Educational Objectives

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

2. Introduction:Introduction:
Education is a process, the chief goal of which is Education is a process, the chief goal of which is
to bring about change in human behavior. Every to bring about change in human behavior. Every
individual should have access to a type of individual should have access to a type of
education that permits maximum development of education that permits maximum development of
his potential and capabilities.his potential and 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 its becomes easy to achieve it when we know its
objectives or goal as well.objectives or goal as well.
In any educational programme to be effective the In any educational programme to be effective the
purposes and objectives are to be clearly statedpurposes and objectives are to be clearly stated

3. 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 right matter, the clinical experience and the right
method to be evaluate the student's performance method to be evaluate the student's performance
and the teaching learning process.and the teaching learning process.
Entire society, philosophy, values, circumstances Entire society, philosophy, values, circumstances
under which students are going to perform under which students are going to perform
should be taken into account comprehensively should be taken into account comprehensively
before planning educational objectives.before planning educational objectives.
Thus the objectives are desirable outcomes of Thus the objectives are desirable outcomes of
intended actions through the mode of education. intended actions through the mode of education.

4. Definition:Definition:
►The result sought by the learner at the end of The result sought by the learner at the end of
the educational program, ie what the students the educational program, ie what the students
should be able to do at the end of a learning should be able to do at the end of a learning
period, that they could not do beforehandperiod, that they could not do beforehand
-- J J Guilbert.-- J J Guilbert.
►It is learner centered or behavior centered and It is learner centered or behavior centered and
subject centered.subject centered.

5. Importance and Meaning.Importance and Meaning.
►The educational objectives are expressions of The educational objectives are expressions of
what a teacher hopes his/her students can what a teacher hopes his/her students can
accomplish as a result of his/her teaching.accomplish as a result of his/her teaching.
► Educational objectives are policy statements Educational objectives are policy statements
of direction and provides foundation of the of direction and provides foundation of the
entire educative structure. These are the entire educative structure. These are the
statement, which express specifically and in statement, which express specifically and in
measurable terms, an attitude that will be measurable terms, an attitude that will be
developed cognitive or psychomotor skills that developed cognitive or psychomotor skills that
the students would be able to do as a result of the students would be able to do as a result of
prescribed treatment method or mode of prescribed treatment method or mode of
instruction.instruction.

6. 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.

7. Characteristics:Characteristics:
►Relevant: confirm to the needs of the learner Relevant: confirm to the needs of the learner
and institutional objectives.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 resources Feasible: be within the time limit and resources
available.available.
►Observable: able to see the action performed Observable: able to see the action performed
e.g. Writing, spoken, performed.e.g. Writing, spoken, 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.

8. Data Sources:Data Sources:
►Health needs, demands and resources of the Health needs, demands and resources of the
society.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, methods and Scientific progress in knowledge, methods and
skill.skill.
►Educational philosophy.Educational philosophy.
►Future demands in terms of advanced Future demands in terms of advanced
technology.technology.

9. 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.

10. 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 that all statements identifying the major skills that all
the graduates of the program should posses at the graduates of the program should posses at
the completion of their studies.the completion of their studies.
►Departmental objectives: A set of statements Departmental objectives: A set of statements
identifying the skills to be acquired by all identifying the skills to be acquired by all
students who are taught within a particular students who are taught within a particular
school/ department/division, of a nursing school/ department/division, of a nursing
college. These skills must be consistent with college. These skills must be consistent with
the institutional objective.the institutional objective.

11. Types of educational objectives:Types of educational objectives:
►Instructional objectives:Instructional objectives:
B)B)Basic instructional objective (BIO): A brief, Basic instructional objective (BIO): A brief,
clear statement of basic skill/ competence clear statement of basic skill/ competence
which is to be demonstrated at the conclusion which is to be demonstrated at the conclusion
of a unit instruction.of a unit instruction.
C)C)Specific instructional objective (SIO): A brief, Specific instructional objective (SIO): A brief,
clear statement of a single skill, directly clear statement of a single skill, directly
related to BIO and stated in terms of related to BIO and stated in terms of
observable student behavior.observable student behavior.

12. Elements of specific objectives:Elements of specific objectives:
1.1.Activity- appropriate action verb to be used.Activity- appropriate action verb to be 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 etc.equipments, books, specimens reports etc.
4.4.Criteria- minimum level of performance.Criteria- minimum level of performance.

