Instructional objectives

Dereje D.

By Dereje D.

10/29/2024 1
 Objectives
At the end of this session the students will be able to
Define objective
Discuss different types of objectives
Mention the criteria used for writing specific objectives
Write instructional objectives
Discuss about domains of objectives

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 Introduction
Group discussion
Point of discussion
• What is objective?
• Write at least three objectives.

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 Definition
• Objective- are statements that describe what the students will
know and be able to do after completing the course.
• Instructional objectives:
• also known as behavioral objectives or learning objectives
are basically statements which clearly describe an
anticipated learning outcome.
• are an extremely valuable teaching tool that guide both
teachers and students through the teaching and learning
process.
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 Definition of Instructional objectives
• Instructional objectives are written for the student
and they state what the student is expected to do
following instruction.
• An objective is a description of a performance you
want learners to be able to exhibit before you
consider them competent.

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 Definition Cont’d
• An objective describes an intended result of
instruction, rather than the process of instruction
itself.
• “Begin with the end
• in mind”

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 Purpose of Learner Objectives

• Facilitate course development through objective-

directed planning
• Inform students of the expectations of course

• Guide the development of instructional activities

• Guide the development of assessments and

evaluations.

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 Content (what is taught)

Objective (guide)

Assessment Method(how it
(how students is taught)
achievement is
assessed)

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 Types of instructional objectives
A. General objectives: are used in preparing the annual
plan.
We use some of the following action verbs:
 To know, understand, comprehend, devote, grasp,
enjoy, appreciate, have faith in, believe in, admire,
develop, be familiar with, be aware of, acquire,
etc.

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 Cont’d…
B. Specific objectives: are used in preparing periodic
lesson plan.
 Some of the action verbs used here are listed below:
 To compare, design, infer, identify, differentiate,
construct, write, debate, define, solve, select,
evaluate, draft, change, list, arrange, practice, locate,
match, plan, separate, draw, measure, express,
perform, calculate, explain, etc

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 Writing Instructional Objectives
 Heinich and his colleagues (2002) suggest that well
written objectives have four parts (ABCD) method

A-is for audience

B- is for behavior
C- for conditions and
D- is for degree of mastery needed

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 …Cont’d
Audience
• The audience is learner(s) that the objective is written for.
 This is usually written "the learner" or "the student“

Behavior
• The behavior is the verb that describes what the learner
(audience) will be able to do after the instruction.
Example: The learner will define medical terms

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 Condition
• Conditions :are the circumstances under which the objectives must be
completed.
• What will the instructor allow the student to use in order to complete the
instruction?
• What equipment or tools can the student have access to such as a
calculator, map, the book, class notes, etc?
Example: The student will be provided with a list of 200 medical terms, no
references and a timed test after instruction.
 During clinical practice, the learner will be able to take history from a
pregnant mother in a culturally sensitive manner.
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 Degree
• The degree identifies the standard that the learner must meet to
reach acceptable performance.
• What degree of accuracy does the learner have to achieve in order
that his/her performance be judged proficient?
• The degree of accuracy should be related to real-world
expectations.
• Degree of accuracy can be related as a time limit (in 20 minutes),
or a number of correct answers (7 out of 10) , or a range of
accuracy (90%) or qualitative standard.
• Example: Performance will be satisfactory if all 200 terms are
defined consistent with the text in 100 minutes.
• During clinical practice, the learner will be able to take history
from a pregnant mother in a culturally sensitive manner using the
BEmONC checklists
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Common unclear & more specific words
Common Ambiguous Words "Better" Performance Words

Know Choose (or select)

Understand Solve

Determine Identify

Appreciate List

Grasp the significance of Apply

Become familiar with Assemble

Become aware of Adjust

Learn

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 Characteristics of a Well-Written Objective

• Describe a learning outcome

• Be student oriented- focuses on the learner, not on the teacher
• Be observable (or describe an observable product).

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 Cont’d…
 Well written objectives can be developed using the
(SMART)
Specific,
Measurable,
Achievable,
Relevant and
Time-bound approach.

