Instructional Design for

Active Learning
What do we DO?

 ADDIE model
 Learning Theory
Analyze
 What is the problem or need?
 Where will the learning occur?
 How is the target audience?
 What are the learning tasks?
Analyze
What is the
Needs
problem or need? Assessment

Can this be solved What We Desire

without
instruction?
– What is Happening
= Need
https://www.youtube.com/watch?v=KREQSLGnL3A
Analyze

Be Sure that Needs

instruction
Assessment
is the solution to
your
Problem or need
Identify a goal or Objective
Will your goals be acceptable to those that asked
you to develop the instruction?
 Are the goals clear and measureable?
 Will there be expertise available to help you solve
the instructional goal?
 Are time and resources available?
 Will some learners be available during the
development process so that you can refine your
instruction along the way?
Identify a goal or Objective

 Goals Acceptable?
 Goals Measurable?
 Expertise available?
 Time and Resources?
 Learners Available?
Analysis has four sub phases-

 Instructional Goals
 Instructional Analysis
 Learner Analysis
 Learner Objectives
Analyze- Instructional Goals
Goals are broad, generalized statements
about what is to be learned

Objectives as tools you use to make sure you reach

your goals. They are the arrows you shoot towards
your target (goal).
Writing the Goal
“Upon successful completion of the instruction
the learner will.....
1. Complete
2. Identify
3. Write....
4. etc....
Global : State Educational: Performance
and School Department : Unit
Objectives Objectives Objectives
Moderate Goals are
Very Complex
Complex narrow

Require lots of Take weeks or Take hours or

time and months to day to
instruction complete complete

Accomplished
Accomplished Accomplished
via new
via units via lesson plan
curriculum
Educational Objectives
1956 – Bloom’s Taxonomy
Cognition – Knowledge
Emotional Skills – Self
Psychomotor Activities- Skills
2001- Anderson/Krathwohl’s Revision

Educational Objectives
Analyze- Instructional Analysis
According to Dick and Carey, "An
instructional analysis is a set of procedures
that, when applied to an instructional goal,
results in the identification of the relevant
steps for performing a goal and the
subordinate skills required for a student to
achieve the goal"
Analyze- Instructional Analysis
The Analysis phase can be considered as the
“Goal-Setting Stage.”
 Two fundamental steps involved in conducting
the goal analysis --
1. The first is to classify the type of learning
outcome involved in achieving the goal
(Classifying Outcomes).
2.The second involves taking your goal
statement and analyzing it in order to identify the
relevant steps involved in order for someone to
perform that goal (Determining Goal Steps).
 Analyze- Instructional Analysis

Construct Step 2:
Step 1: Goal
Instructional Subordinate
Analysis
Analysis Skills Analysis

Sub step 1: Sub step 2:

Classify Determine
Outcomes Goal Steps
Learner Analysis
 Will this instruction be appropriate for
more than one audience?
 Target Audiences- similarities and
differences
 Learner Characteristics –
Stable – Rarely Change Over Time
Unstable – Change Over Time
Learner Analysis
Entry Skills
Prior Knowledge
What are the Attitude
Motivation
Learners..... Abilities
Learning Preferences
Group Characteristics
Learner Analysis
 Learner characteristics are an important aspects
of instructional design.
 The four major categories of learner
characteristics are cognitive (general and specific),
psychological, effective and social.
Cognitive characteristics have these dimensions:
similarities/differences and changing/stable.
 The four dimensions of cognitive characteristics
each possess different qualities and implications
for instructional designers.
Learning Objectives
 A learning objective is a statement of what
students will be able to do when they have
completed instruction.
 A learning objective has three major
components:
1. A description of what the student will be able to do
2. The conditions under which the student will perform
the task
3. The criteria for evaluating student performance
Analyze
 The Analyze phase is the foundation for all other
phases of instructional design
 Define the problem, identify the source of the problem
and determine possible solutions.
 The phase may include specific research techniques
such as needs analysis, job analysis and task analysis.
 The outputs of this phase often include the
instructional goals, and a list of tasks to be instructed.
 These outputs will be the inputs for the Design phase.
Analyze
Suppose the teacher want to understand the learners. A
thorough needs analysis obtains the following information
 Your learners' backgrounds (Age, Education, Profession,
Position and Organization) and preferred learning styles
 Their level of knowledge on the topic.
 Their expectations from the training.
 What relevant knowledge and skills do they need to
learn?
 What do they already know?
Analyze
How well can they learn? What study skills?
How varied are they in knowledge and learning
styles?
What motivation and interests, attitudes to
teaching/learning methods?
What are their obstacles to their learning, such as
anxiety, colour blindness, lack of concentration,
computer access?
Design  How to teach?
This stage determines all goals, tools to be
used to gauge performance, various tests,
subject matter analysis, planning and
resources.
In the design phase, the focus is on learning
objectives, content, subject matter analysis,
exercise, lesson planning, assessment
instruments used and media selection.
 Design
The design strategy is focused at the course
level and provides an approach to organizing
and presenting content based on the level of
the objective.
This strategy is necessary to maximize the
transfer of learning from the instructional
setting to the job.
Design Strategy
The design strategy considers the following
components:
◦ Learning taxonomy
◦ Structure
◦ Learning sequence
◦ Progression
◦ Learner pacing
◦ Learner participation/interactivity
◦ Content presentation
◦ Learner feedback
◦ Supplemental information
gemini.utb.edu/pdavila1/.../The%20ADDIE
Develop
The development phase addresses the tools
used to create instructional material.
It is the process of producing the materials
needed to meet the goals and objectives.
This phase is a detailed plan that lists step-
by-step procedures, time schedules,
deadlines.
Develop
In order to help the students learn the task,
a list of activities should be produced.
The delivery method should be chosen,
whether it be through video, PowerPoint,
lecture, notes etc.
It is important to review previous material
so that information is not repeated.
Lastly, develop the instructional coursework.
Implement
During this phase, the first use of the
instruction or materials are described to the
learners.
The instructor must be ready to face
unforeseen problems like learner difficulties
or instructional challenges.
The tools necessary to fix any problems
should be at hand.
Implement
An implementation timeline must be
established and the final product must be
delivered.
Once the final product is ready, the learning
environment must be prepared.
The learners must be prepared, which
includes advising students on requirements,
and all the tools to be used must be ready.
 Evaluation
The evaluation phase is a systematic process that
determines the effectiveness of the instructional design.
The evaluation is an ongoing process that happens at
every phase of the ADDIE process.
Evaluation consists of two parts:
◦ Formative: is part of each proceeding phase and
determines effectiveness of each stage.
◦ Summative: is the process of gathering data following
implementation in order to determine the
effectiveness of the goals.
Evaluation
Review and evaluate each phase to make
sure it is accomplishing its goals.
Perform external evaluations that will
ensure that the information will be used
properly.
Revise the training system to make it better.
Learning Theory
Instructional theories also play an important
role in the design of instructional materials.

Theories such as behaviourism,

constructivism, social learning and cognitivism
help shape and define the outcome of
instructional materials.
Learning Theory
 Learning theories are an organized set of
principles explaining how individuals acquire,
retain and recall knowledge.
The principles of the theories can be used as
guidelines to help select instructional tools,
techniques and strategies that promote
learning.
http://thepeakperformancecenter.com/educational-
learning/learning/theories/
Behaviorism
New behaviours or changes in behaviours are
acquired through association between stimuli
and response.

