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Characteristics of Educational Objectives

This document outlines educational objectives and their characteristics. It discusses the taxonomy of educational objectives, which are categorized into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis and evaluation. The affective domain involves awareness, responding, valuing, organization and characterization. The psychomotor domain involves imitation, manipulation, precision, articulation and naturalization. Educational objectives can also be defined based on whether they are product or process oriented, behavioral or implicit, and immediate or ultimate.

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Pax Garcia
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2K views

Characteristics of Educational Objectives

This document outlines educational objectives and their characteristics. It discusses the taxonomy of educational objectives, which are categorized into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis and evaluation. The affective domain involves awareness, responding, valuing, organization and characterization. The psychomotor domain involves imitation, manipulation, precision, articulation and naturalization. Educational objectives can also be defined based on whether they are product or process oriented, behavioral or implicit, and immediate or ultimate.

Uploaded by

Pax Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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EDUCATIONAL OBJECTIVES

This is a statement of
performance to be
demonstrated by each
student in the classroom
under a series of instruction.
CHARACTERISTICS OF GOOD EDUCATIONAL
OBJECTIVES
SMART
S-specific
M-measurable
A-achievable
R-realistic
T-time bound
TAXONOMY OF EDUCATIONAL OBJECTIVES
The taxonomy of education objectives are based
on domains; Cognitive domain, affective
domain and psychomotor domain.
a) COGNITIVE DOMAIN
The cognitive domain emphasizes on the
attainment, retention and development of
knowledge.
It focuses on the mind.
The cognitive domain consists of six levels.
(i) Knowledge
The learner is supposed to recall facts, simple
definitions, terms, procedures and theories.
For example, one may ask learners to name,
list, state, recall and label.
ii)Comprehension
This involves translating from one
label of abstract to another. The
learner is supposed to understand,
interpret and restate information.
For example, the teacher may ask
the learner to describe, discuss and
explain.
iii)Application
The learner is supposed to
apply skills and principles
taught to them in new
situations or new areas. The
verbs include; apply, solve,
demonstrate .
(iv)Analysis
The learner is supposed to
breakdown information to its
constituent parts, develop the
relationship between the parts, find
assumptions and distinguish facts
from opinions. Verbs include;
analyze and pointing out.
v)Synthesis
(

The learner is supposed to bring


together the constituent parts and
build a relationship for a new
situation or more integrated and
meaningful pattern subject.
Example of verbs used include;
construct.
(vi) Evaluation
This is a value judgment on
something based on a given
criteria substantiated by
observations or informed
rationalization. Example of
verbs includes judge, assess.
b) AFFECTIVE DOMAIN
Affective domain emphasizes
on those behaviors
characterized by feelings,
emotions and values. Affective
domain consist of five levels.
These includes:
1. Awareness
This is the learner’s
sensitivity or awareness
to an existing value. For
example love and hatred
II. Responding
This is reacting to the
learned value. Students or
learners may show interest
on object activity or value
learnt by seeking it out or for
pleasure.
III. Valuing
The students internalizes and
appreciates the value learnt.

IV. Organization
This is where the learners orders
the values through priority or
value learned.
V. Characterization
This is where the learner
behaves according to the
value learnt. He/she adapts
a long term value that is
consistent and predictable.
c) PSYCHOMOTOR DOMAIN
I. Imitation
This is where learner observes behavior after
someone else. There is low quality of performance. It
includes verbs like copy, repeat, follow and replicate. 
II. manipulation
This is where a learner is able to perform a certain
action when following certain instructions. This
involves verbs like execute, build.
III. PPRECISION
This is where Learner becomes more exact and
performs a skill with a high degree of precision. For
example master, demonstrate.
V. Articulation
This is coordinating and adapting a series of
actions to achieve internal consistency. Verbs
includes adapt, construct, create.

V. Naturalization
This is mastering a high level of performance
until I becomes natural that is the learner does
not need to think much about it. It includes
design and manage.
DIMENSIONS OF EDUCATION OBJECTIVES
Process and product objectives
Product objective is what the learner must do or
know following given instructions.

a. Behavioral and implicit objectives


Behavioral objectives are observable tasks that the
learner must do to demonstrate that the goal has
been achieved.
Implicit objectives are non-observable states of
knowing or understanding a given concept. For
example by the end of the lesson the learner should
know his rights and obligations.
b. Immediate and ultimate objective
Immediate objectives are what the
learner can do or achieve within a
short period of time.
Ultimate objectives are what the
earner can achieve within a long term
duration of time.

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