Goals, Standards, and Objectives

Goals of Education
Goals of Education
• Goals are general statements describing the
desired outcomes of schooling.
• Examples:
- Students will learn to appreciate drama.
- Students will use the scientific method to
solve problems.
 Goals of Education
• Therefore, the statements of goals are:
- broad and general,
- few in number,
- are not clearly measurable,
- needs a long period of time to be acquired,
- encompass standards, and objectives.
 Standards
• Standards
• Standards are clear expectations of what all
students should know and be able to do
within a particular discipline.
• We have different types of standards.
- Content standards
- performance standards.
• Content standards: are statements that identify the
essential knowledge and skills that should be taught
and learned in schools. Essential knowledge includes
the most important and enduring ideas, issues,
principles, and concepts from the disciplines.
Essential skills are what students should be able to
do. Skills are ways of thinking, working,
communicating, and investigating. Standards also
identify behaviors and attitudes related to success in
and outside of school.
 Standards
❑Benchmarks:
Benchmarks are reachable target at various
grade levels or ages.
In other words, they are specific statements of
what students should understand and be able
to do at specific grade levels or developmental
stages.
 Standards
❑Performance standard:
is an established level of achievement, quality
of performance, or degree of proficiency on a
standard.
A performance standards might be described
by means of a rubric, or cut score, or as a
percentage correct of a test items designed to
assess students on a particular benchmark.
Definition of Instructional Objectives
Instructional objectives: Statements of what
teachers intend for students to
- know (cognitive)
- think (affective)
- do (psychomotor)
when they have completed a course, a unit, or
a lesson.
Writing Instructional Objectives
Instructional objectives can be written for any
of the domain of instruction
– Cognitive
– Affective
– Psychomotor
 The Cognitive Domain
• The cognitive domain involves knowledge and
the development of intellectual skills. This
includes the recall or recognition of specific
facts, procedural patterns, and concepts that
serve in the development of intellectual
abilities and skills..
 The Cognitive Domain
• The cognitive domain contains six levels, starting
from the simplest behavior to the most complex. The
Levels can be thought of as degrees of difficulties.
That is, the first one must be mastered before the
next one can take place. The six levels are:
– Knowledge
– Comprehension
– Application
– Analysis
– Synthesis
– Evaluation
 The Cognitive Domain
A mnemonic device for remembering the
six levels:
Killing knowledge
Cats Comprehension
Almost Application
Always Analysis
Seems Synthesis
Evil Evaluation
The Cognitive Domain
 The Cognitive Domain

Knowledge
Student recalls or recognizes information,
ideas, and principles in approximate form in
which they were learned.
 The Cognitive Domain

Knowledge verbs
Write
List
Label
Name
State
Define
 The Cognitive Domain

Knowledge example
The student will be able to define the 6 levels
of Bloom’s taxonomy of the cognitive domain.
 The Cognitive Domain

Comprehension
Student translates, comprehends, or interprets
information based on prior learning.
 The Cognitive Domain

Comprehension verbs
ِExplain
Summarize
Paraphrase
Describe
Illustrate
 The Cognitive Domain

Comprehension Example
The student will be able to explain the
purpose of Bloom’s taxonomy of the cognitive
domain.
 The Cognitive Domain

Application
Student selects, transfers, and uses data and
principles to complete a problem or task with
a minimum of direction.
 The Cognitive Domain
Application verbs
Use
Compute
Solve
Demonstrate
Apply
Construct
 The Cognitive Domain
Application example
The student will be able to write an
instructional objective for each level of
Bloom’s taxonomy.
 The Cognitive Domain

Analysis
Student distinguishes, classifies, and relates
the assumptions, hypotheses, evidence, or
structure of a statement or question.
 The Cognitive Domain
Analysis verbs
Analyze
Categorize
Compare
Contrast
Separate
 The Cognitive Domain

Analysis example
The student will be able to compare and contrast
the cognitive and Affective domains.
 The Cognitive Domain

Synthesis
student originates, integrates, and combines
ideas into a product, plan or proposal that is
new to him or her.
 The Cognitive Domain
Synthesis verbs
Create
Design
Hypothesize
Invent
Develop
 The Cognitive Domain
Synthesis example
The student will be able to design a
classification scheme for writing educational
objectives that combines cognitive, affective,
and psychomotor domains.
 The Cognitive Domain