Behaviourism stems from the work of B.F.

Skinner.
Behaviorism
Behaviourism theorists believe that knowledge
exists independently and outside of people.
They view the learner as a blank slate who
must be provided the experience.
 Behaviourists believe that learning actually
occurs when new behaviours or changes in
behaviours are acquired through associations
between stimuli and responses-thus,
association leads to the changes in behaviour.
Behaviourism-learning process
 The learning process is based on objectively
observable changes in behaviour.
 The theory is that the learning begins when a cue
or stimulus from the environment is presented and
the learner reacts to the stimulus with some time
of response.
 The change in the behaviour of the learner
signifies that learning has occurred. Teachers use
Behaviourism when they reward or punish student
behaviour.
Behaviourism-learning process
Examples and application of behaviourist
theory-
 Drill/rote work
 Repetitive practice
 Bonus points
 Verbal reinforcement(saying “good jobs”)
Behaviourism

Behaviourism instruction does not prepare

the learner for problem solving or creative
thinking. Learner do what they are told and
do not take the initiative to change or
improve things.
Cognitivism
 Cognitive information processing is based on the
thought process behind the behaviour.
 The theory is based on the idea that human
process the information they receive, rather than
merely responding to stimuli( i.e. That think about
what is happening).
 The learner’s mind is like a mirror from which
new knowledge and skills will be reflected.
Cognitivism
 Cognition information processing is used
when the learner plays an active role in
seeking ways to understand and process
information that he or she receives and
relate it to what is already known and stored
within memory.
 Cognitive learning theories are credited to
Jean Piaget.
Cognitivism
Cognitive learning theorists believe
learning occurs through internal processing
of information.
 The cognitive approach to learning theory
pays more attention to what goes on inside
the learner’s head and focuses on the
mental processes rather than observable
behaviour.
Cognitivism
Learning involves the reorganisation of
experiences, either by attaining new insights
or changing old ones.

 Thus, learning is a change in knowledge

which is stored in the memory, and not just a
change in behaviour.
Cognitivism
Examples and application of Cognitivist theory-
 Classifying or chunking information
 Linking concepts
 Providing structures
 Real world examples
 Problem solving
Constructivism
 Constructivism is based on the premise that we all
construct our own perspective of the world, based on
individual experiences and internal knowledge.
 Learning is based on how the individual interprets
and creates the meaning of his/her experiences.
 Knowledge is constructed by the learner and since
everyone has a different set of experiences and
perceptions. Learning is unique and different for each
person
Constructivism
 Constructivists theorists believe that learning is a
process where individuals construct new ideas or
concepts based on prior knowledge and
experiences.
 We resolve conflicts between ideas and reflect on
theoretical explanations.
 The theory is used to focus on preparing people
to problem solve. The learner needs a significant
base of knowledge upon which to interpret and
create ideas.
Constructivism
Examples and application of Constructivist
theory-
Case studies
Research projects
Problem based learning
Collaborative learning
Brainstorming
Discovery learning
Simulations
Thank You
Outcome-Based
Education
What do we DO?

 Outcome Based Education(OBE)

The OBE Pyramid – mainly 4 principles of OBE

WHAT IS Education?

 Education is the process of facilitating learning, or

the acquisition of knowledge, skills, values, beliefs,
and habits.

https://en.wikipedia.org/wiki/Education
 In life, which is more important?
Destination or Journey?

Playing well or winning?

Enjoying or finishing a story book?
Studying or giving exams?
 Are my students learning ?
 What are they learning ?
 How well are they learning ?
 What affects their learning ?
 How much have they learned ?
Quality of education system - judged
from three perspectives
 The inputs to the system –
Focus on finances, resources and infrastructure

 What happens within the system –

Processes used to organize, control and deliver education
and training
The outputs from the system -
Products and result of education
Outcome Based education
 The emphasis in OBE system – is on measuring “Outcome”
rather than “inputs”. Each educational agency is responsible for
setting its own outcomes
 OBE  focusing and organizing an educational system around
what is essential for all students to be able to do successfully at
the end of their learning experiences. This means starting with a
clear picture of what is important for students to be able to do,
then organizing the curriculum, instruction, and assessment to
make sure this learning ultimately happens” (Spady, 1994:1).
Different views of OBE
 As a theory of Education
As a systematic structure for Education
As a classroom practice

William Spady is regarded as

OBE's leading advocate -
A PARADIGM PIONEER
Conventional Model
1. What do I need to teach learner?
2. How are they going to learn this content?
3. How am I going to assess their learning?

https://www.youtube.com/watch?v=UAfEkMyg--A
 Old Educational Approach
 Passive learners
 Exam driven
 Rote learning
 Syllabus is content based and broken down into subjects
 Textbook bound and teacher centered
 Syllabus is rigid and non negotiable
http://www.slideshare.net/jellai09/obe-approaches
 Old Educational Approach
 Teachers responsible for learning
 Motivation dependent on personality of lecturer
 Emphasis on what teachers hopes to achieve
 Content placed into rigid time frame
 Curriculum development process not open to public
comment
Outcome Based Model
1. What will learners able to do?
2. How can we assess their ability to do it?
3. What content do we need to teach for learners to
demonstrate their learning?

https://www.youtube.com/watch?v=UAfEkMyg--A
New Educational Approach
 Active learners
 Learners are assessed on an ongoing basis
 Critical thinking, reasoning , reflection and action
 An integration of knowledge, learning relevant and connected
to real-life situations
 Lecture - centered . Lecturer is the facilitator. They constantly
uses group work and team work
 Emphasis on Outcomes –what the learner do
http://www.slideshare.net/jellai09/obe-approaches
New Educational Approach
 Flexible time frames allow learners to work at their own pace
 Comment and inputs from the wider community is encouraged
 Outcomes will be assessed in different ways and on an on –
going basis
 Assessment is the integral part of the whole system
 Students will not get the marks just for remembering the
subject content
 Different aspects of learner’s abilities, such as creativity and
critical thinking will also be assessed
OBE Approach
Identifying desired Outcome

Determining assessment Deciding the strategies and

measures for the methodologies to achieve
achievement of outcomes those outcome
Outcome-Based Education
 It is an education which anchored and
focused on OUTCOMES.

 is an approach to planning, delivering and evaluating

instruction that requires administrators, teachers and
students to focus their attention and efforts on the desired
results of education - results that are expressed in terms of
individual student learning.
Objectives of OBE
 Focus on the students, not on the teacher.
 Students demonstrate what they “know and able to do” at
the end of the learning experiences.
Outcome
 Outcomes are learning results that we want students to
demonstrate at the end of significant learning experiences.
 They are not values, beliefs, attitudes, or psychological
states of mind.
 Outcomes are what learners can actually do with what
they know and have learned - they are the tangible
application of what has been learned.
Spady, W. D. (1994). Outcomes Based Education: Critical Issues and Answers.
Arlington, VA: American Association of School Administration.
Definition of Outcome
 Clear learning results that learners have to demonstrate,
what learners can actually do with what they know and
have learned (Butler,2004)
 “actions, products, performances that embody and reflect
a learner’s competence in using content, information, ideas
and tools successfully”(Geyser,1999)
 Culmination demonstration of learning, not curriculum
content(Spady, 1994)
Features of the current OBE Approach:
 It is needs-driven - Curricula are designed in terms of the
knowledge, skills and attitudes expected from graduates
and aim to equip students for lifelong learning