13. Taxonomy of objectivesTaxonomy of objectives
A Taxonomy is a hierarchical classification in a given A Taxonomy is a hierarchical classification in a given
field. It provide a classification of various field. It provide a classification of various
instructional objectives at suitable levels and in instructional objectives at suitable levels and in
given spheres.given spheres.
A systematic organization of objectives into three A systematic organization of objectives into three
domains to help the teachers in precise domains to help the teachers in precise
formulation and evaluates the result of a system of formulation and evaluates the result of a system of
education, helps students to prepare for education, helps students to prepare for
examinations to obtain the desired end results.examinations to obtain the desired end results.

14. 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 ambiguity To give clear cut guidelines to avoid ambiguity
in statement of objective.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 education.Evaluation of the result of system of 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.

15. Cognitive domainCognitive domain
Mc Guire (1963) described the levels in cognitive Mc Guire (1963) described the levels in cognitive
domain.domain.
II.II.Recall of facts: remembering the facts, principles, Recall of facts: remembering the facts, principles,
processes, patterns, methods necessary for processes, patterns, methods necessary for
efficient performance of a professional task.efficient performance of a professional task.
III.III.Interpretation of data: The process of application Interpretation of data: The process of application
or use of ideas, principles, methods to deal with a or use of ideas, principles, methods to deal with a
new phenomenon or situation.new phenomenon or situation.
IV.IV.Problem solving: Relating to diagnosis, treatment, Problem solving: Relating to diagnosis, treatment,
organization etc it includes finding solutions for organization etc it includes finding solutions for
problem arising from new situations. It will serve as problem arising from new situations. It will serve as
a guide.a guide.

16. Bloom’s categories in cognitive domain Bloom’s categories in cognitive domain
(1956) (1956)
►Knowledge: The remembering of previously learned Knowledge: The remembering of previously learned
material. Recall of specifics and universals and of material. Recall of specifics and universals and of
methods and processes, remembering of a pattern methods and processes, remembering of a pattern
structure or setting, memorization of facts, principles structure or setting, memorization of facts, principles
etc. Includes Recall, Recognize.etc. Includes Recall, Recognize.
►Comprehension: Grasping communication accurately, Comprehension: Grasping communication accurately,
able to put it in different form of presentation, able to put it in different form of presentation,
reorganizing material in summary with the central reorganizing material in summary with the central
meaning and points. Includes Translation, meaning and points. Includes Translation,
interpretation, extrapolation, see relationship, cite interpretation, extrapolation, see relationship, cite
example, discriminate, classify, interest, verify, example, discriminate, classify, interest, verify,
generalize.generalize.

17. ►Application: The ability to use learned material in new Application: The ability to use learned material in new
situation, it may be general ideas, principals or methods. situation, it may be general ideas, principals or methods.
Includes, reason, formulate, establish, inference, predict.Includes, reason, formulate, establish, inference, predict.
►Analysis: The ability to breakdown material into its Analysis: The ability to breakdown material into its
component parts so that its organizational structure. component parts so that its organizational structure.
Requires an understanding of both the content and the Requires an understanding of both the content and the
structural form of the material.structural form of the material.
►Synthesis: It is the ability to put together to form a Synthesis: It is the ability to put together to form a
new whole learning outcomes in the area and stress to new whole learning outcomes in the area and stress to
creates behavior, with major emphasis on the creates behavior, with major emphasis on the
formulation of new patterns or structures. E.g. preparing formulation of new patterns or structures. E.g. preparing
codes, developing nursing process, derive abstract codes, developing nursing process, derive abstract
relations. relations.

18. ►Evaluation: The ability to judge the value of Evaluation: The ability to judge the value of
material for a given purpose, it is based on use material for a given purpose, it is based on use
of criteria, standards, it may be quantitative or of criteria, standards, it may be quantitative or
qualitative.qualitative.
Action verbs: compare, contrast, identify, Action verbs: compare, contrast, identify,
distinguish, explain, list, enumerate, describe, distinguish, explain, list, enumerate, describe,
select, specify, relate, interpreat. select, specify, relate, interpreat.

19. Conative or psychomotor skills or Conative or psychomotor skills or
domain or practical skilldomain or practical skill
This deals with the routine actions carried out by the This deals with the routine actions carried out by the
student, able to perform practical with high degree of student, able to perform practical with high degree of
precision and efficiency having effective control over precision and efficiency having effective control over
the practical skill.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 skill Control: The student is able to demonstrate a skill
according to instructions and not merely on the basis according to instructions and not merely on the basis
of observation. Begins to differentiate between one of observation. Begins to differentiate between one
set of skills and another and to be able to choose one set of skills and another and to be able to choose one
required, starts to adapt at handling instruments.required, starts to adapt at handling instruments.

