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.