Instructionalobjectives 161104144815

An instructional objective is a statement that
will describe what the learner will be able to do

after completing the instruction. (Kibler, Kegla,
Barker, Miles, 1974).
Robert Mager (1984), in his book Preparing

Instructional Objectives, describes an objective
as "a collection of words and/or pictures and
diagrams intended to let others know what you
intend for your students to achieve" (pg. 3).
Objective
Guidelines
Instructional Direction
for
Intent of
Evaluation
*** Instruction
***
What will I teach? ***
How will I know
How will I teachit?
students have learned?
An easy way to remember the characteristics
of a good objective, is the acronym,
"SMART." It stands for
Specific
Measureable
Attainable
Realistic
Time bound
There are four components of an objective:
1) the action verb

2) conditions
3) standard
4) the intended audience
➢ Dr. Benjamin Bloom (February 21,1913-
September 13,1999)
➢ American Educational Psychologist
➢ Classification of Educational Objectives
➢ Theory of mastery-learning
➢ Research team under his supervision has
developed a taxonomy of Educational
Objectives in 1956
Taxonomy simply means “Classification”
The purpose of Bloom’s Taxonomy is to
promote higher forms of thinking in
education such as analyzing and evaluating
concepts, processes, procedures, and
principles, rather than just remembering
facts (rote learning).
It is often used when designing instruction or
learning processes (instructional Design)
A
Cognitive: mental skills (knowledge) Head
Affective: growth in feelings or emotional

areas (attitude or self) Heart
Psychomotor: manual or physical skills (skills)

Hands
LorinAnderson and David
Krathwohl (former students)
revisited the Cognitive Domain in
mid-nineties and made some
changes in it.
1. Knowledge is a product of
thinking, not a category of
thinking in itself. So it was
changed to Remembering.
2. The taxonomy changed from
nouns to actionable verbs.
3. Comprehension changed to
Understanding.
4. Synthesis changed to Creating
because creative thinking is a
more complex skill than critical
thinking (synthesis) and
therefore, not only did the word
change but where it is located on
the taxonomy.
5. Older Bloom was more
applicable toward younger
audiences (elementary) but the
New Blooms accommodates a
more comprehensive audience.
Bloom’s Taxonomy: The
Cognitive Domain
The cognitive domain involves knowledge and the

development of intellectual skills (Bloom, 1956).
There are six major categories of cognitive a process,

starting from the simplest to the most complex.
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis Creating
Evaluation Evaluating
Remembering
(define, describe, identify, know, label, list, match, name, outline, recall etc.)
Understanding
comprehends, converts, defends, distinguishes, estimates, explains, extends
Applying
operates, predicts, prepares, produces, relates, shows, solves, uses
Analyzing
analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates
Evaluating
evaluates, explains, interprets, justifies, relates, summarizes, supports
Creating
generates, modifies, organizes, plans, rearranges, reconstructs
The affective domain(Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasm, motivation and attitude
The five major categories are listed from the simplest

behavior to the most complex
Receiving
Responding
Valuing
Organizing
characterization
Receiving
acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens,
understands
➢ Responding
answers, assists, aids, complies, conforms, discuss, performs, presents, tells
➢ Valuing
appreciates, cherish, treasure, demonstrates, initiates, invites, joins, justifies,
proposes,
Organization
compares, relates, synthesizes
➢ Characterization
acts, discriminates, displays, influences, modifies, performs, qualifies
The psychomotor domain (Simpson, 1972) includes
physical movement, coordination, and use of the motor-
skill areas.
Psychomotor skills rage from manual tasks.
The major levels of Psychomotor Domain are
Perception (awareness through sensory cues)
Set
Guided Response
Mechanism (basic proficiency):
Complex Overt response (Expert)
Adaptation
Organization
Perception
chooses, describes, detects, differentiates, distinguishes, identifies
Set
proceeds, reacts, shows, states, volunteers.
Guided Response
copies, traces, follows, react, reproduce, responds
Mechanism (basic proficiency)

assembles, calibrates, constructs, dismantles, displays
Complex overt Response (Expert)

manipulates, measures, mends, mixes, organizes, sketches.
Adaptation adapts, alters, changes, rearranges, reorganizes, revises

Organization constructs, creates, designs, initiate, makes, originates
Some of the reasons for employing Bloom’s
Taxonomy include
Accurately measuring of Students’ abilities
Establishes intended learning outcomes in
professor/student interactions
Helps faculty to design and implement
appropriate assessment tasks, measures, and
instruments.
Helps to ensure that instruction and
assessment are appropriately aligned with
the intended outcomes
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An instructional objective is a statement that

will describe what the learner will be able to do

Robert Mager (1984), in his book Preparing

1) the action verb

Cognitive: mental skills (knowledge) Head

Affective: growth in feelings or emotional

Psychomotor: manual or physical skills (skills)

The cognitive domain involves knowledge and the

There are six major categories of cognitive a process,

The five major categories are listed from the simplest

Mechanism (basic proficiency)

Complex overt Response (Expert)

Adaptation adapts, alters, changes, rearranges, reorganizes, revises

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