EDUCATIONAL EDUCATIONAL OBJECTIVES/ LEARNING OBJECTIVES/ LEARNING

OBJECTIVES.OBJECTIVES.Unit V: Principals of education and Unit V: Principals of education and

teaching learning process.teaching learning process.►Domains of objectives and Domains of objectives and

formulation of general and formulation of general and specific objectives.specific objectives.

Introduction:Introduction:Education is a process, the chief goal of Education is a process, the chief goal of which is to bring about change in human which is to bring about change in human behavior. Every individual should have behavior. Every individual should have

access to a type of education that permits access to a type of education that permits maximum development of his potential and maximum development of his potential and

capabilities.capabilities.

Every task is done for particular purpose, it Every task is done for particular purpose, it becomes easy to achieve it when we know becomes easy to achieve it when we know

its objectives or goal as well.its objectives or goal as well.

In any educational programme to be In any educational programme to be effective the purposes and objectives are effective the purposes and objectives are

to be clearly statedto be clearly stated

So that it is easy to select the right subject So that it is easy to select the right subject matter, the clinical experience and the matter, the clinical experience and the

right method to be evaluate the student's right method to be evaluate the student's performance and the teaching learning performance and the teaching learning

process.process.

Entire society, philosophy, values, Entire society, philosophy, values, circumstances under which students are circumstances under which students are

going to perform should be taken into going to perform should be taken into account comprehensively before planning account comprehensively before planning

educational objectives.educational objectives.

Thus the objectives are desirable outcomes Thus the objectives are desirable outcomes of intended actions through the mode of of intended actions through the mode of

education. education.

Definition:Definition:►The result sought by the learner at the The result sought by the learner at the end of the educational program, ie what end of the educational program, ie what the students should be able to do at the the students should be able to do at the end of a learning period, that they could end of a learning period, that they could

not do beforehandnot do beforehand

-- J J Guilbert.-- J J Guilbert.►It is learner centered or behavior It is learner centered or behavior

centered and subject centered.centered and subject centered.

Importance and Meaning.Importance and Meaning.►The educational objectives are expressions The educational objectives are expressions

of what a teacher hopes his/her students of what a teacher hopes his/her students can accomplish as a result of his/her can accomplish as a result of his/her teaching.teaching.

► Educational objectives are policy Educational objectives are policy statements of direction and provides statements of direction and provides foundation of the entire educative foundation of the entire educative structure. These are the statement, which structure. These are the statement, which express specifically and in measurable express specifically and in measurable terms, an attitude that will be developed terms, an attitude that will be developed cognitive or psychomotor skills that the cognitive or psychomotor skills that the students would be able to do as a result of students would be able to do as a result of prescribed treatment method or mode of prescribed treatment method or mode of instruction.instruction.

Types:Types:A) According to type of objectives:A) According to type of objectives: 1.Institutional1.Institutional 2.Departmental (Intermediate). 2.Departmental (Intermediate). 3.Specific instructional/ behavioral.3.Specific instructional/ behavioral.B) According to domain:B) According to domain: 1. Cognitive domain1. Cognitive domain 2. Affective domain2. Affective domain 3. Psychomotor domain. 3. Psychomotor domain. C) According to person:C) According to person: 1.Teacher centered.1.Teacher centered. 2. Student centered. 2. Student centered.

Characteristics:Characteristics:►Relevant: confirm to the needs of the Relevant: confirm to the needs of the

learner and institutional objectives.learner and institutional objectives.► logicallogical►Unequivocal: clear action verbs to be used.Unequivocal: clear action verbs to be used.►Feasible: be within the time limit and Feasible: be within the time limit and

resources available.resources available.►Observable: able to see the action Observable: able to see the action

performed e.g. Writing, spoken, performed e.g. Writing, spoken, performed.performed.

►Measurable: able to evaluate, check and Measurable: able to evaluate, check and recheck e.g. rating, grading, marking etc.recheck e.g. rating, grading, marking etc.

Data Sources:Data Sources:►Health needs, demands and resources of Health needs, demands and resources of

the society.the society.►National health policies.National health policies.►Services to the community.Services to the community.►Services to the patient.Services to the patient.►The health professionals.The health professionals.►The teachers and learners.The teachers and learners.►Scientific progress in knowledge, Scientific progress in knowledge,

methods and skill.methods and skill.►Educational philosophy.Educational philosophy.►Future demands in terms of advanced Future demands in terms of advanced

technology.technology.