20. ►Automatism: A high degree of proficiency is Automatism: A high degree of proficiency is
attained in using the skill, which now requires attained in using the skill, which now requires
only a minimum of energy.only a minimum of energy.
►Manipulation: Ability to do an act according to Manipulation: Ability to do an act according to
instruction not by observation alone. E.g. instruction not by observation alone. E.g.
following direction, selection, fixation.following direction, selection, 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 in Articulation: coordination of series of acts in
sequence with internal consistency. E. g. 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.

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

22. Domain of attitude or affective domain Domain of attitude or affective domain
(communication skill)(communication skill)
Behavior representative of feelings or conviction. Behavior representative of feelings or conviction.
An objective dealings with emotions or feelings An objective dealings with emotions or feelings
indicated by words, e.g. interest, appreciation, indicated by words, e.g. interest, appreciation,
enthusiasm, motivation and attitudes. These enthusiasm, motivation and attitudes. These
are reflective of the values.are reflective of the values.
A persistent disposition to act either positively or A persistent disposition to act either positively or
negatively towards a person, group, object, negatively towards a person, group, object,
value or situation. It refers to interpersonal value or situation. It refers to interpersonal
relations. Three levels are identified:relations. Three levels are identified:

23. ►Receiving or attending: willingness to receive/ Receiving or attending: willingness to receive/
attention. E.g. awareness, willingness to attention. E.g. awareness, willingness to
receive, controlled or selected attention.receive, controlled or selected attention.
►Responding: Learner is sufficiently involved in Responding: Learner is sufficiently involved in
an activity that he seeks it out and gain an activity that he seeks it out and gain
satisfaction working with it. E.g. agree or satisfaction working with it. E.g. agree or
accept, willingness to respond, satisfaction in accept, willingness to respond, satisfaction in
response.response.
►Valuing: The behavior is now consistent and Valuing: The behavior is now consistent and
stable not only accepted but is valued. E.g. stable not only accepted but is valued. E.g.
acceptance of a value, preference of value, acceptance of a value, preference of value,
commitment/ conviction.commitment/ conviction.

24. ►Organization: The level at which the learner constructs Organization: The level at which the learner constructs
a value system which guides his/ her behavior. E.g. a value system which guides his/ her behavior. E.g.
conceptualization of a value, organization of value conceptualization of a value, organization of value
system.system.
►Characterization by a value or value complex? Characterization by a value or value complex?
internalization: The values have a place in the persons internalization: The values have a place in the persons
value hierarchy and organized. E.g. generalized set, value hierarchy and organized. E.g. generalized set,
characterization.characterization.
►Internalization: Perception of phenomenon affecting Internalization: Perception of phenomenon affecting
values. This enables you to adapt your attitude to the values. This enables you to adapt your attitude to the
other person as if you were experiencing the same other person as if you were experiencing the same
phenomenon yourself. e.g. attitude shown to grieving phenomenon yourself. e.g. attitude shown to grieving
family gives impact of being concern and care towards family gives impact of being concern and care towards
them and readiness to help them to get over it.them and readiness to help them to get over it.

25. Action verbs: Respond, receive, cooperate, participate, Action verbs: Respond, receive, cooperate, participate,
display, permit, react, contribute.display, permit, react, contribute.
Steps for stating objectivesSteps for stating objectives::
1. Start with an action verb or operative verb, that 1. Start with an action verb or operative verb, that
describes a specific behavior or activity by the describes a specific behavior or activity by the
learner ie what does he do?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 that 2. Follow the action verb with content reference that
describes the subject being tested e.g. performs describes the subject being tested e.g. performs
what? Enumerate the articles displayed in general what? Enumerate the articles displayed in general
trolley set up. Perform back care.trolley set up. Perform back care.
3. End with the performance standard/ criteria that 3. End with the performance standard/ criteria that
indicated the minimum acceptable accomplishment indicated the minimum acceptable accomplishment
in measurable terms. in measurable terms.

26. e.g. Enumerate the bones in human hand with an e.g. Enumerate the bones in human hand with an
accuracy of at least 90%.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 client.principals, with minimum discomfort to client.
4.Specify the main conditions under which 4.Specify the main conditions under which
actions is to take place ie resources supplied or actions is to take place ie resources supplied or
restrictions applied. Eg. With an electron restrictions applied. Eg. With an electron
microscope, with signomenometer, with oral microscope, with signomenometer, with oral
thermometer etc.thermometer etc.