 It is outcomes-driven - The model has a line that runs

from taking cognisance of training needs to setting an aim
(purpose) for the programme, goals for syllabus themes,
learning outcomes and finally assessing the learning
outcomes in terms of the set learning objectives
Features of the current OBE Approach:
 It has a design-down approach - Linked to needs and the
purpose of the programme, learning content is only selected
after the desired outcomes have been specified. Content
becomes a vehicle to achieve the desired learning outcomes
which are aimed at inculcating a basis for life-long learning.
 It specifies outcomes and levels of outcomes - Learning
objectives are described in terms of Bloom's (1956) cognitive,
affective and psychomotor domains and set according to
Mager's (1984) guidelines for formulating objectives.
Features of the current OBE Approach:
 The focus shifts from teaching to learning - The model has a
student centred learning approach where lecturers act as
facilitators. Study guides help the learners to organise their
learning activities, and group work, continuous assessment and
self assessment are major features

 The framework is holistic in its outcomes focus - Although the

learning objectives are aimed at learning at grass-roots level,
they are linked to goals and aims at higher levels. Attaining
learning objectives is therefore not an end in itself; it provides
building blocks for achieving higher-level outcomes.
The OBE Pyramid

Paradigm

Purposes

Premises

Principles

Practices
Spady, W. D. (1994). Outcomes Based Education: Critical Issues and Answers.
OBE One Paradigm

 OBE paradigm - shapes decision making and

patterns of concrete action
 View-point  WHAT and WHETHER students learn
successfully is more important than WHEN and HOW
they learn something
OBE Two Purposes
Philosophy - "Success for all students and staff'.

1. Ensuring that all students are equipped with the knowledge,

competence, and qualities needed to be successful after they
exit the educational system
2. Structuring and operating schools so that those outcomes can
be achieved and maximized for all students
In a nutshell, these two purposes commit the system to
focus on the future performance abilities of students and to
establish a success-oriented way of operating
OBE Three Premises

1. All students can learn and succeed, but not on the same
day in the same way
2. Successful learning promotes even more successful
learning
3. Schools control the conditions that directly affect
successful school learning
OBE Four Principles

 Clarity of focus on culminating outcomes of significance

 Expanded opportunity and support for learning success
 High expectations for all to succeed
 Design down from your ultimate culminating outcomes
 Clarity of Focus
Clarity of focus helps educators establish a clear picture of
the learning they want students to know, understand and be
able to do.
In other words, teachers should focus on helping
students to develop the knowledge, skills and personalities
that will enable them to achieve the intended outcomes that
have been clearly articulated
 Student success: the top priority for instructional planning
and student assessment
Clarity of Focus
 Learners may require different instructional strategies and
additional learning opportunities
 Most students can achieve high standards if they are given
appropriate opportunities.

>> Teacher Centered to Student Centered Approach

Five Key Dimensions Of Opportunity
1. Time
2. Methods and Modalities
3. Operational Principles
4. Performance Standards
5. Curriculum Access and Structuring
Time
 Teaching Time: The amount of access and direct support for
learning the system offers students
 Learning Time: The amount of time the system gives
students before telling them it's too late to learn something
 Eligibility: The window of time the system allows for
students to learn particular curriculum components
Time
 From an OBE perspective, all three dimensions can be
expanded greatly beyond the traditional system's constraints
to ensure that students learn successfully. These forms can be
enhanced in three ways, namely by expanding:

◦ The duration of learning opportunities

◦ The frequency of those opportunities
◦ The precise timing of when those opportunities can occur
 Methods and Modalities - several methods and
instructional modalities could expand opportunities for
successful learning .

 Operational Principles - Opportunity for learning success

will expand enormously if teachers apply these principles
consistently, systematically, creatively and simultaneously in
their classrooms.
 Performance Standards - Criterion-based system clearly
define and apply the same standard for all students and
impose no limits on how many students can reach a given
performance level. This kind of standards system is key to
enabling all students to succeed eventually
 Curriculum Access and Structuring - Student access to
significant curriculum and resources and to how those
curricular experiences are structured
High expectation
 It means that teachers should establish high challenging
standards of performance in order to encourage students to
engage deeply in what they are learning

 Helping students to achieve high standards. It is linked

very closely with the idea that successful learning promotes
more successful learning
Key dimensions Of High Expectations
 Raising Standards of Acceptable performance
 Eliminating Success Quotas
 Increasing access to high level Curriculum
High expectation for all to succeed ....

Most students can achieve high standards if

they are given appropriate opportunities
Designing Down
 It means that the curriculum design must start with a clear
definition of the intended outcomes that students are to
achieve by the end of the program.
 Once this has been done, all instructional decisions are
then made to ensure achieve this desired end result.
Designing Down

Curriculum design begin with exit outcomes, followed

by “building blocks” of learning
Designing Down(Curriculum
Outcomes as falling into three broad categories:
Culminating
Enabling
Discrete.
Designing Down
 Culminating Outcomes define what the system wants all
students to be able to do when their official learning
experiences are complete.
 Enabling Outcomes are the key building blocks on which those
culminating outcomes depend. They are truly essential to
students' ultimate performance success.
 Discrete Outcomes are difficult: in details that "nice to know"
but not essential to a student's culminating outcomes.
Thank You
Outcome-Based
Education
 What do we DO?

 Vision , Mission and Core values

 Goals, Objectives and Learning Outcomes
 SMART Learning Objectives/ Outcomes

 \
Vision
 A Vision statement outlines WHERE you want to be
- big picture idea of what you want to achieve
over a long period of time.

A vision statement talks about your future

Features of an Effective Vision statement
 The vision statement should be concise and easy to
remember
 Everyone in the organization can focus on the vision
 When people focus on the vision, their daily
activities are automatically directed towards achieving
the vision
Prof V.V Rao (2015). Outcomes Based Education and Accreditation
Mission
 A Mission statement talks about HOW you will get to
where you want to be
- defines the purpose and primary objectives
related to your customer needs and team values.

Mission – general statement of how you will achieve

your vision
 What do we do?
A mission statement M
should answer three I For whom do we
key questions: S do it?
S
I What is the
O benefit?
N
 Features of an Effective Mission Statement
 Purpose and values of the organization
 What business the organization wants to be in (products or
services, market) or who are the organization's primary
"clients" (stakeholders)
 What are the responsibilities of the organization towards
these "clients"
 What are the main objectives that support the company in
accomplishing its mission
http://www.diffen.com/difference/Mission_Statement_vs_Vision_Statement
Institute Vision

To be the fountainhead of new ideas and of innovators in

technology and science

http://www1.iitb.ac.in/about/how.html
Institute Mission

To create an ambience in which new ideas, research and

scholarship flourish and from which the leaders and
innovators of tomorrow emerge

http://www1.iitb.ac.in/about/how.html
Mission Vs Vision

A mission statement is what an organization is all about

A vision statement is what the organization wants to become

A mission statement gives the overall purpose of an

organization while a vision statement describes a picture of
the "preferred future."
Core Values
Core values define how you will behave during the process.
Core values define the business/ organization/ institute in
terms of the principles and their leaders will follow.