Purposes:Purposes:

Preparing teaching/ learning program:Preparing teaching/ learning program:►Facilitates course planning.Facilitates course planning.►Communicates desirable emphasis of Communicates desirable emphasis of

treatment.treatment.►Provides for selective approach.Provides for selective approach.►Helps in curriculum design.Helps in curriculum design.►Facilitates evaluation.Facilitates evaluation.►Facilitates learning.Facilitates learning.

Types of educational objectives:Types of educational objectives:► Institutional/ general objective: A set of Institutional/ general objective: A set of

statements identifying the major skills statements identifying the major skills that all the graduates of the program that all the graduates of the program should posses at the completion of their should posses at the completion of their studies.studies.

►Departmental objectives: A set of Departmental objectives: A set of statements identifying the skills to be statements identifying the skills to be acquired by all students who are taught acquired by all students who are taught within a particular school/ within a particular school/ department/division, of a nursing college. department/division, of a nursing college. These skills must be consistent with the These skills must be consistent with the institutional objective.institutional objective.

Types of educational objectives:Types of educational objectives:► Instructional objectives:Instructional objectives:

A)A) Basic instructional objective (BIO): A Basic instructional objective (BIO): A brief, clear statement of basic skill/ brief, clear statement of basic skill/ competence which is to be competence which is to be demonstrated at the conclusion of a unit demonstrated at the conclusion of a unit instruction.instruction.

B)B) Specific instructional objective (SIO): A Specific instructional objective (SIO): A brief, clear statement of a single skill, brief, clear statement of a single skill, directly related to BIO and stated in directly related to BIO and stated in terms of observable student behavior.terms of observable student behavior.

Elements of specific Elements of specific objectives:objectives:

1.1. Activity- appropriate action verb to be Activity- appropriate action verb to be used.used.

2.2. Content- what is to be implemented or Content- what is to be implemented or performed.performed.

3.3. Condition- with or without help of Condition- with or without help of equipments, books, specimens reports equipments, books, specimens reports etc.etc.

4.4. Criteria- minimum level of performance.Criteria- minimum level of performance.

Taxonomy of objectivesTaxonomy of objectives

A Taxonomy is a hierarchical classification in A Taxonomy is a hierarchical classification in a given field. It provide a classification of a given field. It provide a classification of various instructional objectives at suitable various instructional objectives at suitable levels and in given spheres.levels and in given spheres.

A systematic organization of objectives into A systematic organization of objectives into three domains to help the teachers in three domains to help the teachers in precise formulation and evaluates the result precise formulation and evaluates the result of a system of education, helps students to of a system of education, helps students to prepare for examinations to obtain the prepare for examinations to obtain the desired end results.desired end results.

Advantages of taxonomy:Advantages of taxonomy:►To help teachers formulate the educational To help teachers formulate the educational

objectives clearly.objectives clearly.►To give clear cut guidelines to avoid To give clear cut guidelines to avoid

ambiguity in statement of objective.ambiguity in statement of objective.►To enable educators to communicate among To enable educators to communicate among

each other’s goals.each other’s goals.►Evaluation of the result of system of Evaluation of the result of system of

education.education.►Collective work is made possible.Collective work is made possible.►To solve problems regarding a practicability.To solve problems regarding a practicability.►To construct test items in examination.To construct test items in examination.►As research tool in education and evaluation.As research tool in education and evaluation.

Cognitive domainCognitive domainMc Guire (1963) described the levels in cognitive Mc Guire (1963) described the levels in cognitive

domain.domain.

I.I. Recall of facts: remembering the facts, Recall of facts: remembering the facts, principles, processes, patterns, methods principles, processes, patterns, methods necessary for efficient performance of a necessary for efficient performance of a professional task.professional task.

II.II. Interpretation of data: The process of Interpretation of data: The process of application or use of ideas, principles, application or use of ideas, principles, methods to deal with a new phenomenon or methods to deal with a new phenomenon or situation.situation.

III.III. Problem solving: Relating to diagnosis, Problem solving: Relating to diagnosis, treatment, organization etc it includes treatment, organization etc it includes finding solutions for problem arising from finding solutions for problem arising from new situations. It will serve as a guide.new situations. It will serve as a guide.

