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    Education and It's Domain

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    Vidhya Rani

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    Education and It's Domain

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    Vidhya Rani
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    education and it's domain

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    Education and It's Domain

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    Vidhya Rani

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    © All Rights Reserved
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    TYPES, DOMAINS AND LEVEL OF EDUCATIONAL OBJECTIVES ee BD Mr» A. INTRODUCTION “Goals are not only absolutely necessary to motivate us, they are essential to really keep ua alive” Educational objectives tell us what the learner should be able to do after undertaking educational programme. It explain what the learner should be able to do after successful completion of educational programme , DEFINITION JJ Guilbert: “The result sought by the learner at the end of the educational program that _is what the student should be able to do at the end of a learnin period that they could not do beforehand”. “Educational objectives are the desirable outcomes of intended actions through the mode of action”. “Educational objectives are the learner centered or behaviour centered and subject centered” TYPES OF EDUCATIONAL OBJECTIVES 1. Central Objectives “lt is also known as Institutional Objectives. “lt corresponds to the aim of a particular education program. Central objectives For eg: After successful completion of the B.Sc. Nursing degree course, the student would be able to provide preventive & curative care to individual , community in health and in sickness. 2. INTERMEDIATE OBJECTIVES It is also called as departmental objectives. Arrives from breaking down of the professional functions into components and activities. It derives from institutional objectives. One institutional objective may give rise to many intermediate objectives. For e.g.: After completion of the course in child health nursing , the student would be able to provide preventive and curative care to children. 3. SPECIFIC OBJECTIVES Objectives are the statement which tell us , what student should be able to do at the end ofa learning period that he would not before hand. It is specific and pertaining to particular learning behavior. All specific objectives derive from departmental objectives. It corresponds to or derived from _ precise professional task, whose result are observable and measurable against given criteria. * For eg. The student would be able to draw 2ml of blood from a child in not more than 2 attempts. DOMAINS OF EDUCATIONAL OBJECTIVES * BLOOM’S TAXONOMY OF EDUCATIONAL DOMAINS > Published in 1956 under the leadership of American academic and educational expert Dr Benjamin S Bloom. > Taxonomy means ‘a set of classification principles or structure’, and Domain simpl means ‘categories’. c> * Bloom’s Taxonomy is a classification of learning objectives within education. * He edited the standard text ‘Taxonomy of Educatonal Objectives: The Classification o Educational Goals’. * Provided a practical framework within which educational objectives could be organized and measured. un o ie b Zo 2e o's a 2 § ls = © o 5 3 oT) COGNITIVE 1. Cognitive Domain Related to (intellectual abilities, i.e. knowledge, or thinking abilities. Development of mental (intellectual) abilities and skills is there. It consists of six hierarchical levels and increasing operational difficulties. The achievement of a higher level of skill assumes the achievement of the previous level 1.1 knowledge ( memory ) level Lowest and foundation of higher order of cognitive skills. Recognition, remembering and recall of previous learned knowledge. Action verb : identify, relate, recall, name , recognize. E.g. learner would be able to define anemia * ACTION VERB: identify, relate, list, recall, name. 1.2 Comprehensive( understanding) level It is an ability to grasp or construct the meaning of material. Demonstrate understanding of facts by organizing, comparing, interpretation, giving description and stating ideas. It is all about Internalization of knowledge. Action verb: restate, identify, illustrate, describe. * E.g. Given sets of Hb value the learner would be able to interpret and categories them as mild, moderate and severe. * ACTION VERB: Restate, locate, identify, discuss, describe. 1.3 Application It is an ability to use a learnt material. Using new knowledge, solve problems to new situation by applying acquired knowledge, facts, techniques in a different settings. * Use of abstraction in concrete situation * These abstraction can be- procedure, — principles, theories which must be 4 remembered, understood and applied. * E.g. A nurse intern applies what she learned in her psychology class when she talks to patient. * ACTION VERB: Relate, translate, operate, illustrate, demonstrate. 1.4 Analysis level It is breaking material down of communication into its component parts. This is done to establish the relation btn ideas expressed to be clear. Organizational structure is better understood. ACTION VERB: compare, inquire, examine, ___ categorize, classify, discover. 1.5- Synthesis It involves putting parts together in anew whole. Synthesis is concerned with the ability to put parts of knowledge together to form a new knowledge. new answers or original things are ‘Saale eds made. j Take things and pattern them ina new way. { ¢ E.g. composing of poems, and songs, writing etc. * A therapist combines yoga, biofeedback and support group therapy in creating a care plan for his pt. 1.6 Evaluation Ability to judge the value of material Use of definite criteria for judgments it can be quantitative or qualitative judgment. Value judgments based on clearly defined criteria Use of cognitive and affective thinking together Evaluation is the ability to judge , check and even critique the value of material given for given purpose. ¢ E.g. a businessman selects the most efficient way of selling products. ¢ ACTION VERB: estimate, choose, decide, compare, evaluate, measure. Level Description Verbs Objective Knowledge | To recall or recognize information | Define Define levels of in some pre-arranged form. List cognitive domain. Comprehen- | To understand meaning of Describe | Explain purpose of sion information based on prior Explain cognitive domain. learning. Interpret Application | To utilize information to complete | Compute — | Write objective for a task with limited direction. Solve levels of cognitive Use domain. Analysis To classify and relate assumptions | Contrast | Compare cognitive & or evidence, Examine _ | affective domains. Synthesis | To integrate or combine ideas into | Design ign way to write a new product or plan. Develop es that Organize | combines 3 domains. Evaluation | Critique idea based on specific Appraise | Judge effectiveness of standards and criteria. Judge writing objectives Justify using taxonomy. AFFECTIVE DOMAIN 2. AFFECTIVE DOMAIN It includes feelings , emotions, behavior( attitude, feel). Krathwohl affective domain taxonomy is perhaps the best known affective taxonomies Principle of internalization. Emotional aspect of educational objectives. Pertains to changes in interest, attitudes, values & Development of appreciation & adequate adjustment. Each affective behavior has a corresponding cognitive behavior. Places value ona behavior, idea, person, situation, etc. is willing to pa: attention’ and listen with respec 2.1 RECIEVING * Itis the lowest level of learning outcome. * Student’s willingness to attend to particular phenomena or stimuli (classroom activities, textbook, music, etc.). Awareness = “Willingness — = Contralled oF 8 selected attention * Conscious * Ability to * Learner recognition of acknowledge selecting or existing the object, choosing to pay phenomenon. event. attention to the situation. VERBS: asks, chooses, describes, locates, names. 2,.2- RESPONDING Learner attends and react to a particular phenomenon. Active participation is seen. Emphasize acquiescence in responding (reads beyond assignments). Willingness & Satisfaction in responding (reads for pleasure or enjoyment. E.g. Participates in class discussion Completes laboratory work Volunteers for special tasks * VERBS: answers, assists, discusses, labels. Practises, reads. 2.3- VALUING * It is concerned with the worth or value a student attaches to a particular object, phenomenon, or behavior. This ranges in degree from the simple acceptance of a value (desires to improve group skills) to the more complex level of commitment (assumes responsibility for the effective functioning of the group). Valuing is based on the internalization of a set of specified values and these values are Expressed in the learners overt behavior. E.g. Appreciates good literature Appreciates the role of science in everyday life Shows concern for the welfare of others VERBS: demonstrate, explains, differentiates, follows, justifies. 2.4- ORGANISATION * It is concerned with bringing together values, resolving conflicts between them, and beginning the building of an internally consistent value system. * Thus the emphasis is on comparing, relating, and synthesizing values. * Learning outcomes may be concerned with the conceptualization of a value (recognizes the responsibility of each individual for improving human relations) or with the organization of a value system (develops a vocational plan that satisfies his need for both economic security and social service). * E.g. accepts professional ethical standards. * Accepts responsibility for one’s behavior. ¢ VERBS: alters, formulates, combines, compares, explains, organizes. 2.5 CHARACTERIZATION BY A VALUE * The individual acts consistently in accordance with such values, beliefs or ideals that comprise his total philosophy or view of life. The behavior is pervasive, consistent, and predictable. Learning outcomes at this level cover a broad range of activities, but the major emphasis is on the fact that the behavior is typical or characteristic of the student. E.g. Accepts responsibility for own behavior. Understands and accepts own strengths and weaknesses. Formulates a life plan in harmony with his abilities, interests, and beliefs. VERBS: acts, discriminates, displays, modifies, performs. PSYCHOMOTOR DOMAIN 3. PSYCHOMOTOR DOMAIN * The psychomotor domain involves development of the body and skill. * These are concerened with the physically encoding of information, with movements. * It uses gross and fine muscles for interpreting information . * Taxonomy developed by Dave — Dave (1970 )developed this taxonomy of psychomotor domain which involve five parts as follows :- 3.1- IMITATION * Tends to act on mental impulses, which is concern with the perception of sensory cues, that guide actions and ranges from awareness of stimuli. * It involves observing and copying someone else. * The student indicates a readiness to learn a certain complex skill. Imitation includes repeating an act that has been Demonstrated or explained. §x¥-SE2 * VERBS: assembles, copy, duplicate, reproduce, carryout. 3.2- Manipulation Guided via instruction to perform a skill. At this level the learner is capable of performing an act according to instruction rather than only by observation. This level is called guided response. The student continues to practice the skill until it becomes habitual and be performed by some confidence. . $X@EA 3.3- PRECISION * At this level skill is carried out smoothly within reasonable timeframe to achieve coordination. Accuracy, proportion and exactness exist in the skill performance without the presence of the original source. The student attains the skill and proficiency is indicated by a quick, smooth , accurate by performance. : ti E 2 XPS 4 * VERBS: achieves, excel, master, refine, accomplish. 3.4- ARTICULATION Two or more skills combined, sequenced, and performed consistently. Higher level of precision is achieved The skill is well developed. Student can adapt the skills accordingly to h different requirements. $ X44 * VERBS: adapt, change, rearrange, alter, reorganize. By 3.5- NATURALISATION * Two or more skills combined, sequenced, and performed consistently and with ease. * This performance is automatic with little physical or mental exertion. * The student is able to experiment and crea new ways of using-the skills. * VERBS: arrange, compose, refine, create, design, originate. m®! §x

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