specification of objectives
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Specifications of Objectives
By
Dr. Shazia Zamir
NUML
Levels of Specificity of ObjectivesObjectives are specific statements of what is
to be accomplished and how well and are expressed in terms of quantifiable ,measurable outcomes.
Level Definition Related Terms
General objectives Broad statements of long term outcomes.
Goals
Intermediate objectives
More precise statements of short term outcomes.
Unit objectivesCourse objectives
Specific objectives Precise statements of immediate outcomes.
Instructional objectivesBehavioral objectives
Learning Learning ObjectivesObjectives Learning objectives are statemen
ts of what is expected that a student will be able to DO as a result of a le
arning activity.
INPUT
INPUT
PROCESS
PROCESS
OUTCOMES
OUTCOMES
Descriptors
Descriptors
The Three Domains
The cognitive domain involves knowledge and the development of intellectual skills.
SimpleSimple
Complex
Complex
The cognitive domain
KnowledgeKnowledge The remembering of previously lea
rned material Examples of learning objectives:
- know common terms- know specific facts- know methods and procedures- know basic concepts- know principles
Knowledge (Example)Knowledge (Example)
Who is the founder of Pakistan?
A. Allama Iqbal
B. Liaqat Ali Khan
C. Quaid-e-Azam
D. Maulana Zafar Ali
ComprehensionComprehension The ability to grasp the meaning of material
Examples of learning objectives:- understand facts and principles
interpret charts and graphs- interpret verbal materials- justify methods and procedures
translate verbal material to mathematical formulae
Comprehension (Example)Comprehension (Example) What is the main idea of this paragraph?
A. Nitrous oxide can cause an environment al problem.
B. Nitrous oxide is a potent greenhouse gas.
C. Nitrous oxide destroys the earth’s ozon e layer.
D. Nitrous oxide’s concentration appears t o be rising.
ApplicationApplication The ability to use learned material in
new and concrete situations Examples of learning objectives:- apply concepts and principles to new
situations apply laws and theories to practical si
tuations solve mathematical problems construct graphs and charts demonstrate the correct usage of a m
ethod or procedure
Application (Example)Application (Example)
Which one of the following values appr oximates best to the volume of a spher
e with radius 5m?
A. 2000 m3 B. 1000 m3 C. 500 m3(Correct Answer) D. 250 m3 E. 125 m3 (( ( ( (
AnalysisAnalysis The ability to break down material into its
component parts Examples of learning objectives:- recognize logical fallacies in reasoning distinguish between facts and inferences evaluate the relevancy of data analyze the organizational structure of a w
ork
Analysis (Example)Analysis (Example)What are the parts or features of ___? How is _____ related to _____? Can you list the parts …? What inference can you make …? What conclusions can you draw …? How
would you classify …? How would you categorize …? Can you identify the difference parts …? What is the relationship between …? What is the function of …?
SynthesisSynthesis The ability to put parts together to fo
rm a new whole Examples of learning objectives:- write a well organized theme- give a well organize speech write a creative short story propose a plan for an experiment integrate learning from different are
as into a plan for solving a problem
Synthesis (Example)Synthesis (Example) Write a paragraph summarizing
the text you have read.Your summary should have a
topic sentence defining theproblem, some of the causes, some of th
e effects, and a conclusion.
EvaluationEvaluation The ability to judge the value of
material for a given purpose based
on definite criteria
Examples of learning objectives:
- judge the logical consistency of written material
- judge the adequacy with which conclusions a re supported by data.
arrange order define recognize duplicate
label recall list repeat memorize
state relate reproduce
classify locate describe recognize discuss
report explain restate express review
identify select indicate translate
apply operate choose practice demonstrate
schedule dramatize sketch employ solve
illustrate use interpret write
analyze differentiate appraise discriminate calculate
distinguish categorize examine compare experiment
contrast question criticize test
arrange formulate assemble manage collect
organize compose plan construct prepare
create propose design write
appraise judge argue predict assess
rate attach score choose select
compare support estimate evaluate
The Affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection.
Affective domain
The psychomotor domain is organized according to the degree of coordination including involuntary responses as well as learned capabilities.
Psychomotor DomainReflex movements -are actions elicited without learning in response to some stimuli. Basic fundamental movement – are inherent movement patterns which are formed by combining of reflex movements and are the basis for complex skilled movements. Examples are: walking, running, pushing, twisting, gripping, grasping etc.
Perceptual – refersto interpretation of various stimuli that enable one to make adjustments to the environment. Visual, auditory, kinesthetic, or tactile discrimination. Suggests cognitive as well as psychomotor behavior. Examples include: coordinated movements such as jumping rope, or catching.
Physical activities- require endurance, strength, vigor, and agility which produces a sound, efficiently functioning body. Examples are: all activities which require a) tough effort for long periods of time; b) muscular effort; c) a quick, wide range of motion at the hip joints; and d) quick, precise movements.
Skilled movements- are the result of the acquisition of a degree of efficiency when performing a complex task. Examples are: all skilled activities obvious in sports, recreation and dance.
Non-Discursive CommunicationObjectives in this area refer to expressive movements through posture, gestures, facial expressions and/or creative movements likethose in parody or ballet. These movements refer to interpretive movements that communicate meaning without the aid of verbal commands or help.
Advantages of specifying learning outcomes
Help students learn more effectively. Make it clear what students can hope to
gain from a course. Help instructors to design their material
s more effectively. Help instructors select the appropriate t
eaching strategy. Assist in setting examinations based on t
he materials delivered. Ensure that appropriate assessment stra
tegies are employed.
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