Goals and Objectives

Goals and objectives

1. Are you familiar with the goals and
objectives of the program you are
currently teaching/learning?
2. How about the textbook you are using?
Does it explicitly state the goals and
objectives?
3. When planning/studying a lesson or
writing/taking a test, do you usually refer
to the goals and objectives of the
program?
 Goals and objectives
Goals and Objectives are similar in that
they describe the intended purposes and
expected results of teaching activities and
establish the foundation for assessment.
They are different if viewed closely.
 Goals and Objectives
Brown (1995) states “goals are General
statements concerning desirable and attainable
program purposes and aims based on
perceived language and situation needs”(71).
Richards (1990) says, “curriculum goals are
general statements of the intended outcomes of
a language program, and represent what the
curriculum planners believe to be desirable
and attainable program aims based on the
constraints revealed in the needs analysis”.
Nunan and Lamb (2001) state “… are broad
statements that provide general signposts for
course development”.
 Goals and Objectives …
Goals purposes and characteristics :
1. Goals are general statements of program’s
purposes
2. Focus on what the program hopes to
accomplish in the future.
3. What the student should be able to do when
they leave the program.
4. Serve as basis for developing more precise
and observable objectives.
5. Should never be viewed as permanent.
 Instructional Objectives
Brown (1995) states “objectives are specific
statements that describes the particular
knowledge, behaviours, and/or skills that the
learner will be expected to know or perform
at the end of a course or program”.
Richards defines objectives as “ more specific
descriptions of the intended outcomes of the
program”.
Nunan and Lamb (2001) states “…
specifications of what learners should be able
to do as a result of instruction”.
 Differences between Goals and Objectives

Goals are generally broad

Objectives are generally narrow
Goals are general intentions
Objectives are precise
Goals are usually intangible
Objectives are tangible
Goals are abstract
Objectives are concrete
 Goals and Objectives: Example
Goals: By the end of the program, learners
will achieve sufficient communicative
competence in English language and
communicate in diverse real life situations.
Objectives: Working in pairs, the learners
will respond to the questions asked by their
partners.
 More Example
Goals: To develop the ability to read and listen critically,
and to write and speak clearly and effectively in standard
English.
Objectives:
1. Read and listen analytically, with understanding and
openness toward another point of view.
2. Write and speak clearly, accurately, and fluently, with
a sense of continuity, in standard American English.
3. Organize information and argument to develop and
support a main idea.
4. Analyze information and present that information
persuasively to an audience.
5. Refine a personal style of communication.
6. Receive, analyze, and present information through
charts, graphs, table, maps, and other visual media.
 Importance of Objectives
They provide you with a solid foundation for designing
relevant activities and assessment.
Developing a learning object, course, a lesson or a
learning activity, you have to determine what you want
the students to learn and how you will know that they
learned.
Instructional objectives, also called behavioral objectives
or learning objectives, are a requirements for high-
quality development of instruction.
They help you identify critical and non-critical
instructional elements.
They help remove your subjectivity from the instruction.
They help you design a series of interrelated
instructional topics.
Students will better understand expectations and the
link between expectations, teaching and grading.
 Objectives
As you develop your syllabus, focus on
articulating clear learning objectives and
then use these objectives to guide class
assignments, exams and overall course
assessment questions.
 Writing Objectives Using Bloom’s Taxonomy
In 1956, Benjamin Bloom along with his
associates published a framework for
categorizing educational goals and objectives:
Taxonomy of Educational Objectives.
Bloom’s Taxonomy divides people’s way of
learning into different domains.
There are three types of objectives:
Cognitive

