Measurable Objectives

vis-à-vis Instruction and Evaluation

November 24, 2020

Astoria Regency,
Zamboanga City
Questions:
1. What principles must guide us in the
formulation of our lesson objectives?
2. What principles should guide us in the
selection and use of teaching strategies?
3. What are some guiding principles in the
assessment of learning?
4. What are the implications of these
principles in the teaching-learning process?
I-Guiding Principles in Determining
and Formulating Goals/Objectives
1. “Begin with an end in mind,” says Covey, the
author of “Seven Habits of Effective People”. In
the context of teaching, this means that we
must begin our lesson with a clearly defined
lesson objective.
-with a specific objective, our lesson
becomes more focused. We do not waste nor
kill time for we are sure of what to teach, how
to teach, and what materials to use.
 2. Share lesson objectives with students.
Like a seminar that begins with a statement or
purpose, our lesson ought to begin with a
statement and clarification of our lesson
objective. Make this objective known to the
students and encourage them to make this their
own.
3. Lesson objectives must be in the two or three
domains- knowledge (cognitive), skill
(psychomotor), and values (affective). Our
lesson maybe dominantly cognitive,
psychomotor or affective.
Dominantly cognitive if it is meant primarily for
knowledge acquisition and dominantly
psychomotor if it is intended for the acquisition
and honing of skills. Lesson objectives in the
affective domain are mainly focused on
attitude and value formation. A cognitive or a
skill must always include the affective
dimension for holistic learning.
 4. Work on significant and relevant lesson
objectives
With our lesson objective becoming our
students’ lesson objective ,too, our students
will be self-propelled as we teach. The level of
their self-motivation all the more increases
when our lesson objective is relevant to their
daily life, hence, significant.
5. Lesson objectives must be aligned with the
aims of education as embodied in the
Philippine Constitution and other laws and on
the vision-mission statements of the
educational institution of which you are a part.
6. Aim at the development of critical and
creative thinking. This is said more than done.
We need not go into laborious research to be
convinced that the development of critical and
creative thinking is wanting in classrooms.
Most questions asked whether oral or written
are convergent, low-level questions. We should
include in our scope of questions high-level,
divergent or open-ended questions.
 7. For accountability of learning, lesson
objectives must be SMART,(Specific,
measurable, attainable, result-oriented ,
relevant ,time-bound and terminal.
Smart objectives increase our accountability
for the learning of our students.
With SMART lesson objectives there is greater
match between instruction and assessment.
There is curriculum alignment.
Taxonomy of Objectives
With educational taxonomy, learning is
classified into three domains namely;
(1)cognitive,(2)affective and (3)psychomotor.
Benjamin Blooms (1956) led his group in
coming up with the list of instructional
objectives in the cognitive domain. Arranged
from lowest to the highest level, they are as
follows:
Knowledge or recall
 Knowledge of terminology and conventions,
trends, and sequences, classifications and
categories, criteria and methodologies,
principles, theories and structures; e.g.to
identify the capital of the Philippines
 Comprehension-relate to translation,

interpretation and extrapolation; e.g.to

interpret a table showing the population
density of the world
 Application -use of abstractions in particular
situations; e.g. to predict the probable effect of a
change in temperature on a chemical
 Analysis -objectives relate to breaking a whole

into parts; e.g. to deduce facts from hypothesis.

 Synthesis- putting parts together in a new form

such as a unique communication, a plan of

operation, and a set of abstract relations; e.g.to
produce an original piece of art
 Evaluation- judging in term so internal evidence