Core values define the boundaries within which the

business/organization/institute leaders will conduct their
activities while carrying out the vision and mission.

Prof V.V Rao (2015). Outcomes Based Education and Accreditation

(Specific Aims)
AIMS
 A broad idea of what you hope to achieve by the
end of the lesson. Aims are general statements
concerning the overall goals, ends or intentions of
teaching
 Aims are general statements that provide direction
or intent to educational action
 Aims are usually long term
Necessity of AIMS of Education
 If there is an aim, we are aware of “ what” we are
doing and “why” we are doing it

 Aims are necessary to access the outcomes or

results of the educative activity
Do I Really Need an Aim?
 Without an aim – you have no direction for your
objectives
 You should decide on the aim of your lesson before
writing the Objectives

https://www.youtube.com/watch?v=rnrBFgm3Bzs
OBJECTIVES
A specific and measureable milestone that must be
achieved in order to reach the goal

Objectives are the individual stages that learners must

achieve on the way in order to reach these goals. The
step will take to achieve the aim
Aims and Objectives should:
 Be concise and brief
 Be interrelated
 The aim is what you want to achieve and the objective
describes how you are going to achieve that aim.
 Be realistic about what you can accomplish in the duration
of the project
Example 1:
AIM : To know different types of minerals found in the rocks.
OBJECTIVE : Identify at least three minerals in a rock
Example 2:
AIM : An aim for a company would be to increase sales.
OBJECTIVE : To increase sales by 10% within the next financial year.
Difference between Aims and Objectives
 Aims are general/abstract , objectives are specific.
An aim can be slightly vague. It can be a general
statement. However, an objective must be as specific
as it can be.
 Aims are what you want to achieve, while,
objectives are what you will do to achieve them
Difference between Aims and Objectives

 There are more objectives than aims.

A teacher might have an aim that a learner should be able
to save work on a computer. To achieve this aim a series of
objectives must be met.
For example, to create a folder, navigate between
menus, save a document.
 Aims are like strategy, objective are like tactics.
Goals
Goals are statement of purpose with some
outcomes in mind
According to Wilson (2005), goals are “the
statement of educational intention which
are more specific than aim”
Course Goal
A course goal indicates a broad learning outcome students
will acquire at the end of the course. The goal aims at
providing a good overview about the course. However, the
goal must be realistic and achievable (Steere & Domenico,
2002), but is not usually measurable.

The students will develop advanced skills in using the

Microsoft Excel application.
Course Objective
A Course Objective indicates a specific learning outcome, which
is derived from the course goal (Steere & Domenico, 2002).

 All course/learning objectives should be measurable (Mager,

1984), which means that it is easy to observe when/if students
succeed or fail to learn a specific task.
Difference between Goals and Objectives
GOALS OBJECTIVES
Meaning The purpose toward which an Something that one's efforts or actions
endeavour is directed are intended to attain or accomplish;
purpose; target.

Principle
Based on Ideas Based on Facts

Measure Goals may not be strictly measurable Must be measureable and

or tangible. tangible
Orientation
Teacher-focused Learner-centered

Action
Generic Action Specific Action

Time Frame
Longer term Mid to short term
https://weber.instructure.com/courses/307280/pages/goals-vs-objectives
Steps to writing Learning Objectives
 What do you want to accomplish?
 What steps will you take to accomplish your objective?
What activities will you do? How will you acquire the learning?
Under what conditions will the learning occur?
 How you will measure your objective?

http://uncw.edu/career/documents/WritingSMARTLearningObjectives.pdf
 WHAT IS Learning Outcome?

Learning outcomes are simply what students are capable of

doing upon completion of the course/program..

A good learning outcome states what a student will know or be

able to do at the end of instruction. It focuses on student
performance.
https://en.wikipedia.org/wiki/Education
Benefits of using Learning Outcomes
For students:
Learning outcomes focus on the learner.
Well-written learning outcomes should give students
precise statements of what is expected of them.
Students can use the outcomes to measure and guide their
own learning and determine how much support to ask
for/pursue.
Benefits of using Learning Outcomes
For instructors:
Outcomes help in the planning instruction: they help break
down the syllabus and the teaching process so that instructors
select meaningful content/materials and activities to aid the
meeting of an outcome
They help facilitate assessment and evaluation
 They (should) align a course with a program and curriculum,
i.e., a set of course-level outcomes should nest within program
outcomes
Objectives vs. Outcome
Objectives – are often written more in terms of teaching
intensions and typically intended the subject content that the
teacher(s) intend to cover. They are generally less broad than
Goals and more broad than learning outcomes

Learning Outcomes – are more student/learner centered and

describe what it is that the learner should learn.
Prof V.V Rao (2015). Outcomes Based Education and Accreditation.
Difference between Objectives and Outcomes
OBJECTIVES OUTCOMES
Meaning Something that one's efforts or actions are Something that one's efforts or actions are
intended to attain or accomplish; purpose; intended to attain or accomplish; purpose;
target after a given period of time target in a given period of time

Principle Based on detailed facts

Based on facts

Measure Must be measureable and tangible Must be measureable and

Tangible as per the objective
Plan Medium plan Narrow plan

Action Specific Action Specific Action on each topic

Time Frame Short term

Mid to short term

Prof V.V Rao (2015). Outcomes Based Education and Accreditation

 COURSE OBJECTIVES COURSE LEARNING OUTCOME

What the teacher expects students to know What the students are able to do (specific) at
and be able to do (as a whole) at the end of the end of the instruction
the instruction

Not behavioural in nature – Verbs: Know, Stated in behavioural terms – Verbs: Identify,
Understand Discuss, Evaluate

One course objective may generate several Several learning outcomes are derived from
learning outcomes one course Objective

Objectives are intended results or consequences of Outcomes are achieved results or consequences of
instruction, curricula, programmes or activities what was learned – evidence that some learning took
place
http://www.slideshare.net/alwynlau/outcomebased-education
Critical Thinking Instruction
What learners Produce?
Transfer Analysis
Instruction
Creativity Discussion Analysis
Discussion

