Assessment 2

Instructional

Objectives

Presented by

Shakila Bano

“Instructional objectives are specific

statement of learner behavior of outcomes

that are expected to be exhibited after

completion of the unit of instruction”

Example :after completing this lesson

student will be able to Write the name of

month in order.

They provide an important role

both in instructional process and

assessment process

Guides both teaching and

learning

Communicate the intend of the

instruction from others

Provide guidelines to assess the

learning outcomes of student.

Steps of Instructional Objectives

• Action verb (Which describe performances

you expect to achieve)

• Condition (Which identify the conditions

under which you expect the performance to

occur)

• Criteria (Set criteria for acceptable

performance)

It is one of the criteria

states instructional

objectives in this

statement what learner

may be able to do

Like microscope

Don’t state in terms of

Teacher performance

Learning process

Course content

Two objectives

State in term of performance

Know ,identify, Match apply, write etc.

Knowledge

Understanding

Application

Thinking skill

General skills

Attitudes

Interests

Appreciation

adjustment

Terminology

Specific facts

Concepts and principals

Methods and procedure

Concepts and principals

Methods and procedures

Written material , graphs, maps and

numerical data

Problem situation

Factual information

Concept and principals

Methods and procedures

Problem solving skills

Critical thinking

Scientific thinking

Laboratory skills

Performance skills

Communication skills

Computational skills

Social skills

Social attitudes

Scientific attitudes

Personal interests

Educational interests

Vocational interests

Literature, art, and music

Social scientific achievements

Social adjustment

Emotional development

Bloom’s taxonomy was presented in 1956 by

B.S .Bloom.

Three major domains

Cognitive domain

Effective domain

Psychomotor domain

These are also called “3H”

“Head, Heart and Hand”

(i) Knowledge of specifics

(ii) Knowledge of specific facts

(iii) Knowledge of ways and means of dealing with specifics

(iv) Knowledge of conventions

(v) Knowledge of trends and sequences

(vi) Knowledge of classifications and categories

(vii) Knowledge of criteria

(viii) Knowledge of methodology

(ix) Knowledge of the universals and abstractions in a field

(x) Knowledge of principles and generalizations

(xi) Knowledge of theories and structures

TAXONOMY OF EDUCATIONAL OBJECTIVES

CATEGORIES IN THE COGNITIVE DOMAIN (B.S. BLOOM, 1956)

1. Knowledge: (Remembering previously learned material)

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2. Comprehension (Grasping the meaning of material)

(i) Translation (Converting from one form to another)

(ii) Interpretation (Explaining or summarizing material)

(iii) Extrapolation (Extending the meaning beyond data)



3. Application

This refers to the ability to use learned material in

new and concrete situations. This may include the

application of such things as rules, methods,

concepts, principles, laws and theories and solving

of problems.



4. Analysis: (Breaking down material into its parts)

(i) Analysis of elements (Identifying the parts)

(ii) Analysis of relationships (Identifying the relationship)

(iii) Analysis of organisational principles (Identifying the

way the parts are organised)



5. Synthesis: (Putting parts together into a whole)

(i) Production of a unique communication

(ii) Production of a plan or proposed set of operations

(iii) Derivation of a set of abstract relations



6. Evaluation (Judging the value of a thing for a

given purpose using definite criteria)

(i) Judgements in terms of internal evidence

(ii) Judgements in terms of external criteria



The affective domain (Krathwohl, Bloom,

Masia, 1973) includes the manner in which

we deal with things emotionally, such as

feelings, values, appreciation, enthusiasms,

motivations, and attitudes. The five major

categories are listed from the simplest

behavior to the most complex:

Receiving: the student is aware of or attending to

something in the environment.

Responding: the students displays some new

behavior as a result of experiences and responds

to the experiences.

Valuing: the students displays definite

involvement or commitment toward some

experience.

Organization: the student has integrated a new

value into his or her general set of values and

can give it its proper place in a priority system.

