammer.
• It focuses on change and/or development in behavior and/or skills.
SIMPSON’S CATEGORISATION- PSYCHOMOTOR
LEVEL 1- PERCEPTION
• Becoming aware of objects, qualities and relations through sensory input, recognizing
cues and relating to potential actions.
• Eg: the learner shall observe the steps of tube feeding.
LEVEL 2- SET
• The mental, physical and emotional readiness to initiate some kind of action.
• Eg: the learner shall be in a state of mental, physical, emotional readiness to initiate the
steps of doing tube feeding.
LEVEL 3- GUIDED RESPONSE
• The mental, physical and emotional readiness to initiate some kind of action.
• Eg: the learner shall be in a state of mental, physical, emotional readiness to initiate the
steps of doing tube feeding.
LEVEL 4- MECHANISM
• Action has become part of a selection and can be employed with confidence under most
circumstances.
Eg: the learner shall perform tube feeding independently in the hospital set up
LEVEL 5- COMPLEX OVERT REPONSE
• Action performed without hesitation and with a high degree of skill.
• Eg: the learner shall automatically perform tube feeding on a patient while instructing
and directing a junior colleague.
LEVEL 6- ADAPTATION
• Actions and skills are modified to fit special requirements or to meet a problem situation.
• Eg: the learner shall perform tube feeding at community set up.
LEVEL 7- ORIGINATION
• Creation of new pattern to fit a particular situation of specific problem.
• Emphasis is on creativity based upon highly developed skill.
• Eg: the learner shall modify tube feeding protocol to make it more effective.

3. According to person
A. Teacher centered objective
• These are statements of what the teacher does but not really statements of educational
objectives or changes desired in the behavior pattern of students.
• Eg: to demonstrate sitz bath
• To assist student to prepare to dietary plan for a diabetic patient
B. Student centered objective
• Objectives may be stated in relationship to the learner either in terms of the desired
outcomes of the learner.
• These can be learner activity centered or learner outcome centered.
CRITERIA FOR SELECTION AND STATEMENT OF OBJECTIVES
• The objectives should be stated in terms of desirable changes in behavior.
• The desired change in behavior should be consistent with the educational philosophy.
• The desired change in behavior should contribute to aim of curriculum.
• Objectives should be attainable and practical
• Objectives should be socially worthwhile
• Related to the needs and ability level of students.
• Contribute to the continual development of individual
• Motivating force for teacher and student
• Understood and accepted by the teacher and student.
• Developed cooperatively with the teacher and student.
• Planned
• Worded with each statement containing only one objective
• Should not be too specific or detailed
• Evaluation devices to determine whether objectives have been attained
STEPS OF STATING OBJECTIVES
1. Start with an action verb which describe a specific behavior or activity by the learner.
2. Follow the action verb with content reference that describes the subject being tested.
3. End with the performance standard/criteria that indicated the minimum acceptable
accomplishment in measurable terms.
4. Specify the main conditions under which action is to take place

DIFFERENCE BETWEEN:
1. General objective Vs Specific objective
 General objective Specific objective
1. developed for the whole students 1. Developed for individual student
undergoing the same program
2. Should contain cognitive , affective and 2. Usually focus on cognitive domain or
psychomotor domain psychomotor domain
3. usually only one 3. Usually many to cover the content
4. Broad and less specific 4. Narrow, but more specific
Eg: At the end of the session, the students Eg: At the end of the session, the student
will acquire in-depth knowledge on will be able to
educational objectives, appreciates it’s  Define educational objective
importance in teaching and apply the  Identify the purposes of educational
knowledge by developing appropriate objective
objectives

2. Cognitive domain Vs Affective domain Vs Psychomotor domain

Cognitive domain Affective domain Psychomotor domain

1. concerned with 1. Concerned with attitude, 1. concerned with motor

knowledge and intellectual values, appreciations and skills
abilities interests
2. Developed by Benjamin 2. Developed by Francis M 2. Developed by Simpson
Bloom Quinn
3. Denoted by knowledge 3. Denoted by attitude 3. Denoted by skill
4. Has six levels 4.Has five levels- 4. Has seven levels-
Knowledge, comprehension, Receiving, responding, Perception, set, guided
application, analysis, valuing, organization and response, mechanism,
synthesis and evaluation characterization complex overt response,
adaptation and origination
5. Change in behavior is 5. Difficult to directly 5 Change in behavior is
observable observe the change in observable
behavior

3. Philosophy Vs Objective
Philosophy Objective (Educational)
1. Philosophy is the values and beliefs every 1. The result sought by the learner at the end
individual has in life of the educational program, i.e. what the
students should be able to do at the end of a
learning period that they could not do
beforehand”.

2. A sound philosophy of education is based 2. Philosophy serves as the source of

on an adequate philosophy of life objectives required by education.
 3. Usually given as a paragraph of 3. Usually a list with specific action verbs
declarative statements
4. Developed by the faculty body at a 4. Developed at different levels, even by
higher level an individual faculty who is taking a lesson

REFERENCES
 Sankaranarayanan,B.Sindhu B Learning and Teaching in Nursing,3RD edn Calicut
Brainfill ;2009: 47-54
 Pramilaa R. Nursing communication and educational technology. I edn New Delhi
Jaypee. ;2010:199-214
 George AK, Nursing education- Foundations for practice, revised edition. Newdelhi: B I
publications, 68-97
 Ezhilarasu P, Educational technology- Integrating innovations in nursing education, 1
edn. Haryana. Wolters Kluwer Health;2017