https://www.youtube.com/watch?v=g_Xm5IljYKQ
Syllabus

Course Goals

Objectives

Outcomes

https://www.youtube.com/watch?v=g_Xm5IljYKQ
 Example - Speaking
Goal:
Apply the skills and strategies of a successful speaker
Objectives ( For speaking and oral presentation):
Discuss and respond to content of a reading or listening passage
Use communication strategies to participate in group and class
discussions
Select, compile and synthesize information for an oral presentation
Deliver an effective oral presentation
Learning Outcome
Given a topic to research and present in class, the
student will be able to
Focus the topic;
Apply research procedures;
Locate and select relevant information;
http://schools.aucegypt.edu/academics/eli/IEG/Pages/Goals,%20Objectives,%20and%20Learning%20Outcomes.aspx
SMART Learning Objectives/Outcomes
Learning objectives should be –
SMART Learning Objectives/Outcomes - Specific
S: What is specific about the goal?
Is It Specific?
 Encourage more people to join the Sports Centre
Increase membership of the Sports Centre
 Conduct research
Formulate plans for research on topic X
https://www.wcasa.org/file_open.php?id=910
SMART Learning Objectives/Outcomes - Specific
Specific means that the objective is concrete, detailed,
focused and well defined.
What exactly are we going to do, with or for whom?
What strategies will be used?
Is the objective described with action verbs?
Is it clear who is involved? Is it clear where this will happen?
Is it clear what will happen? Is the outcome clear?
Will this objective lead to the desired results?
https://canadacollege.edu/adminservice
s/docs/tips_writing_smart_objectives.pd
f
SMART Learning Objectives/Outcomes - Measureable
M: Is the goal measurable? How will it be determined that the
goal has been achieved?
Is It Measurable?
Increase membership of the Sports Centre
Increase membership of the Sports Centre by 10%
Formulate plans for research on topic X
Formulate plans for research on topic X and submit grant
application to X Research Council.
https://www.wcasa.org/file_open.php?id=910
SMART Learning Objectives/Outcomes - Measureable
 The objective can be measured and the measurement source
is identified. All activities should be measurable at some level.
How much? How many?
How will I know when it is accomplished?
How will I know that the change has occurred?
Can these measurements be obtained?

https://canadacollege.edu/adminservices/docs/tips_writing_smart_objectives.pdf
SMART Learning Objectives/Outcomes - Achievable
A: Is the goal achievable?
The objective or expectation of what will be accomplished must
be realistic given the time period, resources allocated, etc.
Can we get it done in the proposed timeframe?
Do I understand the limitations and constraints?
Has anyone else done this successfully?
Is this possible?
https://canadacollege.edu/adminservices/docs/tips_writing_smart_objectives.pdf
SMART Learning Objectives/Outcomes - Realistic
R: Is the goal realistic to performance expectations or professional
development?
To be realistic, it must represent an objective toward which you
are both willing and able to work. Your objective is probably realistic
if you truly believe that it can be accomplished.

 Objectives should be challenging but achievable i.e. they should

not be unrealistic. For example, it might be realistic to plan to lose
10 pounds in weight but it would be unrealistic to plan to lose 10
pounds in one week.
SMART Learning Objectives/Outcomes – Time Bounded
Increase membership of the Sports Centre by 10%
Increase membership of the Sports Centre by 10% over the
next six months
Formulate plans for research on topic X and submit grant
application to X Research Council
Formulate plans for research on topic X and submit grant
application to X Research Council by 1st June 2009
https://www.wcasa.org/file_open.php?id=910
SMART Learning Objectives/Outcomes – Time Bounded

Once a month, update all library web pages and printed guides

Circulate minutes of Committee Y within five days of the

meeting.

https://www.wcasa.org/file_open.php?id=910
Outcome-Based
Education
What do we DO?

 Outcome based Educational Pyramid

 Constructive Alignment
Program Educational Objectives(PEO)

Program Educational Objectives (PEOs) as “broad statements that describe

what graduates are expected to attain within a few years of graduation.”
Input from students, parents, faculty, alumni, employers and management
is used to validate the definition of our PEOs, as well as to assess their
achievement.
Program Educational Objectives(PEO)
Guidelines for the PEOs
 PEOs should be consistent with the mission of the Institution
 The number of PEOs should be manageable
 PEOs should be achievable by the program
 PEOs should be specific to the program and not too broad
 PEOs should be based on the needs of the constituencies

Prof V.V Rao (2015). Outcomes Based Education and Accreditation

Program Educational Objectives(PEO)

Program’s stakeholders are – students, faculty members,

parents, alumni, industry, managements, professional
bodies, data on the future, data on developing trends in the
profession etc.
Program Outcomes (PO)
 Program outcomes are narrower statements that describe what
students are expected to be able to do by the time of graduation. POs are
expected to be aligned closely with Graduate Attributes
 Program Outcomes are to be specific, measureable and achievable.
 POs transform the PEOs into specific student performance and
behaviours that demonstrate learning knowledge and skill development.
Engineering UG programme must demonstrate that the
students attain the following Outcomes -
 ability to apply knowledge of math, science, and engineering
ability to design and conduct experiments and interpret data
ability to design a system, component, or process to meet
needs
ability to function on multi-disciplinary teams

Prof V.V Rao (2015). Outcomes Based Education and Accreditation

ability to identify, formulate and solve engineering
problems
understanding of professional and ethical responsibility and
the impact of engineering solutions in a global/social
context
ability to communicate effectively
motivation and ability to engage in lifelong learning
 knowledge of contemporary issues
 ability to use the techniques, skills and modern
engineering tools necessary for engineering practice
Course / Subject Objectives(CObs)
Course/Subject Objectives are statements that describe what students
are expected to attain in terms of specific knowledge, skills and
attitudes after completing the course/subject.
Course/ Subject Objectives are based on the syllabus content of the
course/subject.
These are teacher centered.
Course/Subject Outcomes(CO s)
Course/Subject Outcomes describe what students are expected to
know and be able to do at the time of the completion of the
course/subject.
These relate to the skills, knowledge and behaviour /attitudes that
the students/learners acquire as they progress through the course
/subject.
They are specific, measureable and student/learner centered.
Points to be remember while setting Course Outcomes
-
 Student focused/ not faculty focused
 Align between course, program and institutional levels.
 State in terms of knowledge, skills, attitude and ability that
students will acquire.
 Express in terms of measureable and Observable behaviour.
Points to be remember while setting Course Outcomes
-
 Need to reflect the objectives, outcomes and mission of the
academic program
 Focus on aspects that will encompass students’ new modes
of thinking.
 Limit to the manageable number (3-4) to be accomplished
within a course/semester.
Begin with the action verb
 Avoid vague verbs such as know/understand
Outcome Based Educational Pyramid
The 'pyramid' image is chosen to convey the
fact that increasing complexity and level of
specificity are encountered as one moves
downward.

