Topic 3 Aims Goals and Objectives LEARNING OUTCOMES

Topic 3 : Aims, Goals and Objectives LEARNING OUTCOMES By the end of this topic, you should be able to: 1. Differentiate aims, goals and objectives in education; 2. Explain the types of objectives in education; 3. Discuss behavioural objectives; and 4. Identify the taxonomic classification of learning in education.

EDUCATIONAL AIMS, GOALS AND OBJECTIVES § Goals are statements of purpose. § By analyzing a school’s goals, we can determine the scope of its entire educational programme. § Goals, in contrast to aims, are not open statements. § Aim is an expression of a long-term purpose, usually over the course of one or more years.

Objectives of Education § An objective is a measurable, observable behaviour of less than a day's duration; a goal is the outcome of a series of successfully completed objectives, possibly measured over a series of days. Figure 3. 1: Sequence to formulate educational objectives Source: Ornstein & Hunkins (1988)

Types of Educational Objectives § Robert Zais (1976) classifies school-wide objectives as curriculum goals and more specific objectives as curriculum objectives. § Baker and Popham (1973) point out that those specific objectives can be called instructional objectives. § Bruce Tuckman (1985) and Robert Mager (1962) note that objectives are often called performance objectives and that they include a proficiency level (Ornstein & Hunkins, 1988). § Objectives are more specific than goals. § This specificity increases in the progression from general curriculum objectives (subject or grade level) to unit objectives (classroom level) and to lesson objectives (also classroom level).

BEHAVIOURAL OBJECTIVES § There are two types of behavioural objectives – general or specific statements of expected learner outcomes. § For an objective to guide educators (whether or not it has been achieved), it should be: (a) Specific – Teacher should state clearly what the pupils should know/be able to do and at what level; (b) Measurable - how their attainment might be assessed. ; (c) Attainable – Attainable by the pupils; (d) Realistic – Similar to attainability, but refers to their appropriateness to the overall task; and (e) Time appropriate – Achievable within the time-span of the session/lesson/course.

§ In formulating objectives, educators should use verbs in the objectives to signify observable behaviour, such as “show”, “name”, “arrange”, “sort”, “draw”, “read” and “follow”. § Educators should avoid such verbs as “appreciate”, “understand” and “know”, because such words are vague and really cannot be easily observed as outcomes of education. SELF-CHECK 3. 1 1. Define the meaning of aims, goals and objectives of education. 2. A behavioural objective is a statement of outcomes in terms of observable behaviour expected of students after instruction. Explain this statement with examples.

COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DOMAINS § Bloom and his colleagues (1956) developed the Taxonomy of Educational Objectives: Cognitive Domain – Mental skills (knowledge). § Other domains were introduced in the 1970 s. Harrow (1972) was responsible for A Taxonomy of Psychomotor Domain: Manual or physical skills (skills). § Krathwohl and others (1973) created the Taxonomy of Educational Objectives: Affective Domains. This taxonomy defines growth in feeling or emotional areas (attitude).

The Cognitive Domain

§ The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. § This includes the recall or recognition of specific facts, procedure and patterns and concepts that serve in the development of intellectual abilities and skills. § There are six major categories, which are listed in the order shown below, starting from the simplest behaviour to the most complex. § The categories can be thought of as degrees of difficulties, that is, the earlier ones must normally be mastered before the next one takes place (see Table 3. 1).

STAGES OF ARTISTIC DEVELOPMENT Level 1 Category or Level Knowledge Behaviour Description recall or recognise information Examples of Activity Keywords (Verb to be Trained or which Describe Demonstration and the Activity to be Evidence to be Trained or Measured at Each Level) multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure Arrange Define Describe Label List Memorise Recognise Relate Reproduce Select State

2 Comprehension understand meaning, restate data in one's own words, interpret, extrapolate, translate explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors Explain Reiterate Reword Critique Classify Summarise Illustrate Translate Review Report Discuss Rewrite Estimate Interpret Paraphrase Reference Example

3 Application use or apply knowledge, put theory into practice, use knowledge in response to real circumstances put a theory into practical effect, demonstrate, solve a problem, manage an activity Use Apply Discover Manage Execute Solve Produce Implement Construct Change Prepare Conduct Perform React Respond Role-play