Bloom’s categories in cognitive Bloom’s categories in cognitive domain (1956) domain (1956)

► Knowledge: The remembering of previously Knowledge: The remembering of previously learned material. Recall of specifics and learned material. Recall of specifics and universals and of methods and processes, universals and of methods and processes, remembering of a pattern structure or setting, remembering of a pattern structure or setting, memorization of facts, principles etc. Includes memorization of facts, principles etc. Includes Recall, Recognize.Recall, Recognize.

► Comprehension: Grasping communication Comprehension: Grasping communication accurately, able to put it in different form of accurately, able to put it in different form of presentation, reorganizing material in summary presentation, reorganizing material in summary with the central meaning and points. Includes with the central meaning and points. Includes Translation, interpretation, extrapolation, see Translation, interpretation, extrapolation, see relationship, cite example, discriminate, classify, relationship, cite example, discriminate, classify, interest, verify, generalize.interest, verify, generalize.

►Application: The ability to use learned material Application: The ability to use learned material in new situation, it may be general ideas, in new situation, it may be general ideas, principals or methods. Includes, reason, principals or methods. Includes, reason, formulate, establish, inference, predict.formulate, establish, inference, predict.

►Analysis: The ability to breakdown material into Analysis: The ability to breakdown material into its component parts so that its organizational its component parts so that its organizational

structure. Requires an understanding of both the structure. Requires an understanding of both the content and the structural form of the material.content and the structural form of the material.►Synthesis: It is the ability to put together to Synthesis: It is the ability to put together to

form a new whole learning outcomes in the area form a new whole learning outcomes in the area and stress to creates behavior, with major and stress to creates behavior, with major

emphasis on the formulation of new patterns or emphasis on the formulation of new patterns or structures. E.g. preparing codes, developing structures. E.g. preparing codes, developing nursing process, derive abstract relations. nursing process, derive abstract relations.

►Evaluation: The ability to judge the value Evaluation: The ability to judge the value of material for a given purpose, it is of material for a given purpose, it is based on use of criteria, standards, it based on use of criteria, standards, it may be quantitative or qualitative.may be quantitative or qualitative.

Action verbs: compare, contrast, identify, Action verbs: compare, contrast, identify, distinguish, explain, list, enumerate, distinguish, explain, list, enumerate, describe, select, specify, relate, describe, select, specify, relate, interpreat. interpreat.

Conative or psychomotor skills Conative or psychomotor skills or domain or practical skillor domain or practical skill

This deals with the routine actions carried out by This deals with the routine actions carried out by the student, able to perform practical with high the student, able to perform practical with high degree of precision and efficiency having degree of precision and efficiency having effective control over the practical skill.effective control over the practical skill.

► Imitation: The student exposed to an observable Imitation: The student exposed to an observable action makes an attempt to copy it step by step, action makes an attempt to copy it step by step, guided by an impulse to imitate, needs a model.guided by an impulse to imitate, needs a model.

► Control: The student is able to demonstrate a Control: The student is able to demonstrate a skill according to instructions and not merely on skill according to instructions and not merely on the basis of observation. Begins to differentiate the basis of observation. Begins to differentiate between one set of skills and another and to be between one set of skills and another and to be able to choose one required, starts to adapt at able to choose one required, starts to adapt at handling instruments.handling instruments.

►Automatism: A high degree of proficiency Automatism: A high degree of proficiency is attained in using the skill, which now is attained in using the skill, which now requires only a minimum of energy.requires only a minimum of energy.

►Manipulation: Ability to do an act Manipulation: Ability to do an act according to instruction not by observation according to instruction not by observation alone. E.g. following direction, selection, alone. E.g. following direction, selection, fixation.fixation.

►Precision: high level of performance with Precision: high level of performance with refinement. E.g. reproduction, control.refinement. E.g. reproduction, control.

►Articulation: coordination of series of acts Articulation: coordination of series of acts in sequence with internal consistency. E. g. in sequence with internal consistency. E. g. sequence, harmony.sequence, harmony.

►Naturalization: Highest proficiency in Naturalization: Highest proficiency in performance with minimum expenditure of performance with minimum expenditure of energy. E.g. automatism, interiorization.energy. E.g. automatism, interiorization.

