Instructional Objectives

By: Muhammed Khatti

What is a learning objective?

A Learning objective :
states what the successful participant will be able to know or do as a result of the course is a written statement defining in precise terms what the learner will be able to do at the end of the training and how well (observable, measurable) is a description of a performance you want learners to be able to exhibit before you consider them competent. Is Learner Oriented: focuses on what the learner will be able to do and not on what the instructor will teach.

Writing Instructional Objectives

There are a number of approaches but we are considering here two types of objectives: to writing instructional objectives: 1. Mager -- Behavioral objectives
2. Gronlund -- General/specific objectives

Writing Instructional Objectives (Contd.)

Mager proposes writing specific statements about observable outcomes that can be built upto become a curriculum (an inductive approach)
An example of a behavioural objective: Given 3 minutes of a class time, the students will solve 9 out of 10 multiplication problems of the type: 5x4= ______.

Writing Instructional Objectives (Contd.)

Gronlund proposes starting with a general statement and providing specific examples of topics to be covered or behaviors to be observed (a deductive approach).

Writing Instructional Objectives (Contd.)

An example of a general/specific objective:

The student can perform simple multiplication:
a. can define what multiplication means, in his our her own words. b. can define relevant terms such as "multiplier" and "product. c. can solve problems of the type 5 X 4 = ______.

Four components of well written learning objectives

Four components of well written learning objectives

Audience an individual whose behaviour is liable to be Changed.

Behaviour (Performance) what the participant will be able to do at the end of the program Condition Important conditions or constraints under which performance is expected to occur.

Degree (Criteria) The quality or level of performance that will be considered acceptable. (how well)

Four components of well written learning objectives (Contd.)

Audience:
Whose behaviour has undergone the change?

Answers the questions: 1. Who is able perform the activity? 2. Who is able answer the question? 3. Who has been affected by certain treatment?
For example: A student, a reader, a trainee etc.

Four components of well written learning objectives (Contd.)

Behaviour (Performance)
Use verbs open to fewer meanings

Use Action Verbs

to identify to name to describe to construct to order to write to recite to solve to compare/contrast to list to present to demonstrate

Avoid verbs open to many meanings

Do not use inert Verbs

to know to understand to really understand to internalize to appreciate to believe to enjoy to grasp the significance of to have faith in

Four components of well written learning objectives (Contd.)

Conditions

Are the parameters or conditions under which the person is to perform

Answers the questions: 1. What will the learner be allowed to use? 2. What will the learner be denied?

3. Under what conditions will you expect the desired performance to occur?
For example: After reading the chapter, given ten words etc.

Four components of well written learning objectives (Contd.)

Degree (Criteria)
Tells "how well" you expect the learner to perform. It is the standard by which performance is evaluated? Sample characteristics of performance degree (criteria) 1. Speed (time limit) Be able to answer the customers question within 5 minutes, given the departmental policy on x." 2. Accuracy "The learner will correctly punctuate at least 80% of the sentences given a post-test. 3. Quality Given the Personnel Manual, the learner will bee able to process the personnel action with no errors.

Selection of objectives

Selection of learning objectives

The instructional objectives having following characteristics are often selected:

Specific: a better instructional objective should be

concise and to the point.

Measureable: a better instructional objective should

be that which can be easy measured.

Observable: a better instructional objective can be

seen and should active shown by an active verb.

Short term: a better instructional objective should

always be indicating for a short period.

Selection of learning objectives (Contd.)

Learner centered: a better instructional objective
must be showing the learner.

Indicating change: a better instructional

objective should indicate a change.

Goal focused: a better instructional objective must

show in goal or the target.

Selection of learning objectives (Contd.)

The learning objectives selected, are often related to any one of the type of domains. These domains are:
Cognitive Domain:
This domain includes understanding, awareness, insight etc. and includes the functions of knowledge, recall, comprehension, conceptual understanding, ability to apply, analyze and synthesize. Evaluation is last ability of this domain.

Selection of learning objectives (Contd.)

Affective Domain:
Attitudes, apprehensions making things the part of their personality are functions of this domain.

Psychomotor Domain:
Physical skills are included in this domain. In this domain the activities which an individual learn make him able to live in and cope with certain environment.

Assessment of Instructional Objectives

Assessment of Instructional objectives

Instructional objectives are assessed with considering that in which domain the change has occurred. The change may occur in any one or more than one types of domains. The domains are: Cognitive Domain Affective Domain Psychomotor Domain But as far as educational testing is concerned we assess the first domain most that is cognitive domain.

Assessment of Instructional objectives (Contd.)

The cognitive domain has six parts or sub-domains. These are:
Evaluation
Synthesis Analysis Application Comprehension Knowledge

Assessment of Instructional objectives (Contd.)

For the assessment of Knowledge following verbs can be used:
Cite count define draw identify indicate list Name Point Quote Read Recite Recognize Record Relate Select State Tell Write Trace

Assessment of Instructional objectives (Contd.)

For the assessment of Comprehension following verbs can be used:
Associate Express Classify Extrapolate Compare Interpret Compute Interpolate Contrast Locate Describe Predict Differentiate Report Discuss Restate Distinguish Review Explain Translate

Assessment of Instructional objectives (Contd.)

For the assessment of Application following verbs can be used:
Apply Predict Calculate Practice Complete Relate Demonstrate Report Dramatize Restate Employ Review Examine Schedule Illustrate Sketch Interpret Solve Interpolate Translate

Assessment of Instructional objectives (Contd.)

For the assessment of Analysis following verbs can be used:
Analyze Distinguish Appraise Experiment Contract Infer Criticize Inspect Inventory Detect Question Diagram Separate Differentiate Summarize Debate

Assessment of Instructional objectives (Contd.)

For the assessment of Synthesis
following verbs can be used:
Arrange Integrate Assemble Manage Collect Organize Compose Plan Construct Prepare Create Prescribe Design Produce Detect Propose Formulate Specify Generalize

Assessment of Instructional objectives (Contd.)

For the assessment of Evaluation following verbs can be used:
Appraise Measure Assess Rank Choose Rate Critique Recommend Determine Judge Estimate Score Evaluate Select Grade Test