4 Analysis interpret elements organisational principles structures construction internal relationships; quality reliability of individual components identify constituent parts and functions of a process or concept or deconstruct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs Analyse Break down Catalogue Compare Quantify Measure Test Examine Experiment Relate Graph Diagram Plot Extrapolate Value Divide

5 Synthesis (Create/Build) develop new unique structures, systems, models, approaches, ideas; creative thinking, operations develop plans or procedures, design solutions, integrate methods, resources, ideas parts; create teams or new approaches, write protocols or contingencies Develop Plan Build Create Design Organize Revise Formulate Propose Establish Assemble Integrate Rearrange

6 Evaluation assess effectiveness of whole concepts in relation to values, outputs, efficacy, viability; critical thinking, strategic comparison and review; judgement relating to external criteria review strategic options or plans in terms of efficiency, return on investment or cost effectiveness, practicability; assess sustainability; perform a SWOT analysis in relation to alternatives; produce a financial justification for a proposition on venture, calculate the effects of a plan or strategy; perform a detailed and costed risk analysis with recommendations and justifications. Review Justify Assess Present a case for Defend Report on Investigate Direct Appraise Argue Projectmanage

Affective Domain § The affective domain (Krathwohl, Bloom & Masia, 1973) includes feelings, values, appreciation, enthusiasms and attitudes.

Level 1 Category or Level Receive Behaviour Description open to experience, willing to hear Examples of Activity to be Trained or Demonstration and Evidence to be Measured listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively Keywords (Verb which Describe the Activity to be Trained or Measured at Each Level Ask Listen Focus Attend Take part Discuss Acknowledge Hear Be open to Retain Follow Concentrate Read Do Feel

2 Respond react and participa te actively participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation React Respond Seek clarification Interpret Clarify Provide other references and examples Contribute Question Present Cite Become animated or excited Help team Write Perform

3 Value attach values and express personal opinions decide worth and relevance of ideas, experiences; accept or commit to particular stance or action 4 Organise or Conceptuali se values reconcile internal conflicts; develop value system qualify and quantify personal views, state personal position and reasons, state beliefs Argue Challenge Debate Refute Confront Justify Persuade Criticise Build Develop Formulate Defend Modify Relate Prioritize Reconcile Contrast Arrange Compare

5 Internalise or Characterise values adopt belief self-reliant; system and behave philosophy consistently with personal value set Act Display Influence Solve Practice

Psychomotor Domain § Anita J. Harrow (1972) has developed a taxonomy with simple reflexes begin at the lowest level of the taxonomy, while complex neuromuscular coordination makes up the higher levels (see Figure 3. 2).

Table 3. 3: Six Levels of Psychomotor Domain Level Description Example Reflex Movements Objectives at this level include After engaging in this segmental reflexes (involving one activity, the children will be spinal segment) and able to contract a muscle. intersegmental reflexes (involving more than one spinal segment). Fundamental Movements Objectives in this category address The children will be able to behaviours related to walking, jump over a two-foot hurdle. running, jumping, pushing, pulling and manipulating. Perceptual Abilities Objectives in this division address The children will categorize kinesthetic, visual, auditory, tactile by shape, a group of and coordination abilities. building blocks.

Physical Abilities Objectives included at this level The children will do at are related to endurance, least five push-ups at the strength, flexibility, agility, end of the year. reaction – response time and dexterity. Skilled Movements Objectives at this level of domain The children can correctly are concerned with games, perform a series of sports, dances and the arts. somersaults. Non-discursive Objectives at this level of the Communication taxonomy relate to expressive movement through posture, gesture, facial expressions and creative movements. The children will be able to create his or her own movement sequence and perform it to music (Ornstein & Hunkins, 1988)

1. What do you understand by educational objective? 2. The best-known taxonomic classification of learning in education are those developed by Benjamin Bloom, David Krathwohl and Anita Harrow. Discuss the three domains of objectives with examples.

Observe the pictures below. Based on Bloom's Taxonomy of Learning Domains, write the learning objectives (behavioural )