Post on 05-Dec-2014
description
Formulation of Objectives
Sanjaya Mishra
Overview
• What are objectives?
• Conceptual developments
• Writing objectives
• Why should you use objectives?
What are objectives?
• Dictionary meaning: aim, goal and intention• It is an aid to the learners as well as to the
teacher• It helps in planning the lesson• It also helps in identification of appropriate
activities, methods and techniques• It helps in assessment of learner
performance, and then provide feedback on learning/ teaching
• Objectives are defined as what the students should be able to do following instuction
Anecdote
Person A : Where does this road goes?
Person B : Where do you want to go?
Person A : I don’t know.
Person B : Then it does not matter, where this road goes.
Moral : If you don’t know where you are going, then you will reach no where.
Conceptual developments
• Educational objectives
• Bloom’s taxonomy
• Mager’s instructional objectives
• Behavioural objectives
• Learning outcomes
Educational objectives
Change in behaviours that an educational institution seeks to bring in its students
Taylor, 1948
Blooms’ taxonomy (1956)
• Primarily for assessment of student performance
• Knowledge-Understanding-Application-Analysis-Synthesis-Evaluation
Instructional Objectives (1962)• Unambiguous action verbs,
conditions and standards
• Though instruction is used, Mager believed objectives to be what the students should be able to do at the end of instruction
Behavioural Objectives
• Excess emphasis on the use of action verbs and behavioual objectives led to this phrase
• Duchastel and Merrill (1973) said behavioural objectives serve three functions: direction for teaching and curriculum development, guidance in evaluation, and facilitation of learning
Learning Outcomes
• Personal outcomes: interpersonal skills, teamwork
• Learning objectives: subject centred, but not necessarily behavioural
• Generic outcomes: critical thinking, analysis, synthesizing
Objectives and Knowledge DomainCognitiveKnowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
PsychomotorPerception
Set
Guided response
Mechanisms
Complex overt response
Adaption
Origination
AffectiveReceiving
Responding
Valuing
Organization
Value concept
Revised Bloom’s Taxonomy
• Originally one-dimensional• Now in 2-dimensions:
Knowledge dimensionCognitive process dimension
Remember ApplyUnderstand Analyze Evaluate Create
Factual
Conceptual
Procedural
Meta-cognitive
Writing objectives
• Performance: use action verbs
• Conditions: circumstances under which the students are expected to perform
• Standard: criterion that defines acceptable performance.
Performance
• The learner will be able to define…
• The learner will be able to identify the components…
• The learner will be able to determine the kind of nutrients…
Condition
• Given a list of examples…
• Given a list of terms…
• While in the laboratory…
• Using a soil sample kit…
• After observing a videotape…
Standard
• …accurate to the nearest tenth
• …according to the steps listed in the manual
• …within twenty minutes
• …at the rate of 100 per hour
• …without any errors
Example
• Given a list of generic drugs, the learner will be able to identify the antibiotics with 95% accuracy.
Criticism
Objectives are written at a minimum acceptable standard
Criticism
Objectives dehumanize by focusing on requirements and not on students
Criticism
It takes time, and teachers’ workload are unrealistic
Criticism
Objectives are difficult to set for affective domain
Criticism
Objectives ‘lock’ the curriculum and are not flexible
Criticism
It sets the tone of “teach and test”
Criticism
Objectives stop creativity
Criticism
It is not useful to the teachers in colleges
ABCD of objectives
• Audience
• Behaviour
• Conditions
• Degree of performance
Objectives should be SMART
• Specific
• Measurable
• Achievable
• Realistic
• Time-bound