EDUCATIONAL OBJECTIVES Ms shycil mathew LARNING OBJECTIVES AT
EDUCATIONAL OBJECTIVES Ms. shycil mathew
LARNING OBJECTIVES • AT THE END OF THE CLASS STUDENTS WILL BE ABLE TO : • • define education list the types of educational aims and objectives explain the taxonomy of educational objectives discuss levels and elements of educational objectives
INTRODUCATION • What is education? • Education is concerned with the modification of behavior. • A guided and scaled down approach is required to bring out desirable behavior modifications.
DEFINITION • “Educational objectives depict what the student should be able to do at the end of learning activity that they could not do beforehand. In broad sense, educational objectives spell out what should a learner be able t do or do better after the successful completion of an educational program that he or she was unable to do or could not do so well before. .
CONTI. . • As educational objective is focused much more on the learner’s performance it is also known as learning objective. ” – Sankaranarayana
DEFINITION • “ The result sought by the learner at the end of the educational program, i. e, what the students should be able to do at the end of a learning period, that they could not do beforehand’ – J J Guilbert
CLASSIFICATION 1. General objectives or institutional objectives 2. Intermediate objectives 3. Instructional objectives Also classified as……………. . 1. Central objectives 2. Contributory objectives 3. Indirect objectives
Institutional objectives • It is followed by all institutions offering educational program. • It is formulated by the curriculum committee of that institute. • They are the foundation of relevant educational program. • They are for the attainment of overall aim of a particular educational program.
Intermediate objectives • Derivatives of institutional objectives. • Related to a particular learning experience or subject matter. • They are formulated by the curriculum committee
Instructional objectives • They are specific, precise, attainable, measurable and corresponding to each specific objective for a class. • They are written in a way to cater the individual learning needs of the students.
CONTI. . • Whereas the institutional and intermediate objectives are written for the entire student body and without any individual consideration
Central objectives • It is written for every topic or lesson. • This is of supreme importance in any teaching activity. • It provides the basis formulating the subsequent contributory objectives.
Contributory objectives • They are the derivatives of central objective. • The attainment of central objective is possible only through the attainment of contributory objectives. • They have to be written more specifically in terms of the knowledge, abilities, skills, attitude, appreciation and interest which will develop in the student as a result of the specific teaching-learning activity
Indirect objectives • Indirect or concomitant objectives are the byproducts of the attainment of other objectives. • They have to be written-down in order to bring out certain understandings, ideals and attitudes along with the attainment of contributory objectives and central objective. • For example: appreciate the value of lecture method.
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES Bloom’s and his associates developed a system of classification of objectives called the taxonomy of educational objective. They are classified into 3 main domains…………. .
TAXONOMY OF EDUCATIONAL OBJECTIVE COGNITIVE DOMAINS OBJECTIVES MENTAL PROCESS OR ABILITIES 1. Knowledge a. Recall b. Recognize 2. Comprehension a. See relationship b. Cite example c. Discriminate d. Classify e. Interest f. Verify g. Generalize 3. Application a. Reason b. Formulate c. Establish infer. d. Predict
TAXONOMY OF EDUCATIONAL OBJECTIVE 4. Analysis a. Analyze 5. Synthesis a. Synthesize 6. Evaluation a. Evaluate
Levels: 1. Knowledge: The remembering of previously learned material. It represents the lowest level of learning outcome in cognitive domain. a. Knowledge of specifics include: i. Knowledge of terminology ii. Knowledge of specific fact
b. Knowledge of ways and means of dealing with specifics i. Knowledge of conventions ii. Knowledge of trends and sequence iii. Knowledge of classification and categories iv. Knowledge of criteria v. Knowledge of methodology
b. Knowledge of universal and abstractions in a field i. Knowledge of principles and generalizations ii. Knowledge of theories and structures 2. Comprehension: The ability to grasp the meaning of material. The learning outcome goes one step beyond the simple understanding of material and represents the lowest level of understanding.
3. Application: The ability to use learned material in new situation, it requires a higher level of understanding.
4. Analysis: The ability to breakdown material into its component parts so that it’s organizational structure. A higher intellectual level as it requires an understanding of both the content and the structural form of the material.
5. Synthesis: It is the ability to put together to form a new whole learning outcomes in the area and stress to creates behavior with major emphasis on the formulation of new patterns of structures. 6. Evaluation: The ability to judge the value of material for a given purpose. The judgments are to be based on definite criteria.
