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OUTCOMES
Purposes of Instructional Goals &
Objectives
1. It provides direction for the instructional
process by clarifying the intended learning
outcomes.
2. It conveys instructional intent to other
stakeholders.
3. It provides basis for assessing the performance
of the students by describing the performance
to be measured.
DIFFERENCE BETWEEN GOALS &
OBJECTIVES
GOALS OBJECTIVES
Broad Narrow
General Intention Precise
Intangible Tangible
Abstract Concrete
Cannot be validated as is Can be validated
Long term aims what you want to Short term aims what you want to
accomplish achieve
Hard to quantify or put in a timeline Must be given a timeline to
accomplish to be more affective
GOALS, GEN. ED. PROGRAM OBJECTIVES &
INSTRUCTIONAL OBJECTIVES
S – Specific
M – Measurable
A – Attainable
R – Realistic/Relevant
T – Time-bound
COMPONENTS OF OBJECTIVES
1.Audience
2.Observable Behavior
3.Special Conditions
4.Stating Criterion Level
TYPES OF EDUACTIONAL OBJECTIVES
(Kubiszyn & Borich)
1. Specific or Behavioral Objectives
- precise statement of behavior to be exhibited by the students;
the criterion by which mastery of the objectives will be judged; the
statement of the conditions under which behavior must be
demonstrated.
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Bloom taxonomy revised
in order to fit the more
outcome focused modern education
objectives.
Imitation
Observing and patterning behavior after
someone else
Manipulation
Being able to perform certain actions by
following instructions and practicing
Precision
Refining, becoming more exact
Articulation
Coordinating a series of actions, achieving
harmony and internal consistency
Naturalization
Having high level performance become natural,
without needing to think much about it
Reflex movements
Reaction that are not learned
Fundamental movements
Inherent movement patterns which are formed by combinations of
reflex movements, the basis for complex movements
Perception
Response to stimuli such as visual, auditory, kinesthetic, or tactile
discrimination
Physical abilities
Stamina that must be developed for further development such as
strength and agility
Skilled movements
Advanced learned movements as one would find in sports or acting
No discursive communication
effective body language, such as gesture and facial expression
Chapter Quiz-Group one
Instruction: give the right answer to the following questions
Give at least two main things that objectives should specify
What are the two types of learning outcomes
What are the three domains of educational objectives
Give the highest and the lowest level of cognitive domain
Give the lowest and the highest level of affective domain
Differentiate goals and objectives