Specific Learning Objectives

These are the statements that describe the results in terms of knowledge, attitude

and skill of students after learning a content. Specific learning objectives are specific

about what the learner would do after an instruction. These objectives are designed to

answer questions like: what will pupil do at the end of a learning event. It is also known

as behavioural objective or learning objective.

Characteristics of Specific Learning Objectives

A well-written objective should meet the following criteria: (1) describe a

learning outcome, (2) be student oriented, (3) be observable (or describe an observable

product).

A well-written objective should describe a learning outcome. It should not

describe a learning activity. Learning activities are important in planning and

guiding instruction but they are not to be confused with instructional objectives.

It should be student-oriented focusing on the learner and not the teacher. It

describes what the learner will be expected to be able to do. It should not describe

a teacher activity.

If an instructional objective is not it leads to unclear expectations and it will be

difficult to determine whether or not it had been reached. The key to writing

observable objectives is to use verbs that are observable and lead to a well defined

product of the action implied by that verb. Verbs such as "to know," "to

understand," "to enjoy," "to appreciate," "to realize," and "to value" are vague and

not observable. Verbs such as "to identify," "to list," "to select," "to compute," "to

predict," and "to analyze" are explicit and describe observable actions or actions

that lead to observable products.

They are realistic, not aspirational all passing students should be able to

demonstrate the knowledge or skill described by the learning outcome at the

conclusion of the course. In this way, learning outcomes establish standards for

the course.

Focus on the application and integration of acquired knowledge and skills: good

learning outcomes reflect and indicate the ways in which the described knowledge

and skills may be used by the learner now and in the future.

The specific learning objectives of a project should be "SMART." They should be:

Specific: clear about what, where, when, and how the situation will be changed;

Measurable: able to quantify the targets and benefits;

Achievable: able to attain the objectives

Realistic: able to obtain the level of change reflected in the objective; and

Time bound: stating the time period in which they will each be accomplished.

Importance of Specific Learning Objectives:

The specific learning objectives are very important component of teaching

system, as they provide the necessary feedback for the adjustments of curriculum,

teaching method and teaching aids. They also show how appropriate the curriculum of

the institution is. These specific learning objectives can be used as a feedback on how

much the institutional objectives have been achieved and how appropriate these

objectives are.

The objectives start from broad goals at the national level to the instructional

level. In the same way when evaluating these objectives, we use the instructional level

objectives. From this, evaluation goes to the institutional to the national levels. In other

words, the feedback got from the assessment of the instructional objectives is translated

into finding and how much the national educational objectives have been achieved in

respect to the particular type of institution, and their appropriateness.

At the instructional level, they may lead to the adjustment of teaching methods or

provision of instructional materials. From the small things, activities, tests, examinations,

projects, assignments, exercises, quizzes, home works etc done in the classroom setting,

can be used to evaluate, in a general process, the national policy at the national level.

Apart from the feedback instructional objectives are also important because the

teacher’s plans of what to teach and how to teach it is based on the objectives specified to

be achieved. The evaluation of pupils’ learning outcome will make him know whether the

objectives are being achieved or not. It means that the instructional objectives give

meaning and direction to the educational process.

Types of Objectives

There are three types of objectives:

1. Cognitive

2. Affective

3. Psychomotor

Cognitive Objectives: Cognitive objectives are designed to increase an individual's

knowledge. Cognitive objectives relate to understandings, awareness, insights (e.g., This

includes knowledge or information recall, comprehension or conceptual understanding,

the ability to apply knowledge, the ability to analyze a situation, the ability to synthesize

information from a given situation, the ability to evaluate a given situation, and the ability

to create something new.

Affective Objectives: Affective objectives are designed to change an individual's

attitude. Affective objectives refer to attitudes, appreciations, and relationships

Psychomotor Objectives: Psychomotor objectives are designed to build a physical skill

actions that demonstrate the fine motor skills such as use of precision instruments or

tools, or actions that evidence gross motor skills such as the use of the body in dance or

athletic performance.

References Instructional Goals and Objectives retrieved from

http://www.personal.psu.edu/bxb11/Objectives/GoalsAndObjectives_print.html

Objectives in the educational process retrieved from

http://www.unesco.org/webworld/ramp/html/r8810e/r8810e04.htm

TAXONOMY OF INSTRUCTIONAL OBJECTIVES IN EDUCATION retrieved

from

http://www.vkmaheshwari.com/WP/?p=618

SMART: Characterisitcs of Good Objectives retrieved from

http://www.alagad.com.ph/organizational-development/56-organizational-skills/

37-smart-characterisitcs-of-good-objectives.html

Characteristics of Good Learning Outcomes retrieved from

http://www.teaching.utoronto.ca/topics/coursedesign/learning-outcomes/

characteristics.htm