Evaluation
Student appraises, assesses, or critiques on a
basis of specific standards and criteria.
 The Cognitive Domain
Evaluation verbs
Judge
Recommend
Critique
Justify
 The Cognitive Domain
Evaluation example
The student will be able to judge the
effectiveness of writing objectives using
Bloom’s taxonomy.
 The Cognitive Domain
In general, research over the last 40 years has
confirmed that the taxonomy as a hierarchy with the
exception of the last two levels.
It is uncertain at this time whether synthesis and
evaluation should be reversed (i.e., evaluation is less
difficult to accomplish than synthesis) or whether
synthesis and evaluation are at the same level of
difficulty but use different cognitive processes.
 The Cognitive Domain
I believe the latter is more likely as it is related
to the differences between creative and
critical thinking.
Creative Thinking Critical Thinking
synthesis Evaluation

Analysis
Application
Comprehension
Knowledge
 The Affective Domain
• The Affective Domain addresses a learner's
emotions towards learning experiences. A
learner's attitudes, interest, attention,
awareness, and values are demonstrated by
affective behaviors.
• These emotional behaviors which are
organized in a hierarchical format also,
starting from simplest and building to most
complex, are as follows:
 Attitudes, interests, and Values
• Attitudes are favorable or unfavorable feeling
toward something, a person, or a situation.
• Interest is a learned response of liking or
preferring. It Involves the selection or ranking
of responses.
• Values are rules that direct moral or ethical
decisions that are considered right or wrong.
The Affective Domain
 The Affective Domain
Level Definition Example
Being aware of or Individual will read a
Receiving attending to something book passage about
in the environment civil right.

Showing some new Individual will answer

Responding behaviors as a result questions about the
of experience book, read another book
by the same author, etc.
Showing some definite The individual might
Valuing involvement or demonstrate this by
commitment voluntarily attending a
lecture on civil right.
 The Affective Domain
Level Definition Example
Integrating a new value The individual might
Organization into one’s general set arrange a civil rights
of values, giving it rally.
some ranking among
one’s general priorities
Acting consistently with The individual is firmly
Characterization the new value committed to the value,
by value perhaps becoming a civil
rights leader.
 The Affective Domain
Examples:
Receiving
The student listens attentively to the ideas of
others.
Responding
The student discusses what others have to say.
 The Affective Domain
Valuing
The student argues a position on biological
evolution.
Organizing
the student displays a well- defined and
ethical code of conduct.
Internalizing
The student integrates personal values into his
work of ethics.
 The Psychomotor Domain
• The psychomotor domain refers to the use of
basic motor skills, coordination, and physical
movement. Bloom's research group did not
develop in-depth categories of this domain,
claiming lack of experience in teaching these
skills. However, others like Simpson (1972)
developed seven psychomotor categories to
support Bloom's domain.
The Psychomotor Domain

Adapting

Practicing

Imitating

Observing
 The Psychomotor Domain
Level Definition Example
The learner observes a more
experience person in his/ her
Observing Active mental attending performance of the skill. Asked
of a physical event to observe sequences and
relationships and to pay
attention to the final product.
Direct observation may be
supplemented by reading or
watching a video. Thus the
learner may read about the
topic and then watch a
performance.
 The Psychomotor Domain
Level Definition Example
The learner begins to
acquire the rudiments of
Attempted copying of
Imitating a physical behavior
the skills. Follows
directions and
sequences under close
supervision. The learner
is conscious of
deliberate effort to
imitate the model.
 The Psychomotor Domain
Level Definition Example

The entire sequence is

performed repeatedly. All
Practicing Trying a specific aspect of the act are
physical activity over performed in sequence.
and over Conscious effort fades as
performance becomes more or
less habitual. Timing and
coordination are emphasized.
Here, the person has acquired
the skill but is not an expert.
 The Psychomotor Domain
Level Definition Example

Perfection of the skill.

Minor adjustments are
Fine tuning. Making
Adapting minor adjustments in
made that influence the
total performance.
the physical activity in Coaching often very
order to perfect it valuable here/ This is
how a good player
becomes a better player.
 The Psychomotor Domain
Examples
Observing
The student will observe his teacher while he/
she operating the microscope.
imitating
The student will operate the microscope
imitating his teacher.
 The Psychomotor Domain
Practicing
The student will turn the fine adjustment until
the microscope is in focus.
Adapting
The student will draw what he observes on a
slide through the microscope.
The New Taxonomy
The New Taxonomy