The pyramid structure also reinforces the

notion that learning flows from the mission
of the institution down to the units of
instruction.

http://web2.uconn.edu/assessme
nt/primer/goals1.html
To sum up -
 Program Educational Objectives are to be limited to 3-5
 Program Outcomes are minimum of 1-11 or more
 Course Objectives are limited to 2-5
 Course Outcomes are limited to 2-5
Outcomes are broken down into 1-4 objectively measureable
performance criteria

Prof V.V Rao (2015). Outcomes Based Education and Accreditation

Role of Faculty Members
 Take responsibility as a mentor, counsellor, facilitator, guide
,learner and finally as a teacher in OBE system
 Introduce research activity for students at UG and PG
levels.
 Prepare the student adequately so that they can succeed.
Role of Faculty Members
 Create a positive environment in which students know that they will
be helped in their learning, no matter how easy or difficult they
might find the learning process.
 Help students understands what they have to learn, why they
should learn it and how they will know when they have learned it.
 Coordinate with industry and get their feedback and input in
curricular development.
Role of Faculty Members
 Improve placements by introducing OBE sincerely at all levels
of the programme.
 Involve all faculty in the program, course and assignment
design
 Provide faculty development programs to improve and update
the quality of pedagogy.
 Provide modern tools to teaching and learning methods
Constructive Alignment
What to consider in designing a module:
constructive alignment
1. Who are my students?
2. What are my aims/learning outcomes?
3. What outcomes do I hope students will achieve?
4. What do I want to assess?
5. How do I want to assess my students?
6. What segments of content do I think are essential building blocks for students
7. What teaching and learning strategies do I want to use?
8. In what mode(s) will I deliver the course?
Constructive Alignment
Constructive alignment is a theory of learning that begins
with the premise that the learner constructs his or her own
learning through relevant learning activities (Biggs, 1999).

http://www.ucd.ie
Constructive Alignment

Aligning learning outcomes, learning and teaching activities and the assessment. Adapted
from Biggs(1999) p 27
source: exchange.ac.uk
 Constructive Alignment
 The key to achieving this goal is that all components in the teaching
system (i.e., each aspect from inception to completion) are aligned to
each other to facilitate the achievement of the intended learning
outcomes.
 Thus, the curriculum, the intended aims, learning outcomes, teaching
methods and resources and the assessment tasks and criteria for
evaluating it, are all aligned

http://www.ucd.ie
Constructive Alignment
Alignment is central to effective assessment - there should
be a clear relationship between learning outcomes
(statements of what the learner should be able to do as a
result of the teaching) and assessment.

http://www.ucd.ie
Constructive Alignment

 The advantage of this is obvious, learning activity being

aligned towards the needs of learners and the needs of the
assessment allows for students to progress successfully.

http://www.thomasandrew.co.uk/
Constructive Alignment
A classroom either online, blended or traditional would be chaotic if the
teacher chose intentionally to allow learners learn in one way and be
assessed in another.
 During the learning journey students will rightly experience a wide
variety of teaching methods, assessment methods and learning activities
but Biggs proposes that generally learning and assessment should be
aligned.

http://www.thomasandrew.co.uk/
Constructive Alignment
AIMS
Intended Learning Outcome

Methods Of Learning

Assessments Method and tasks

Criteria
Marking Feedback
http://www.ucd.ie
The main steps in the alignment process are:
 Defining the intended learning outcomes –
 Choosing teaching/learning activities likely to lead to help and encourage
students to attain these objectives
 Engaging students in these learning activities through the teaching process
 Assessing students’ learning outcomes using methods that enable students to
demonstrate the intended learning and evaluating how well they match what was
intended
 Arriving at a final grade, and perhaps in the case of formative assessment, giving
feedback to help students improve their learning.
 Constructive Alignment
Constructive Alignment is an approach to course design
which begins with the end in mind (i.e. what should
students know and be able to demonstrate at the end of
the course).

It assumes that when learning objectives, assessment

methods, and teaching and learning activities are
intentionally aligned, that the outcomes of learning are
improved substantially (Blumberg, 2009).

https://natashakenny.wordpress.com/2012/03/14/lets-not-take-the-constructive-out-of-
constructive-alignment/
Outcome-Based
Education
What do we DO?

 Outcome based Educational Pyramid

 Constructive Alignment
Program Educational Objectives(PEO)

Program Educational Objectives (PEOs) as “broad

statements that describe what graduates are expected
to attain within a few years of graduation.”
Input from students, parents, faculty, alumni, employers
and management is used to validate the definition of
our PEOs, as well as to assess their achievement.
Program Educational Objectives(PEO)
Guidelines for the PEOs
 PEOs should be consistent with the mission of the
Institution
 The number of PEOs should be manageable
 PEOs should be achievable by the program
 PEOs should be specific to the program and not too
broad
 PEOs should be based on the needs of the
constituencies
Prof V.V Rao (2015). Outcomes Based Education and Accreditation
Program Educational Objectives(PEO)

Program’s stakeholders are – students,

faculty members, parents, alumni, industry,
managements, professional bodies, data on
the future, data on developing trends in the
profession etc.
Program Outcomes (PO)
 Program outcomes are narrower statements that
describe what students are expected to be able to do
by the time of graduation. POs are expected to be
aligned closely with Graduate Attributes
 Program Outcomes are to be specific, measureable
and achievable.
 POs transform the PEOs into specific student
performance and behaviours that demonstrate
learning knowledge and skill development.
Engineering UG programme must
demonstrate that the students attain the
following Outcomes -
 ability to apply knowledge of math, science,
and engineering
ability to design and conduct experiments and
interpret data
ability to design a system, component, or
process to meet needs
ability to function on multi-disciplinary teams
Prof V.V Rao (2015). Outcomes Based Education and Accreditation
ability to identify, formulate and solve
engineering problems
understanding of professional and ethical
responsibility and the impact of engineering
solutions in a global/social context
ability to communicate effectively
motivation and ability to engage in lifelong
learning
 knowledge of contemporary issues
 ability to use the techniques, skills and
modern engineering tools necessary for
engineering practice
Course / Subject Objectives(CObs)
Course/Subject Objectives are statements that
describe what students are expected to attain in
terms of specific knowledge, skills and attitudes
after completing the course/subject.
Course/ Subject Objectives are based on the syllabus
content of the course/subject.
These are teacher centered.
Course/Subject Outcomes(CO s)
Course/Subject Outcomes describe what students
are expected to know and be able to do at the time
of the completion of the course/subject.
These relate to the skills, knowledge and behaviour
/attitudes that the students/learners acquire as
they progress through the course /subject.
They are specific, measureable and
student/learner centered.
Points to be remember while setting
Course Outcomes -
 Student focused/ not faculty focused
 Align between course, program and
institutional levels.
 State in terms of knowledge, skills, attitude
and ability that students will acquire.
 Express in terms of measureable and
Observable behaviour.
Points to be remember while setting
Course Outcomes -
 Need to reflect the objectives, outcomes and
mission of the academic program
 Focus on aspects that will encompass
students’ new modes of thinking.
 Limit to the manageable number (3-4) to be
accomplished within a course/semester.
Begin with the action verb
 Avoid vague verbs such as know/understand
Outcome Based Educational
Pyramid
The 'pyramid' image is chosen to
convey the fact that increasing
complexity and level of
specificity are encountered as
one moves downward.