Affective

Psychomotor
 Cognitive Objectives
Cognitive objectives are designed to increase
an individual's knowledge.
Cognitive objectives relate to
understandings, awareness, insights
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 (e.g., "Given
the opportunity to work in a team with
several people of different races, the student
will demonstrate an positive increase in
attitude towards non-discrimination of race,
as measured by a checklist utilized/completed
by non-team members.").
 Psychomotor
Psychomotor objectives are designed to build
a physical skill (e.g., "The student will be able
to ride a two-wheel bicycle without assistance
and without pause as demonstrated in gym
class.")
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.
 Bloom’s Taxonomy
The major concept of the taxonomy is that
educational objectives can be arranged in a
hierarchy that moves from less to more
complex levels of knowledge.
The levels are successive; one level must be
mastered before the next level can be reached.
 Cognitive Domain
The cognitive domain encompasses a
hierarchical series of intellectual skills
involving the acquisition and use of knowledge
that ranges from simple recall to the ability to
judge and evaluate learned material.
Bloom identified six levels within the cognitive
domain:
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
 Cognitive Domain …
Knowledge refers to those behaviors and
situations that emphasize remembering, either by
recognition or recall of specifics ideas, terms and
materials, and of abstraction and phenomena.
Students have the ability to store in their mind
certain information and later to remember and
recall it, often with slight alteration.
Verb examples that represent intellectual activity on
this level include: describe, list, match, and
recognize.
Examples from the Syllabus:
Describe data and symptoms
List assumptions and sources of bias
Recognize conceptual and qualitative models
 Cognitive Domain …
Comprehension refers to those objectives, behaviors,
or responses that represent an understanding of the
literal message contained in a communication, without
necessarily relating it to other material.
In coming to this understanding, the student may change
the communication in his/her mind, or in overt responses,
to reflect a parallel form more meaningful to him/her.
Verb examples that represent intellectual activity on this
level include: classify, explain, demonstrate, interpret,
locate, translate.
Examples from the Syllabus:
Locate and classify essential results of solutions and test
data
Interpret bounds and trends
Explain discrepancies in results
 Cognitive Domain …
Application is the ability to use previously learned
materials in situations which are either new, or contain
new elements.
This means that the problem should be drawn from
materials the student is not likely to have had contact
with, or be a problem known to the student, but having
a different slant that he/she is unlikely to have thought
of.
Verb examples that represent intellectual activity on
this level include: practice, prepare, resolve, use.
Examples from the Syllabus:
Prepare margins and reserves
Practice engineering cost-benefit and risk analysis
Use assumptions to simplify complex systems and
environments
 Cognitive Domain …
Analysis is the breakdown of material into its
constituent parts and detection of the relationship of the
parts and of the way they are organized.
While clear lines can be drawn between analysis and
comprehension or analysis and evaluation, it is useful to
think of it as an aid to more complete comprehension
and as a prelude to evaluation.
Verb examples that represent intellectual activity on this
level include: analyze, categorize, discriminate, test.
Examples from the Syllabus:
Analyze possible improvements in the problem solving
process
Discriminate hypotheses to be tested
Test hypotheses and conclusions
 Cognitive Domain …
Synthesis is defined as the putting together of
elements and parts so as to form a whole.
This is the category in the cognitive domain that
Bloom tells us most clearly provides for creative
behavior on the part of the learner, but within the
limits set by the framework.
Verb examples that represent intellectual activity on
this level include: construct, create, plan, rearrange
Examples from the Syllabus:
Plan evolutionary adaptation over time
Create one’s professional portfolio
Construct the abstractions necessary to model the
system
 Cognitive Domain …
Evaluation is the making of judgments about
the value, for some purpose, of ideas, works,
solutions, methods, material, etc.
It involves the use of criteria and standards for
appraising the extent to which particulars are
accurate, effective, or satisfying.
It may be quantitative or qualitative.
Verb examples that represent intellectual activity
on this level include: assess, defend, evaluate
Examples from the Syllabus:
Assess one’s skills, interests, strengths and
weaknesses
Evaluate supporting evidence
 Objectives
Once you have established the goals of your
COP, it is time to think about objectives and
activities needed to accomplish these goals.
First, ask yourself the following questions:

WHAT are we going to do?

WHY is it important for us to accomplish this
activity?
WHO is going to be responsible for the
activities?
WHEN do we want this to be completed?
HOW are we going to do these activities?
 Objectives
Once you have answered the questions listed
above, try to write your objectives by meeting the
criteria of SMART objectives. SMART objectives
are:
Specific: Concrete, detailed, and well defined so
that you know where you are going and what to
expect when you arrive
Measureable: Numbers and quantities provide
means of measurement and comparison
Achievable: feasible and easy to put into action
Realistic: Considers constraints such as resources,
personnel, cost, and time frame
Time-Bound: A time frame helps to set boundaries
around the objective
Thank You