Cognitive objectives and words: Objective Knowledge Associated action verbs Define, state, list, name, write, recall, recognize, label, underline, select, reproduce, measure. Comprehension Identify, justify, select, indicate, illustrate, represent, name, formulate, explain, judge, contrast, classify. Application Predict, select, assess, explain, choose, find, show, demonstrate, construct, compute, use, perform. Analysis Analyze, identify, conclude, differentiate, select, separate, compare, contrast, justify, resolve, breakdown, criticize. Combine, restate, summarize, precise, argue, discuss, organize, derive, select, relate, generalize, conclude. Synthesis Evaluation Judge, evaluate, determine, recognize, support, defend, attack, criticize, identify, avoid, select, choose.
AFFECTIVE DOMAIN • Francis M Quinn describes the affective domain and its five levels in the following way. As feelings, attitudes, values and interests are components of the caring functions; this domain has particular significance in nursing. ‘Values’ refer to the person’s concept of what he or she considers desirable and so has a large emotional component.
• A person’s values may include sincerity, compassion, respect, etc. ‘Attitudes’ are positive or negative feelings about certain things and consists of both cognitive and affective aspects.
1. Levels: Receiving (attending): At this level learner is sensitive to the existence of something and progresses form awareness to controlled or selected attention. It is difficult to tell when a learner is receiving or attending to something, so the best indicator is verbal behavior. Typical verbs used at this level are asks, chooses, selects, replies etc. For examples, asks right questions by honoring the dignity of the patient during history collection.
CONTI. . • Responding: This is concerned with active response by the learner, although commitment is yet to demonstrate. The range is form reacting to a suggestion through experiencing a feeling of satisfaction in responding. Verbs represent this level includes answers, assists, complies, conforms, helps, etc. For examples, assists the patient in carrying activities of daily living.
• Affective domain not only guides in the inculcation of new attitudes but also assists in modifying the students existing attitudes in a way favorable to the nursing profession. • Some more action verbs like respond, cooperate, react, receive, participate, appreciate, permit, contribute and interact are also used to represent this domain.
3. Valuing: Objectives at this level indicate acceptance and internalization of values or attitudes. The learner acts out these in everyday life in a consistent way. The verbs used in this level are initiates, invites, joins, justifies, etc. For example, initiates building of interpersonal relationship with the patients during clinical postings. 4. Organization: Having internalized the value, the learner will encounter situations in which more than one value is relevant. This level is concerned with the ability organize values and to arrange them in appropriate order. Verbs represent this level are alters, arranges, combines, modifies, etc. For example, combines various interaction skills to nurture interpersonal relationship with patients. 5. Characterization: This is the highest level and having attained this level the learner has an internalized value system which has become their philosophy of life. Verbs applicable to this level are acts, displays, discriminates, listens, etc. For example, displays confidence while caring patient with myocardial infarction.
PSYCHOMOTOR DOMAIN • Psychomotor domain consists of seven levels. According to Francis M Quinn, these seven levels can be explained as follows.
Levels: 1. Perception: This basic level is concerned with the perception of sensory cues that guide actions and ranges from awareness of stimuli to translation into action. Action verbs are choose, differentiates, distinguishes, identifies, detects, etc. For examples, detects the early signs of decubitus ulcers.
2. Set: This is concerned with the cognitive, affective and psychomotor readiness act. Typical verbs are begins, moves, reacts, shows, starts etc. For example, reacts promptly to emergency situations during trauma care postings
• 3. Guided response: These objectives refer to the early stages in skill acquisition where skills are performed following demonstration b y the teacher. Typical verbs are carries out, makes, performs, calculates, etc. For example, performs bed making correctly as demonstrated by the teacher.
4. Mechanism: At this level, the performance has become habitual, but the movements are not so complex as the next higher level. Verbs used are similar to level 3. For example, calculates the volume of fluid required in the first day for a patient admitted with sixty percentage burns and weighing 50 kilograms.
CONTI. . 5. Complex overt response: This level typifies the skilled performance and involves economy of effort, smoothness of action, accuracy and efficiency, etc. Again verbs are similar to level 3. For example, performs endotrachial intubation correctly
6. Adaptation: Here, the skills are internalized to such an extent that the student can adapt them to cater for special circumstances. Typical verbs are adapts, alters, modifies, reorganize, etc. For example, modifies sterilization techniques according to the article be sterilized.
7. Origination: This is the highest level and concerns the origination of new movement patterns to suit particular circumstances. Typical verbs are composes, creates, designs, originates, etc. For example, designs a splint to restrain the forearm of a child who is on IV infusion.
QUALITIES OF AN EDUCATIONAL OBJECTIVE An educational objective should be relevant, feasible and achievable, measurable, unequivocal, observable and logical. If an educational objective fails to meet any one of these qualities, it is regarded as invaluable or poor objective.
