Prepared by: E.

Humel

Specific Objectives
These are the statements that describes in terms of knowledge, attitude and skill of students after
learning a content. Specific objectives are specific about what the learner will do after an
instruction.

Specific Objectives must be SMART

Specific- clear
Measurable- quality and quantity
Achievable- attain objectives
Realistic- obtain the level of change reflected in
the objective
Time bound- time period to accomplish lesson.

Types of Specific Objectives:

1. Cognitive- designed to increase an individual’s knowledge.
2. Affective- designed to change an individual’s attitude.
3. Psychomotor- designed to build physical skill actions that demonstrate the fine motor skills.

General Objectives - are broad goals to be achieved. Specific objectives are derived from
general objective and are not measureable.
Example of verbs: Know, appreciate, understand etc.

Students will know the importance of magnets.

Students will appreciate the need to care for their teeth.
Students will understand the use of radiation and expansion in daily life.

Components of Specific Objectives:

Educational theorist Robert Mager created a framework for developing learning objectives. The

three components are:

1. Performance

2. Conditions

3. Criteria

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 Performance- indicates what participants are expected to as a result of the learning activity. The
specific objective is participant-centered, and performance based. It should describe what the
learners will do as a result of a learning event. Therefore, the statement should have a verb that
best describes the type of behaviour that the learner needs to display.
The only way you can determine whether the learner has learned something is to observe some
kind of behaviour. Use words that are measurable example words from Blooms Taxonomy.

Knowledge Comprehension Application Analysis Evaluation Synthesis

Define Explain Solve Analyze Reframe Design
Identify Describe Apply Compare Criticize Compose
Describe Interpret Illustrate Classify Evaluate Create
Label Classify Modify Contrast Order Plan
List Compare Use Infer Appraise Combine
Name Identify Calculate Separate Judge Formulate
State Select Change Categorize Support Invent
Match Relate Choose Divide Compare Hypothesize
Select Distinguish Demonstrate Order Decide Substitute
Memorize Demonstrate Discover Point out Discriminate Write
Observe Predict Experiment Prioritize Recommend Compile
Record Summarize Report Survey Summarize Generalize
Locate Contrast Prepare Conclude Defend Arrange
Copy Estimate Complete Criticize Estimate Assemble
Read Convert Sketch Devise Grade Collaborate

Conditions- specifies under what conditions should the participants perform.

The conditions under which the task will be performed typically addresses time, place, resources
and circumstances.
Example:

1. Using a calculator

2. Referencing a chart

3. While being monitored

4. Using a conical flask

5. In 10 feet of water

6. Using a video clip of

7. Using simulation app

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Criteria- identifies how well the participants have to perform to satisfy the requirements. The
criteria should communicate the level of proficiency that is expected. It might describe how the
learner will perform in terms of quality, quantity, and time measurements.
Example:
1. Within 10 minutes
2. Within acceptable laboratory guidelines
3. 80% or better
4. Assembling 15 items
5. In compliance with a chart
6. Correctly
7. Stating 2 key terms in definition.

Examples of Specific Objectives

1. After a field trip in the school yard students will:

- List 10 living and 10 non-living things.
- Correctly classify the living organisms as plants and animals.
- Construct a terrestrial food chain and identify at least three trophic levels.

2. Using a puzzle students will define the term reproduction stating 2 key terms from the definition.

3. Using a diagram students will identify at least five parts of the male reproductive system.

4. With the aid of a video students will state the function of at least five parts of the male reproductive
system in man.

5. After an experiment with strong and weak acids (sulphuric acid, vinegar etc.) students will:

- Differentiate between strong and weak acids.

6.Using dot and cross diagrams students will:

- Correctly identify ionic and covalent bonding in 10 given examples.

7. After viewing a video students will correctly state Avogadro’s constant.

8. With the aid of a puzzle students will define the terms molar, relative atomic and formula mass
getting at least 2/3 correct.

9. After conducting an exercise students will calculate the relative atomic and formula masses for
eight compounds getting at least 6/8 correct.

10. After observing chart with hibiscus flower students will identify 6/8 parts of the flower correctly.

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 11. After dissecting hibiscus flower students will state the function of at least 6 parts of the flower.

12. With the use of flowers students will correctly demonstrate self and cross pollination.

13. After reading a paragraph on diseases students will formulate a definition for the term stating at
least 2 key terms.

Reference:
Mager, R.F (1997). Preparing Instructional Objectives (3rd ed.). Atlanta, Georgia: CEP Press.

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 Prepared by: E. Humel

Table of Specification
A Table of Specifications is a two-way chart which describes the topics to be covered by a test
and the number of items or points which will be associated with each topic.

The Table of Specifications identifies the achievement domains being measured and ensures that
a fair and representative sample of questions appear on the test.

Reference
Chase, C.I. (1999). Contemporary assessment for educators. New York: Longman.

Steps in completing a Table of Specification

Table of Specification for Paper I

Content Week OBJECTIVES WEIGHTING

Knowledge Comprehension Application Total %
No of Questions No of Questions No of Questions
Paper I
Cells 2 2 3 3 8 17
Tissues 1 1 2 1 4 8
Ecology 3 4 5 4 13 25
Cycles 1 1 2 1 4 8
Diffusion 2 2 3 3 8 17
Osmosis 2 3 4 2 9 17
Active transport 1 2 1 1 4 8
Total 12 15 20 15 50
Weighting % 30 40 30 100

Steps:
1. List all the topics you will cover for the term.

2. List the Total Number of Week(s) you will spend completing the topic, then add the

total weeks for the term at the column total.

3. Use the MOE specification of 30% knowledge, 40% comprehension and 30% analysis

for each column total.

4. Determine the Number of Questions the test would have e.g. 50.

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5. Find the Total Number of Questions for knowledge, comprehension and application.

Formula: Row Total/ 100 X Total number of questions

30/100*50= 15, 40/100*50= 20, 30/100*50= 15

6. Percentage Total for the rows.

Formula: Total time (Week/s) / Total Number of Weeks in the

term

2/12= 0.166*100 = 16.6 round up to 17 …….

7. Determine the Number of items for each topic. We find this by multiplying the percentage

allocation for each topic by the total Number of items to be constructed.

Formula: Total Number of items X % Total for each topic

50 items X 17% or 17/100*50 = 8.5 round up or round down 9

50 X 0.17 = 8.5
8. Determine the Number of Questions for each cell.

Formula: Row Total X Column Total / Total Number of items

8 X 15/50= 2.4 round up or round down the number

This Number will tell you the total Knowledge questions on cells.

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 Table of Specification for Paper II
CONTENT OBJECTIVES WEIGHTING
Knowledge Comprehension Application Total %
Paper II No of Marks No of Marks No of Marks

Safety in the laboratory

Measurement
Classification of Life
Structure of Seed and flower

TOTAL
WEIGHTING 30 40 30 100

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