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 Cont’d…
Specific Measurable Achievable Realistic Time-bound

•Who is the •Is the •Can the •Does the • Does the
target objective objective be objective objective
population? quantifiable? accomplishe address the propose a
•Can it be d in the goal? timeline
•What will be measured? proposed when the
accomplishe time frame •Will the objective
d? •How much with the objective will be met?
change is available have an
expected? resources impact on
and the goal?
support?

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 Domains of objectives

A. Cognitive Domain
B. Affective domain
C. Psychomotor domain

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 A. Cognitive Domain
• Refers to behavioral objectives which involve intellectual or
mental abilities.
• It ranging from simple remembering of learnt materials to
highly creative way of combining (synthesizing) new ideas
and evaluation.
• Most common type of instructional objectives
• Has six components.
• The levels of cognitive domain ranges from the lowest
(knowledge) to the highest (evaluation).

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COGNITIVE
DOMAIN
m plex
Co

d om ain.
o g n itive EVALUATION
th e c
ps in SYNTHESIS
l ste
appraise
le a
S i mp ierarch ic
ANALYSIS assess
The h
arrange
choose
APPLICATION analyze assemble
compare
appraise collect
COMPREHENSION apply criticize
calculate compose
calculate estimate
KNOWLEDGE compute construct
dramatize categorize
describe evaluate
cite compare create
employ judge
count discuss design
examine contrast
explain measure
define debate formulate
illustrate rank
draw express integrate
interpret diagram
identify rate
list differentiate manage
operate revise
name locate organize
practice examine
report score
record inventory plan
schedule select
relate restate prescribe
sketch question
repeat review propose
solve test
underline tell
use
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Cont’d…
1. Knowledge- To recall and memorize
 This is the lowest level of the cognitive domain
 Students are expected to remember, recall, recognize,
retrieve information such as facts, terminologies,
problem solving strategies, rules, etc.
Associated action verbs:
Define , State, list, name, Write , Recall , Recognition,
label, Underline, Select

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Cont’d…
2. Comprehension-To translate from one form to
another.
 This level requires that students not only remember
information, but also understand it and be able to
explain or express it in their own words.
Associated action verbs :Identify, Justify, Select,
Indicate, Illustrate , Represent , Name , Formulate,
Explain, Judge , Classify.

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 Cont…
3. Application -To apply or use information in a new
situation
 This refers to the ability to use learnt material in new and
concrete situation.
 At this level, students are expected to use previously acquired
information in a setting other than the one in which it was
learnt
 Associated action verbs :Predict , Select , Assess , Explain
Choose, Find , Show , demonstrate, Construct, Compute,
Use, Perform.

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Cont’d…
4. Analysis- To examine a concept and break it down into its
parts
• Examining such information to develop divergent conclusions
by identifying motives or causes.
• Making inferences and/or finding evidence to support
generalizations.

Therefore, students are expected to identify logical errors

Associated action verbs

 Analyze, Identify, Conclude, differentiate,
Select ,Separate ,Compare , contrast, Justify ,Resolve ,Break-
down ,Criticize

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Cont’d…
5. Synthesis
 It is creatively or divergently applying prior knowledge and
skills to produce a new or original whole.
 Therefore, at this level students are expected to produce
something unique or original;
 Here, they are expected to solve some unfamiliar problems in
a unique way.
 Associated action verbs: Combine, Restate,
Summarize ,precise, Argue ,Discuss ,Organize ,derive,
Select ,Relate ,Generalize ,Conclude.

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Cont’d…
6. Evaluation
 Objectives written at this level require the students to form
judgment and make decision about the values of methods,
ideas, or products that have a specific purpose.
 Associated action verbs:
 Judge, Evaluate, Determine,
Recognize ,Support ,Defend ,Attack ,criticize,
Identify ,Avoid ,Select ,choose.

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 B. Affective Domain

• Affective means feelings, value and attitudes

• Developed by Krathwahls’
• Has five taxonomies or levels.

