CHAPTER II

BEHAVIORAL
OBJECTIVES
 A statement
that indicates a
OBJECTIVE purpose, aim or
goal set for any
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undertaking.
 - Identifies the purpose of a teacher
plans to pursue.

EDUCATIONAL or - Provides guidance in organizing

suitable learning situations and in
INSTRUCTIONAL choosing appropriate assessment
methods to find out if said objectives
OBJECTIVE have been attained.

- Serve as the criteria in evaluating the3

accomplishments of teaching, at the
same time, the competence of the
teacher.
01
IMPORTANCE
IMPORTANCE

1. Identification of what the students are expected to know

(knowledge, facts , information), develop skills (science
processes) and inculcate values (attitudes, habits).
2. Basic planning and organizing learning activities (methods and
strategies to employ, step-by-step procedure).
3. Choice of appropriate instructional materials, equipment and
simple tools.
4. Decision on appropriate assessment techniques.
02
RULES IN
FORMULATING
 FIVE ESSENTIAL RULES

1. Describe the expected behavior of the students.

2. Describe the observable behavior in terms of an outcome verb
which the student will perform.
3. Describe the criterion for evaluating an acceptable performance
of the behavior.
4. Specify important conditions under which the student will
perform the behavior.
5. Measure only one outcome verb for each objective.
03
STATING
OBJECTIVES
• Behavior can be observed, at the same tine
facilitate measurement and evaluation.
• Use action verbs to describe the students
response could assist referring to the
purpose and all the way to the
measurement of the achievement of the
objective.
04
Taxonomy of
Educatonal
Objectives
COGNITIVE
DOMAIN
Following are the cognitive processes
expected of the learner:

KNOWLEDGE
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The student can recall, define, recognize or identify
specific information presented during instruction.
COMPREHENSION
Demonstrate understanding of information by
translating it into a different form or by recognizing it
in translated form.
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APPLICATION
Can apply the information in performing concrete
actions.
ANALYSIS
Can recognize the organization and structure of a
body of information, break this information down
into its constituents parts, and specify the
relationships between these parts.
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SYNTHESIS
Can bring to bear information from various sources to
create a product uniquely his or her own.
EVALUATION

Can apply a standard in making a judgement on the

worth of something
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