CONTI. . 1. Relevant: Educational objectives should have a direct relationship with the aims of learning, in other words educational objectives should be based on the needs o the learner.
2. Feasible and achievable: Students should be able to do what is envisaged by the objectives, within the allotted time and available resources.
3. Measurable: In addition to communicating the expected behavior modification, there should be a provision in the objective to evaluate the end result, i. e. , the extent of behavior modification occurred as a result of the teachinglearning activity.
CONTI… 4. Observable: The qualities of measurable and observable are closely related. In the statement of objectives there should be some means to observe the progress towards the achievement of desired behavioral modifications as stipulated by the objective.
5. Unequivocal: Equivocal words bear more than one or two meanings. Equivocal words should be avoided while framing objectives in order to provide a uniform direction in achieving learning aims by avoiding ambiguity. The words like to write, to solve, etc are unequivocal. As unequivocal words are very clear there is only less chance for misinterpretation.
• Logical: The objectives which are writtendown must be agreeable or reasonable in relation to the teaching-learning activities, i. e. , objectives should be internally consistent with the educational activities.
COMPONENTS OF A BEHAVIORAL OBJECTIVE 3 components: • Condition of performance • Student behavior • Performance criteria or standard.
Condition of performance • Condition of performance indicates the conditions or contexts under which the students will perform the behavior. • A statement of objective will always begin with a condition of performance. • . .
CONTI. . • For example, after attending the demonstration on intramuscular injection students will able to perform intramuscular injection correctly. Here, ‘after attending the demonstration on intramuscular injection’ denotes the condition of performance
Student behavior • Student behavior describes the behavior that the teacher wants the student to perform, i. e. , the knowledge to be gained and the action or skill the student is able to do. • In the above mentioned example, ‘student will be able to perform intramuscular injection’ stands for student behavior.
Performance criteria or standard • It specifies the level of performance that the teacher will accept as successful attainment of the objective or describes how well the behavior is to be done in comparison with predetermined standard or criteria. • In the previously mentioned example, the word ‘correctly’ represents the standard or criteria.
ADVANTAGES OF WRITING BEHAVIORAL OBJECTIVES • Provides an opportunity for the teacher to examine the content which she is going to teach and motivates her to present the content in a student friendly manner. • Helps the teacher to determine whether or not he had actually taught what is intended to teach.
CONTI… • The use of behaviorally stated objectives motivates the teacher to consistently evaluate a student’s performance; this will ultimately helps her to individualize instruction in a better way.
• Justifies the selection of content, learning experiences and teaching-learning methods. • Behavioral objectives can be written for cognitive, affective and psychomotor domains. This will allow nurse educators to frame objectives in a realistic way suitable to the aims of nursing education.
STRENGTHS OF BEHAVIORAL OBJECTIVES • They are performance based measurable and observable. • They are easily communicated to teachers and students. • They facilitate organization by specifying goals and outcomes. • .
CONTI. . • They clarify thinking and planning and resolve ambiguities. • They are ‘teacher-proof’ and clear to anxious teachers. • They are highly prescriptive. • They make clear assessment and evaluation criteria. • They specify behaviors
WEAKNESSES OF BEHAVIORAL OBJECTIVES • They are highly instrumental, regarding education as instrumentally rather than intrinsically worthwhile. • They render students and teachers passive recipients of curricula rather than participants in a process of negotiation.
CONTI. . • They only cover the trivial, concrete and observable aspects of education, thereby neglecting long term, unobservable, measurable deeper-seated aims and elements. • Education becomes techniques, tending towards low level training rather than higher level thinking
CONTI… • Because they are ‘teacher-proof’ they build out teachers’ autonomy. • They lead to predictability rather than open endedness, discovery, serendipity, creativity and spontaneity. • The process of education is overtaken by outcome dependence. • They replace the significance of understanding with it as products and facts, supporting a rationalist rather than an empirical view of knowledge. • They mistakenly ‘parcel up’ and atomize knowledge.
• IMPORTANCE AND MEANING • The educational objectives are expressions of what a teacher hopes her students can accomplish as a result of her teaching. In educative process the learners should be able to demonstrate the possession of a large quality of facts, concepts, greater ability to manipulate in more complex ways and greater a do things based upon complex manipulative abilities. Educational objectives are policy statements of direction and provides foundation of the entire educative structure. These are statements, which express specifically and in measurable terms, an attitude that will be developed cognitive or psychomotor skills that the students would be able to do as a result of a prescribed treatment method or mode of instruction. Educational objectives are broader and they are related to educational system and schools. Relevance to health needs of society is the essential quality of educational objectives.