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 AFFECTIVE
DOMAIN
plex
m
Co
in . CHARACTERIZATION
m a BY A VALUE OR

e do VALUE COMPLEX

ctiv
affe (formal instruction
does not address
t h e ORGANIZATION much)
s in Act
e p Anticipate Administer
l st Codify Challenge
h ica VALUING Design Counsel
c
rar
Display Defend
p le Adopt
hie
favor Empathize
Sim e
Balance
judge
Th RESPONDING Care
Devote order
behave organize
complete Encourage
influence relate
RECEIVING comply systematize
cooperate prefer
accept pursue weigh
discuss
attend seek
examine
develop value
obey
realize
receive
observe
respond
Key verbs will help to write good
recognize
reply objectives and also establish a relative
"taxonomic level" for each Objective.

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Cont’d…
1. Receiving
• Students exhibiting a degree of open mindedness
•Hence, awareness, willingness to hear, and selected attention are
very important.
•At this level students are expected simply to listen or be
attentive.
•Associated action verbs:
•Listen ,Attend ,Prefer, Accept ,Receive ,perceive,
Beware ,Favour ,select….

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 Cont’d…
2. Responding
 There is active participation on the part of the learners.
 Students attend and react to a particular phenomenon may
emphasize compliance in responding, willingness to
respond, or satisfaction in responding (motivation).
 Associated action verbs
State ,Answer ,complete, Select ,List ,attain, Indicate
,Decide ,influence

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Cont’d…
3. Valuing
 The worth or value a person attaches to a particular object,
phenomenon, or behavior.
 This ranges from simple acceptance to the more complex state
of commitment.
 Associated action verbs
 Accept ,Recognise ,participate, Increase ,Develop ,attain,
Record ,Develop ,Derive.

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 Cont’d…

4. Organization:

Organizes values into priorities by contrasting different value,

resolving conflicts between them, and creating a unique value

system.
Associated action verbs:

Organize, Judge ,relate, Find ,Determine ,correlate

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 Cont …
5. Characterization:
 Individuals have a value system that controls their behavior.

 Instructional objective are concerned with the student’s

general patterns of adjustment (personal, social, emotional).
 Associated action verbs:

 Revise ,Change face, Accept ,Judge ,develop

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 C. Psychomotor Domain
• It refers to skill development
• The psychomotor behavior concerns itself with levels of
attainment on neuro-muscular coordination.
• As the level of coordination goes up, the action becomes more
refined, speedy and automatic.
• R.H, Dave (1969) had identified five hierarchically

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 PSYCHOMOTOR
DOMAIN plex
m
Co .
a in
m
r do
o to
ch om
psy Naturalization
the
ps in calibrate

l ste Articulation
coordinate

ica
demonstrate
ch maintain
rar Precision: adjust
operate
pl e h ie build
m e illustrate
Si Th indicate
copy
manipulate
determine
Manipulation mix
discover
set up
duplicate
adjust
imitate
approach
inject
Imitation locate
place
repeat
distinguish
hear
position Key verbs will help to write good
see
prepare
objectives and also establish a relative
smell
taste "taxonomic level" for each Objective.
touch

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 Cont’d…
1. Imitation:
• Learners observe a skill and attempt to repeat it, or see a
finished product and attempt to repeat it while attending to an
exemplar.
• Here, students are expected to observe and be able to repeat it
(although imperfectly) the action being visually demonstrated.
• This level is usually lacking neuromuscular coordination.
• Associated action verbs
• Follow ,Select ,rely, Choose ,Point to ,ask , Hold ,Give

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Cont’d….
2. Manipulation:
 the student is required to perform selected actions from written or
verbal directions without the aid of a visual model or direct
observation.
 Associated action verbs: Read ,Conform ,help, Answer ,Practice