or logical consistency and external evidence or

consistency with facts developed elsewhere, e.g.
to recognize fallacies in an argument
 David Krathwohl (1964) and associates likewise
came up with instructional objectives related to
interests, attitudes and feelings-affective
domain. These include from the lowest to the
highest level:
Receiving –awareness, willingness to receive,
selective attention; e.g.to listen attentively during
the group presentation
Responding-acquiescence, willing response,
feelings of satisfaction; e.g.to contribute to group
discussion by asking questions
Valuing- acceptance, preference, commitment;
e.g.to argue over an issue involving health care
Organization-conceptualization of values,
organization of a value system; e.g.to organize a
meeting concerning a neighborhood’s housing
integration plan
Characterization-generalized set of values,
characterization or philosophy of life; e.g.to join
a rally in behalf of a noble cause
Anita Harlow (1972) did something parallel to what Bloom and Krathwohl
did for the learning objectives in the psychomotor domain. Below is her list of
objectives in the psychomotor domain:
Reflex movements-relate to reflexes; e.g. to contract a muscle Fundamental
movements –relate to walking, running, jumping, pulling, manipulating; e.g to
run a 100-yard dash
Perceptual abilities-objectives relate to kinesthetic, visual, auditory, tactile,
and coordination abilities; e.g.to distinguish distant and close sounds
Physical abilities-relate to endurance, strength, flexibility, agility, reaction-
response time dexterity; e.g.to do five sit ups
Skilled movements-objectives relate to games, sports ,dances, and the arts;
e.g.to dance the basic steps of the waltz

Nondiscursive communication-expressive movements through posture,

getsures, facial expressions, creative movements; e.g.to act a part in a play.
(Harlow (1972)
Moore divides learning in the psychomotor domain into three levels-
(1)imitation,(2)manipulation ,(3)precision
 At the entry level, imitation, a student can
carry out the rudiments of the skills with
instructional support from the teacher. Most
typically, this level follows modeling by the
teacher and involve student’s first attempts
to perform the skill. The skill is not
performed smoothly, nor is the coordination
and timing refined.
 Examples of students performing at the
imitation level include a student is able to
perform the skill independently without the
aid of the instructor.
 At the level of the precision-the highest level

of psychomotor taxonomy-students can

perform a skill accurately, and effortlessly
 Automaticity-The ability to perform a skill
with unconscious effort, has developed which
then frees the students to concentrate on
other elements of the activity or game.
Examples of precision level skills include;
different notes with different levels of volume
and pitch, without consciously looking at her
fingers.
II- Selection and Use of Teaching
Strategies
 Learning is an active process. What I hear, I
forget. What I see, I remember. What I do, I
understand.
 The more senses that are involved in

learning, the more and the better the

learning.
75% sight
13% hearing
6% Touch
3% Taste
3% Smell
 A Non-threatening atmosphere enhances
learning.
 Emotion has the power to increase retention

and learning.
 Learning is meaningful when it is connected

to students’ everyday life.

 Good teaching goes beyond recall of

information.
 An integrated teaching approach is far more

effective than teaching isolated bits of

information.
 There is no such thing as best teaching
method. The best method is the one that
works, the one that yields results.

Different folks, different

strokes.
III-Assessment of Learning

 If
the proof of the pudding is
in the eating, then the proof of
learning is results obtained
from assessing.
Guiding Principles in the Assessment
of Learning
1. Assessment of learning is an integral part of
the teaching-learning process.
2. Assessment tool should match with
performance objective.
3. The results of assessment must be fed back
to the learners.
4. In assessing learning, teachers must
consider learners, learning styles and
multiple intelligences and so must come up
with a variety of ways of assessing learning.
5. To contribute to the building of the culture
of success in the school, it is pedagogically
sound that in our assessment techniques we
give some positive feedback along with not so
good ones.
6. Emphasize on self-assessment.
7. If we believe that our task as teachers is to
teach all pupils/students, and that it is
possible that all students, even those from
limited backgrounds, will have access to
opportunities and therefore can achieve, then
the bell curve mentality must be abandoned.
8. Assessment of learning should never be
used as punishment or as a disciplinary
measure.
9. Results of learning assessment must be
communicated regularly and clearly to parents.
10. Emphasize on real world application that
favors realistic performances over out-of-
context drill items

Assessment takes place in the various

phases of instruction – prior, during and after
instruction. There are assessment tools that
are appropriate for each phase of instruction.
What are the implications of these
principles in the teaching-learning
process?
THANK YOU VERY
MUCH…