The pyramid structure also

reinforces the notion that
learning flows from the mission
of the institution down to the
units of instruction.

http://web2.uconn.edu/
assessment/primer/goal
s1.html
To sum up -
 Program Educational Objectives are to be limited to
3-5
 Program Outcomes are minimum of 1-11 or more
 Course Objectives are limited to 2-5
 Course Outcomes are limited to 2-5
Outcomes are broken down into 1-4 objectively
measureable performance criteria

Prof V.V Rao (2015). Outcomes Based Education and Accreditation

Role of Faculty Members
 Take responsibility as a mentor, counsellor,
facilitator, guide ,learner and finally as a
teacher in OBE system
 Introduce research activity for students at
UG and PG levels.
 Prepare the student adequately so that
they can succeed.
Role of Faculty Members
 Create a positive environment in which students
know that they will be helped in their learning, no
matter how easy or difficult they might find the
learning process.
 Help students understands what they have to
learn, why they should learn it and how they will
know when they have learned it.
 Coordinate with industry and get their feedback
and input in curricular development.
Role of Faculty Members
 Improve placements by introducing OBE
sincerely at all levels of the programme.
 Involve all faculty in the program, course and
assignment design
 Provide faculty development programs to
improve and update the quality of pedagogy.
 Provide modern tools to teaching and learning
methods
Constructive Alignment
What to consider in designing a
module: constructive alignment
1. Who are my students?
2. What are my aims/learning outcomes?
3. What outcomes do I hope students will achieve?
4. What do I want to assess?
5. How do I want to assess my students?
6. What segments of content do I think are essential building
blocks for students
7. What teaching and learning strategies do I want to use?
8. In what mode(s) will I deliver the course?
Constructive Alignment
Constructive alignment is a theory of
learning that begins with the premise that
the learner constructs his or her own
learning through relevant learning activities
(Biggs, 1999).

http://www.ucd.ie
Constructive Alignment

Aligning learning outcomes, learning and teaching activities

and the assessment. Adapted from Biggs(1999) p 27
source: exchange.ac.uk
 Constructive Alignment
 The key to achieving this goal is that all components
in the teaching system (i.e., each aspect from
inception to completion) are aligned to each other to
facilitate the achievement of the intended learning
outcomes.
 Thus, the curriculum, the intended aims, learning
outcomes, teaching methods and resources and the
assessment tasks and criteria for evaluating it, are all
aligned
http://www.ucd.ie
Constructive Alignment
Alignment is central to effective assessment
- there should be a clear relationship
between learning outcomes (statements of
what the learner should be able to do as a
result of the teaching) and assessment.

http://www.ucd.ie
Constructive Alignment

 The advantage of this is obvious, learning

activity being aligned towards the needs of
learners and the needs of the assessment
allows for students to progress successfully.

http://www.thomasandrew.co.uk/
Constructive Alignment
A classroom either online, blended or traditional
would be chaotic if the teacher chose intentionally to
allow learners learn in one way and be assessed in
another.
 During the learning journey students will rightly
experience a wide variety of teaching methods,
assessment methods and learning activities but Biggs
proposes that generally learning and assessment
should be aligned.

http://www.thomasandrew.co.uk/
Constructive Alignment
AIMS
Intended Learning Outcome

Methods Of Learning

Assessments Method and tasks

Criteria
Marking Feedback
http://www.ucd.ie
The main steps in the alignment process are:
 Defining the intended learning outcomes –
 Choosing teaching/learning activities likely to lead to help
and encourage students to attain these objectives
 Engaging students in these learning activities through the
teaching process
 Assessing students’ learning outcomes using methods that
enable students to demonstrate the intended learning and
evaluating how well they match what was intended
 Arriving at a final grade, and perhaps in the case of formative
assessment, giving feedback to help students improve their
learning.
 Constructive Alignment
Constructive Alignment is an approach to
course design which begins with the end in
mind (i.e. what should students know and
be able to demonstrate at the end of the
course).

It assumes that when learning objectives,

assessment methods, and teaching and
learning activities are intentionally aligned,
that the outcomes of learning are improved
substantially (Blumberg, 2009).

https://natashakenny.wordpress.com/2012/03/14/lets-not-take-
the-constructive-out-of-constructive-alignment/
Thank You
Taxonomies and
Instructional Objectives
DR. TAMALI BHATTACHARYYA
Centre for Educational Technology
IIT Kharagpur
What do we DO?

Taxonomies of Learning
 Bloom taxonomy
Taxonomies of Learning
Taxonomy = Classification
 The taxonomy is a logical classification – where every term is
defined precisely and consistently.
 It is based on psychological principles
 It is a classification of goals for our education system that can
provide constructive help in developing curriculum and testing
Taxonomies of Learning
 It helps in specifying learning objectives so that learning
experiences can be build appropriately
 It allows clear communication amongst educators
regarding learning goals and experiences
Historical Background
A group of college and university
professors led by Benjamin Bloom
published a handbook in 1956 -
“Taxonomy of Educational Objectives –
The classification of Educational Goals”
 Bloom’s Taxonomy is used
extensively for planning of teaching /
learning activities
Why Bloom’s Taxonomy?
 Considered as a classic
 Bloom’s Taxonomy  a solid theoretical base for
systematic planning for teaching and evaluation at
macro and micro level
Why Bloom’s Taxonomy?
 Write curriculum of any course in terms of observable
student performance called
Specific Instructional Objectives
 Plan teaching /learning strategy in keeping with our
Instructional Objectives
 Plan assessment and evaluation strategies to match
Instructional Objectives
Bloom’s Taxonomy Provides -
The basis for creating C-L-E-A-R student learning expectations:
Comprehensible to students
Learner-Centered
Evident observable in fulfilment
Attainable, but of a high standard
Related to the course content and goals
Domains of Learning
Benjamin Bloom asserted that all learning can broadly
be classified into one of the following three domains :
COGNITIVE • Knowledge based domain
DOMAIN • Involves intellectual and thinking skills

PSYCHOMOTOR • Skills based domain

DOMAIN • Involves physical skills or performance of Action

• Attitudinal based domain

AFFECTIVE DOMAIN • Encompassing attitudes and values
The Psychomotor Domain
 The psychomotor domain (Simpson, 1972) includes physical
movement, coordination and use of the motor-skill areas.
 Development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures or techniques in
execution
Psychomotor skills rage More complex tasks ->
from -> digging a ditch or operating a complex piece
washing a car of machinery

http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html
Psychomotor Domain [R. H. Dave 1975]
Having high level performance - becomes natural, without
needing to think much about it - response is automatic
Coordinating
Example: aCan series
useof actions,
the achieving
equipment harmony
without thinkingandeven in
internal Naturalisation
consistency - The skills are so well developed that the
novel ways
individual can modify movement patterns to fit special
requirementsArticulation
or to meet a problem situation.
Refining, becoming more exact- so few errors are
Example: Using an equipment skilfully
apparent
Precision .
Being performand
able to Working
Example: certain actionssomething,
reworking by following
instructions
so it will be justand
rightpracticing - until it becomes
Manipulation
habitual. Learner still is not sure of himself / herself
Ex: Trying to operate an equipment on one's own,
Observing
after and patterning
taking lessons, orbehaviour afteritsomeone else. It
reading about
Imitation
Includes trial and error until an appropriate response is
achieved. Ex- Trying to operate an equipment by observing
someone else
Affective Domain
Affective domain (Krathwohl, Bloom, Masia, 1973)

Includes the manner in which we deal with things emotionally 

feelings, values, appreciation, enthusiasms, motivations and
attitudes.