3. Precision:
 At this level, learners independently perform the skill or produce
the product with accuracy, promotion and exactness; at an expert
level.
 Few errors are apparent.
 Associated action verbs: Initiate ,Ask ,Invite, Follow ,Share ,Join
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Cont’d...
4. Articulation:
The skills are so well developed that the individual can modify
movement patterns to fit special requirements or to meet a
problem situation.
Here, the students are expected to display coordination of a
series of acts by establishing the appropriate sequence and
Performing the acts accurately with control as well as with
speed and timing
Associated action verbs: integration, speed, coordination,
proportion, stability, harmony

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Cont’d…
5. Naturalization:
 At this level, response is automatic.
 One acts “without thinking”.
 High level of proficiency in the skill or performance being
taught.
 Students are expected to repeat the behavior naturally and
effortlessly.
 Associated action verbs: naturally, effortlessly, professionally,
with perfection, roughly, with ease, spontaneously

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 Summary of psychomotor domain

Imitation

Manipulation

Precision

Articulation

Naturalization

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 Guidelines for Writing Objectives

• Use action verbs to specify student behavior

• Keep statements short and focused on a single outcome.
• Explain expectations for student behavior, performance
& understanding
• Use specific terminology that has limited interpretation
to ensure that all students understand the same
interpretation.

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 Check Each Objective

• Does the objective focus on student

performance?
• Is the task measurable or observable?

• What criteria will I use to establish that the

objective has been reached?

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 Checklist
• Is the learning objective written in terms of
observable, behavioral outcomes?
• Is the learning objective clear and concise?

• Does the learning objective describe expectations

of student performance at the completion of
instructional activity?

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 Checklist
• Does the learning objective utilize an effective
action verb that targets the desired level of
performance?
• Are the learning objective aligned with the
instructional activities and assessments?
• Does the learning objective specify appropriate
conditions for performance?
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 Checklist
• Is the learning objective clear and easily
understood by the learner?
• Are the learning objectives identified and
reinforced in each module or learning unit?

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 Activity
•General objective:- To assess midwives practice of active
management of third stages of labor and associated factors in three
zones of Government Hospitals of Oromia Region, Ethiopia 2015
• Specific objective
 To identify proportion of midwives practice on the components
of active management third stages of labor
•To determine factors associated with midwives practice of active
management of third stages of labor

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•Objectives
•By the end of this chapter you will be able to:
•• describe the phases in the process of portfolio
development
•• explain the significance of each phase of the
development process
• • outline the roles and responsibilities of the
various stakeholders

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•Objectives
•By the end of this chapter you will be able to:
•• explain the significance of reflection in
portfolio development
•• identify strategies for developing the skill of
reflection
•• apply the examples and suggestions provided
to your own practice

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•Objectives
•By the end of this chapter you will be able to:
•• use the guidelines provided in a model for
constructing portfolios to meet classroom requirements
•• relate the portfolio process to the achievement of
teaching, learning, and assessment outcomes
•• identify portfolio assignments appropriate for
teaching, learning, and assessment outcomes in the
classroom
•• design a portfolio to achieve stated outcomes

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•Objectives
•By the end of this chapter you will be able to:
•• design portfolio assignments to meet assessment
requirements of an examining body
•• convert syllabus assessment guidelines into task
specific criteria
•• implement the portfolio development process to
meet syllabus objectives
•……..
•ed
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•Objectives
•By the end of this chapter you will be able to:
•• explain the importance of portfolios in assessment
•• develop rubrics following guidelines provid

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 Summary
 No lesson can be effective without effective
instructional objectives.
 A lesson without effective objectives is like a trip
without a destination.
 You don’t know where you are going
 You have no means to determine how to get there
 And, you don’t know when you have arrived

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 References
• Bloom, B. S. (ED.), Engelhart, M. D. Frust, E. J. Hill, W. H.,
and Krathwohl, D. R. (1956). Taxonomy of educational
objectives, handbook I: Cognitive domain.
• New York: David McKay. D. Moore Kenneth(2001). Class
room teaching skills (5th ed.). McGraw-Hill. New
• York. Gronlund, N. E. (1970). Stating behavioral objectives
for classroom instruction. New York: Macmillan.

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