specification of objectives by dr.shazia zamir (new upload)
DESCRIPTION
Bloom TaxonomyTRANSCRIPT
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Specifications of Objectives
By
Dr. Shazia Zamir
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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
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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
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The Three Domains
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The cognitive domain classifies objectives in the thinking and reasoning processes.
SimpleSimple
Complex
Complex
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The cognitive domain
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KnowledgeKnowledge The remembering of previously lea
rned material Examples of learning objectives:
- know common terms- know specific fact- know basic concepts- know principles
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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
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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 for
mulae
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Comprehension (Example)Comprehension (Example)Seagulls live on the beach. They eat small fish, bread,
and seaweed. Seagulls run quickly on the sand and fly quickly in the sky. Seagulls will run or fly away if you try to catch them. There are many seagulls on the beach.
Crabs also live on the beach. They eat shrimp, ocean plants, and small fish. Crabs crawl quickly on the sand and in the ocean. Crabs will crawl away if you try to catch them. There are many crabs on the beach, but it is not always easy to see them.
Starfish live on the beach, too. They eat clams, oysters, and small fish. Starfish move slowly on the sand and in the ocean. Starfish will not move away if you try to catch them. There are few starfish on the beach.
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QUESTIONS1) Seagulls, crabs, and starfish all eat A. clams B. bread C. fish 2) Which animal does not move quickly? A. starfish B. seagulls C. crabs 3) Based on information in the passage, which sentence is
false? A. Starfish are hard to catch. B. Crabs eat shrimp and ocean plants. C. Seagulls move quickly on the sand and in the air.
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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
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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 (((((
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AnalysisAnalysis The ability to break down material into its
component parts Examples of learning objectives: recognize logics and reasoning distinguish between facts and inferences evaluate the relevancy of data analyze the organizational structure of a w
ork
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Analysis (Example)Analysis (Example)Write different stages of seed germination.Enlist levels of cognitive domain explained
by Bloom Taxonomy? Enlist the causes of air, water and land
pollution?
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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 organized 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
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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.
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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.
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EvaluationEvaluation(Example)(Example)
To judge the effectiveness of writing objectives using Bloom's taxonomy.
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arran
ge order define
recogniz
e duplicate
label recall list repeat memoriz
e
state relate
reprodu
ce
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classify locate describe recognize discuss
report explain restate express review
identify select indicate translate
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apply operate choose practice demonstrate
schedule dramatize sketch employ solve
illustrate use interpret write
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analyze differentiate appraise discriminate calculate
distinguish categorize examine compare experiment
contrast question criticize test
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arrange formulate assemble manage collect
organize compose plan construct prepare
create propose design write
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appraise judge argue predict assess
rate attach score choose select
compare support estimate evaluate
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The Affective domain classifies objectives for emotional responses like feeling tone or a degree of acceptance or rejection.
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Affective domain
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Importance of Psychomotor DomainNot only required for physical education and
athleticsHand writing and word processing are tightly
connected to all subjects.Use of complex equipments by science
students in laboratory.Eye coordination for visual arts and hand
coordination for manual art.Communicating intentions with facial
expression and hand gestures.------------------------------------------------
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The psychomotor domain by Anita Harrows(1972) classifies objectives in the area of physical movement and coordination.
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Psychomotor DomainReflex movements Students actions can occur involuntarily in response to some stimulus.Basic fundamental movement Students has 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 etc.
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Perceptual AbilitiesStudents can translate stimuli received through the senses into appropriate desired movements.
Physical AbilitiesStudents has developed basic movements that are essential to the development of more highly skilled movements.
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Skilled movementsStudents has developed more Complex movements requiring a certain degree of efficiencye.g all skilled activities obvious in sports, recreation and dance.Non-Discursive CommunicationStudents has the ability to communicate through body Movement that communicate meaning without the aid of verbal commands or help.
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Bloom’s Taxonomy-Revised
Bloom’s Taxonomy
Original (1956) Revised (2001)EvaluationSynthesisAnalysisApplicationComprehensionKnowledge
CreatingEvaluatingAnalyzingApplyingUnderstandingRemembering
Noun Verb
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Need to Revise TaxonomyThinking is an active process and verbs
describe actions. Knowledge does not describe a category of thinking and was replaced with Remembering. Comprehension and synthesis were renamed to Understanding and Creating, respectively, to better reflect the nature of thinking for each category.