The taxonomy is ordered according to the Principle of

Internalization.
Affective Domain
Has a value Responds
system thatto controls
Phenomena:their
Valuing: The worth or
Organization:
Active value a
Organizes
participation person
on the
behaviour.
attaches to values
a partThe
particular behaviour
object, is
into
of priorities
the by
learners.
Characterizing
consistent,Receiving
predictablePhenomena:
andrangesmost
phenomenon or behaviour.
contrasting
Attend This
different
andwillingness
react
from simpleAwareness,
important characteristic
acceptance to the of tothea
more
Organizing values, resolving
particular conflicts
phenomenon.
learner.
complex stateto hear,
of commitment. selected
between them, and
attention.Examples:
creating an unique value
Examples:
Valuing Shows self-reliance
Participates
Example - system.
Proposes when
into to class
Examples:a plan Listen social
working independently.
discussions. Gives
improvement
Examples
others and follows
- Recognizes
with respect. the a
through
RespondingUses an presentation.
objective approach
with commitment. Questionsin
need for balance
Listen for between
and
problem solving.
new
Informs ideas,
-freedom management concepts,
remember and
the name of on
responsible
Values
matters people
that for
models,
one feelswhat
etc. they
strongly ordernotto
are,
in about.
Receiving behaviour
newly introduced
how they look.fully understand them.
people.
The difficulty in this domain is that Internal OR “COVERT” feelings and emotions
are as important as “OVERT” behavioural manifestations.
Cognitive Domain
The cognitive domain involves knowledge and the development of
intellectual skills (Bloom, 1956).
This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of
intellectual abilities and skills.
 Starting from the simplest behaviour to the most complex
Knowledge / Recall (lowest) -> Evaluation / Creation (highest)
 Each category must be mastered before proceeding to the next
Cognitive Domain
Evaluation

Synthesis

Analysis

Application

Comprehensive

Knowledge
Knowledge
Recall of data. Remembering previously learned material

Knowledge of dates, events, places

Knowledge of major ideas

Keywords – Defines, Lists, Name, Outlines, Points,State ,

Identify
Knowledge
What do I know & do at this level?
 I can recall information about the subject, topic
 I read material, listen to lectures, watch videos, take notes
 I learn the vocabulary or terminology as well as the
conventions or rules associated with the subject.
Testing Knowledge:
 What are typical ways I can demonstrate my knowledge?
Answer ‘True/False’, ‘Yes/No’, ‘fill in the blank’, or ‘multiple
choice’ questions correctly.
Define technical terms associated with the subject by stating
their attributes, properties, or relations.

Example
The student will define the 6 levels of Bloom's taxonomy of the
cognitive domain.
http://www.edpsycinteractive.org/topics/cognition/bloom.html
Types of Knowledge
Knowledge of Terminology
Define technical terms / range of meanings of words (as in dictionary) /
terms & concepts in science
Knowledge of “Specific Facts”
About Cultures / organisms / major natural resources / properties of
elements & compounds / data
Knowledge of Conventions
Conventional symbols used in the domain area / rules of social behavior /
forms in scientific papers / rules of circuit drawing / protocols / standards
Types of Knowledge
Knowledge of trends & sequences
Trends in data compression, sequence of a given process or operation

Knowledge of classifications & categories

Types of semiconductor devices, EM wave range names. Please name
some more

Knowledge of Methodology
Methods of inquiry / techniques / procedures
Types of Knowledge
Knowledge of Principles & Generalizations
Recall of principles (in learning / biology etc.)

Knowledge of Theories & Structures

Recalling major theories in any area (civilization / science etc.)
Comprehension

 The ability to grasp the meaning of previously-

learned material; this may be demonstrated by
translating material from one form to another,
interpreting material (explaining or summarizing) or by
predicting consequences or effects.
Comprehension
Example - The student will explain the purpose of
Bloom's taxonomy of the cognitive domain.

Keywords
Explain Summarize Paraphrase Describe Illustrate
Types of Comprehension
Translation
 Into other language
 Into other forms of communication (data to graph) State in own
words / explain
Summarization
 Generalization
Extrapolation
 Making predictions – based on understanding of trends /
consequences of actions described in a communication
Application
 Application refers to the ability to use learned material in new and
concrete situations.
 This may include the application of rules, methods, concepts,
principles, laws, and theories.
 Learning outcomes in this area require a higher level of
understanding than those under comprehension.
Solve problems using required skills or knowledge
Application

 Apply concepts and principles to new situations,

 Apply laws and theories to practical situations,
 Solve mathematical problems,
Construct graphs and charts
Application
Testing Application Solve problems independently, in new
situations, and without prompting by the teacher.
Example - The student will illustrate an instructional
objective for each level of Bloom's taxonomy.

Keywords
Apply, Demonstrate, Calculate, Complete, illustrate,
show, examine, modify, classify, experiment, discover
http://www.edpsycinteractive.org/topics/cognition/bloom.html
Analysis
 Analysis refers to the ability to break down material into its
component parts so that its organizational structure may be
understood.
 This may include the identification of the parts, analysis of the
relationship between parts, and recognition of the
organizational principles involved.
Learning outcomes here present a higher intellectual level than
comprehension and application because they require an
understanding of both the content and structural form of the
material.
https://www.csun.edu/science/ref/reasoning/questions_blooms/blooms.html#Analysis
Analysis
Example - The student will compare and contrast the
cognitive and affective domains.

Keywords
Analyze Categorize Compare Contrast Separate
Types of Analysis
 Analysis of Elements
Recognizing - Hypothesis
Conclusions from statements
 Analysis of Relationships
Comprehending inter-relationships between ideas
 Distinguish cause-effect relationship
 Detect logical fallacies
 Check consistency of hypothesis with given information
 Analysis of Organizational Principles
 Arrangement / structure / form / pattern
 Ability to infer author’s point-of-view
Synthesis
 Student originates, integrates, and combines ideas into a
product, plan or proposal that is new to him or her.
 Synthesis refers to the ability to put parts together to form a new
whole. This may involve the production of a unique communication
(theme or speech), a plan of operations (research proposal), or a set
of abstract relations (scheme for classifying information).
 Learning outcomes in this area stress creative behaviours, with
major emphasis on the formulation of new patterns and structures.
https://www.csun.edu/science/ref/reasoning/questions_blooms/blooms.html#Analysis
Synthesis
Example - The student will design a classification scheme for
writing educational objectives that combines the cognitive,
affective and psychomotor domains.

Keywords
Combine, integrate, modify, rearrange, substitute, plan,
create, design, invent, compose, formulate, prepare,
generalize, rewrite
Evaluation
Evaluation is concerned with the ability to judge the value of
material (statement, novel, poem, research report) for a given
purpose.
 compare and discriminate between ideas
 assess value of theories, presentations
 make choices based on reasoned argument
 verify value of evidence
 recognize subjectivity
Evaluation
Example - The student will judge the effectiveness of writing
objectives using Bloom's taxonomy.

Keywords
Judge Recommend Critique Justify
 Bloom's Ranking of Thinking Skills
Knowledge Comprehension Application Analysis Synthesis Evaluation

arrange explain use analyze create Judge

define summarize compute categorize design Recommend
describe paraphrase solve compare hypothesize Critique
duplicate describe demonstrate contrast invent Justify
identify illustrate apply separate develop Appraise
label classify construct apply arrange Argue
list convert apply change assemble Assess
match defend change discover categorize Attach
memorize describe choose choose collect Choose
name discuss compute compute combine Compare
order distinguish demonstrate demonstrate comply Conclude
outline estimate discover dramatize compose Contrast
Recognize explain dramatize employ construct Defend
Thank You