Action verbs: dissect, palpate, perform, Action verbs: dissect, palpate, perform, inject insert, operate, osculate, identify, inject insert, operate, osculate, identify, prepare, remove.prepare, remove.

Domain of attitude or affective Domain of attitude or affective domain (communication skill)domain (communication skill)

Behavior representative of feelings or Behavior representative of feelings or conviction. An objective dealings with conviction. An objective dealings with emotions or feelings indicated by words, emotions or feelings indicated by words, e.g. interest, appreciation, enthusiasm, e.g. interest, appreciation, enthusiasm, motivation and attitudes. These are motivation and attitudes. These are reflective of the values.reflective of the values.

A persistent disposition to act either A persistent disposition to act either positively or negatively towards a person, positively or negatively towards a person, group, object, value or situation. It refers group, object, value or situation. It refers to interpersonal relations. Three levels to interpersonal relations. Three levels are identified:are identified:

►Receiving or attending: willingness to Receiving or attending: willingness to receive/ attention. E.g. awareness, receive/ attention. E.g. awareness, willingness to receive, controlled or willingness to receive, controlled or selected attention.selected attention.

►Responding: Learner is sufficiently Responding: Learner is sufficiently involved in an activity that he seeks it out involved in an activity that he seeks it out and gain satisfaction working with it. E.g. and gain satisfaction working with it. E.g. agree or accept, willingness to respond, agree or accept, willingness to respond, satisfaction in response.satisfaction in response.

►Valuing: The behavior is now consistent Valuing: The behavior is now consistent and stable not only accepted but is valued. and stable not only accepted but is valued. E.g. acceptance of a value, preference of E.g. acceptance of a value, preference of value, commitment/ conviction.value, commitment/ conviction.

►Organization: The level at which the learner Organization: The level at which the learner constructs a value system which guides his/ her constructs a value system which guides his/ her behavior. E.g. conceptualization of a value, behavior. E.g. conceptualization of a value, organization of value system.organization of value system.

► Characterization by a value or value complex? Characterization by a value or value complex? internalization: The values have a place in the internalization: The values have a place in the persons value hierarchy and organized. E.g. persons value hierarchy and organized. E.g. generalized set, characterization.generalized set, characterization.

► Internalization: Perception of phenomenon Internalization: Perception of phenomenon affecting values. This enables you to adapt your affecting values. This enables you to adapt your attitude to the other person as if you were attitude to the other person as if you were experiencing the same phenomenon yourself. experiencing the same phenomenon yourself. e.g. attitude shown to grieving family gives e.g. attitude shown to grieving family gives impact of being concern and care towards them impact of being concern and care towards them and readiness to help them to get over it.and readiness to help them to get over it.

Action verbs: Respond, receive, cooperate, Action verbs: Respond, receive, cooperate, participate, display, permit, react, contribute.participate, display, permit, react, contribute.

Steps for stating objectivesSteps for stating objectives::

1. Start with an action verb or operative verb, 1. Start with an action verb or operative verb, that describes a specific behavior or activity by that describes a specific behavior or activity by the learner ie what does he do?the learner ie what does he do?

e.g. enumerate, perform, explain, describe etc.e.g. enumerate, perform, explain, describe etc.

2. Follow the action verb with content reference 2. Follow the action verb with content reference that describes the subject being tested e.g. that describes the subject being tested e.g. performs what? Enumerate the articles performs what? Enumerate the articles displayed in general trolley set up. Perform displayed in general trolley set up. Perform back care.back care.

3. End with the performance standard/ criteria 3. End with the performance standard/ criteria that indicated the minimum acceptable that indicated the minimum acceptable accomplishment in measurable terms. accomplishment in measurable terms.

e.g. Enumerate the bones in human hand e.g. Enumerate the bones in human hand with an accuracy of at least 90%.with an accuracy of at least 90%.

Perform I.M. injection procedure for five Perform I.M. injection procedure for five consecutive cases, by following scientific consecutive cases, by following scientific principals, with minimum discomfort to principals, with minimum discomfort to client.client.

4.Specify the main conditions under which 4.Specify the main conditions under which actions is to take place ie resources actions is to take place ie resources supplied or restrictions applied. Eg. With supplied or restrictions applied. Eg. With an electron microscope, with an electron microscope, with signomenometer, with oral thermometer signomenometer, with oral thermometer etc.etc.