Characterization by value: the students acts

consistently according to the value and is firmly

committed to the experience.

The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:

Professor Simpson, Harrow and Dave worked

out for this domain.

Perception

Set

Guided response

Mechanism

Complex overt response

Adaptation

Origination

It deals with the use of sense organs.

Observing computer for operating.

2- SETIt refer to readiness to take particular type of

action. This includes

a) Mental readiness to act.

b) Physical readiness to act.

c) Motional readiness to act.

It includes early stages for learning skills

Imitation

Trail & Error

Exp Perform Experiment operating

microscope as demonstrated.

Learned responses become habitual.

Performance with confidence &proficiency.

Exp….. Setting lab equipment operating

different equipment.

Performance without hesitation.

Learned responses are performed skillfully.

Exp…. Operating Computer

skillfully,driving,swimming

6--- Adaptation

Previous skills in new situation

7----Origination

Creativity New methods .Dress, music.

Solo stands for

Structured

Of observed

Learning

Outcomes

Solo taxonomy was developed to understand

the level of complexity in student

understanding for assessment task.

Unistructural Multistructural Relational Extended abstract

Define

Identify

Do simple

procedure

Define

Describe

List

Do algorithm

Combine

Compare/contrast

Explain causes

Sequence

Classify

Analyse

Part/whole

Relate

Analogy

Apply

Formulate questions

Evaluate

Theorise

Generalise

Predict

Create

Imagine

Hypothesise

Reflect

SOLO TAXONOMY

(after Biggs and Collis 1982)

Prestructural

METHODS OF STATING OBJECTIVES

(i) Mager’s method

(ii) Gronlund’s method


MAGER’S METHOD

(i) Specific terminal performance of the student.

(ii) Conditions under which the performance is expected to occur.

(iii) Standards of minimum acceptable performance.

In this method, the list of specific behaviours which the students are to

exhibit at the end of instruction is prepared. Mager has specified three

criteria which every specific objective must satisfy:


MAGER’S METHOD

The student will be able to determine the diameter of a

copper wire, given a suitable screw gauge, to an accuracy of

0.05 mm within 15 minutes.

Example:


This model is used in TEACHING AT THE TRAINING LEVEL

STATE THE

SPECIFIC

BEHAVIOUR

TEACH THE

SPECIFIC

BEHAVIOUR

TEST THE

SPECIFIC

BEHAVIOUR

TEACHING AND TESTING AT THE MINIMUM LEVEL

MAGER’S MODEL


List of a representative sample of specific outcome

Begin each specific objective from action verb

Make sure relevancy of each specific objective to general objective

Consult reference material for specific component .

Keep every objective at appropriate level of specification.

Keep the specific objectives according to content.

GRONLUND’S METHOD

In this method, the General Objectives are first stated. Then each

General Objective is clarified by listing a sample of the specific

behaviours which are accepted as evidence of attainment of the

General Objective.

Contd.


Example:

1. To list the two protocols that are used in Medium Access

Sub layer with respect to channel allocation.

2. To define collision with respect to channel allocation in

medium access sub-layer.

3. To calculate frame time T, for a given frame length and bit

rate in a channel.

Specific Objectives:

General Objectives:

To understand the working of medium access sub layer in OSI

Network Model.

GRONLUND’S METHOD


STATE THE GENERAL

OBJECTIVE AND A

SAMPLE OF SPECIFIC

BEHAVIOUR

DIRECT TEACHING

TOWARD THE GENERAL

OBJECTIVE (i.e. the total

class of behaviour)

BASE TEST

QUESTIONS ON THE

SAMPLE OF SPECIFIC

BEHAVIOUR

The objectives are not overly restrictive

TEACHING AND TESTING AT THE DEVELOPMENT LEVEL

GRONLUND’S MODEL


State each general objectives as learning

outcomes

Begins each general objective with action

verb

In each objective there might be only one

general learning outcome

State each objective at the proper level of

generality

Keep general objective free from course

content

Minimize the overlap with other objectives

Thank You

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