PURPOSES • To prepare the nurses for rendering community services through primary health. • To prepare nurses for providing care at institutional level. • To prepare nurse educators to handle teaching-learning situations in all clinical areas. •
DATA NECESSARY FORMULATION OF EDUCATIONAL OBJECTIVES • Health needs demands and resources of society. • Services to the patient (list of tasks). • Services to the community (list of tasks). • The profession itself. • The students. • Progress in sciences. • Scientific methods. • Statement of the school’s philosophy.
• Level of professional competence to be attained. • The students back ground, level of education. • Statutory minimum requirements. • The teaching, physical and clinical resources available. • Future demands on nursing in terms of advanced technology and increased use of them in therapeutic services.
CONTI. . • Expected responsibilities for different nursing positions. • The essential quality is their relevance to the professional tasks of the personnel to be trained.
TYPES OF EDUCATIONAL OBJECTIVES • General objectives or Professional functions: • Correspond to the functioning of the types of health personnel trained in the establishment. The course objectives must be in harmony with the general curriculum objectives of the programme of the school. • Eg: • Providing preventive and curative care to the individual and the community in health and sickness. • Health education of the public will depend on the population’s general level of education.
• Intermediate objectives or Professional activities • Arrived at by breaking down professional functions into components (activities) which together indicate the nature of those functions. • Eg: Planning and carrying out blood sampling session for a group of adults, in community. • Institutional objectives: The graduate of the new baccalaureate nursing programme will be prepared to function as a generalist with beginning competencies in a specialized area of nursing,
• Institutional objectives: The graduate of the new baccalaureate nursing programme will be prepared to function as a generalist with beginning competencies in a specialized area of nursing, e. g. The graduate will be prepared to function in a variety of settings and be able to: • Obtain health histories and make health assessments. • Provide safe and competent care in emergency situations and acute illnesses. • Professional tasks and specific (instructional) educational objectives: • Corresponding to (or derived from) precise professional tasks whose result are observable and measurable against given criteria.
• • Qualities Relevant Logical Unequivocal Feasible Observable Measurable Relevant: It should be free of any superfluous material but cover every point relating to the aim in view. • Unequivocal: “loaded words” (words open to a wide range of interpretations) should not be used, to avoid any possibility of misunderstandings.
• Feasible: It must be ensured that what the student is required to do can actually be done, within the time allowed and with the facilities to handle. • Logical: The objective must be internally consistent. • Observable: unless there is some means of observing progress towards an objectives, it will observe progress towards an objective, it will be impossible to tell whether the objective has been achieved. • Measurable: The objective must include an indication of acceptable level of performance on the part of the student. The existence of a criterion for measurement will make it easier to choose or to construct a valid evaluation mechanism.
CHARACTERSTICS OF SPECIFIC OBJECTIVES • should be written in behavioral terms (what the students must do ) • should reflect the condition ( under what circumstances) • should reflect the standard ( with what degree of skill) • should be reasonable in number of behavioral changes expected out of the teaching unit should not be too many or too less usually 4 -5 behavioral objectives are stated for a unit.
CONTI. . • Should be consistent with unit theme and related to each other and to the unit. • Should be approximately of some level of generality or specificity. • Should be distinctive but not completely independent. • Should be descriptive.
PURPOSE OF SPECIFIC OBJECTIVES • Teacher’s viewpoint • Serves as a guide in selection of important and desirable subject matter. • Describes behavior in terms of student performance. • Indicates direction towards which the behavior is to be geared. • Serves as a basis for evaluation.
CONTI. . • Student’s viewpoint • Students know the worthiness of the programme in terms of cost (time, energy and money). • Give direction to the students towards in depth study. • The expected achievement at the end of the course.
• The components of task • Practical skills or conative domain (initiation). • Communication skills or effective domain (attitudes) feeling (conviction). • Intellectual skills or cognitive domain (problemsolving). • Elements • To act/task. • The content. • The condition. • Criteria.
CONTI. . OTHER INFORMATION
• The objectives are classified into: • Teacher centered objectives: For example, to develop teaching skills, to use AV aids. • Student centered objectives: For example, to understand the subject in-depth.
CONCLUSION • Educational objectives are those desired changes in behavior as a result of specific teaching-learning activity or specific teacherlearner activities. Behavior is what the student should know or able to do after the teaching- learning activity. Knowledge regarding the strengths and weaknesses of behavioral objectives will assist the nurse educator in framing objectives in a realistic way suitable to the aims of nursing education.
Evaluation • what is Educational aims and objectives ? explain the bloom’s taxonomy of domains in education with suitable examples ?
THANK YOU
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