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Module 5
Instructional
Goals and
Objectives 07/13/2024
2 Aim is the general
direction
Goal is an ultimate
destination
Objective is a recognizable
point of achievement along
the way 07/13/2024
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Hierarchy of Educational Goals

 1. Worldwide
 2. National goals eg what is the aim of education in Tanzania?
 3. Regional/district level
 4. University level
 5. Secondary level. They are addressed in the syllabus
 6. Primary level
 7. Subject level eg chemistry, geography.

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What are goals?
 Goals are broad, generalized statements about
what is learned.
 Educational intention, entire subject area and
expectation of the society.
 Provides scope for the course. Answers the
question “What will the students be able to do as a
result of taking a course”
 Example. By the end of the course participants will
be able to critically assess the contribution of the
existing system of income tax administration.
Educational goals are an intended or desired
outcome of the educational process. Often
expressed in terms of instructional objectives that
can range from highly general to very specific.
  Educational goals tell the teacher what to teach
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and also which behaviors need to be evaluated.
 Instructional Objectives are statements about
the type of performance that can be expected of
students once they have completed a lesson,
unit or a course.
 Because performance implies behavior, the
phrase behavioral objectives is sometimes used
interchangeably with instructional objectives.

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  Instructional objectives may also be
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called performance objectives,

behavioural objectives, or objectives.
All of these terms are used
interchangeably.
 Objectives are specific, outcome based,
measurable, and describe the student’s
behaviour. So what does that mean?
Let us take a look at each of these
concepts: 07/13/2024
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 Specific- Objectives are very specific. This
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means they should describe precisely what the
learner is expected to do.
Outcome based –this means that the objective
is going to state what the learner should be
able to do after the instruction is complete.
Measurable –this means that objectives
should describe learning outcomes that can be
measured; objectives should be seen or heard.

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  Describe student behavior- this means that
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objectives should relate what the student
should be able to do after the instruction.
Usefulness of instructional objectives
 IO force the teacher to be precise about what
to accomplish
 IO enable the teacher to communicate to
pupils what they must achieve

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 IO make evaluation procedures easy;
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IO make accountability possible; and

IO facilitate sequencing
Guidelines to be followed in writing
IO
 All IO should relate to the existing
curriculum goals or objectives

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 The goals in the school syllabus for
every subject should help you to
select and write good instructional
objectives
 The IO should be stated within the
three domains of learning, i.e. the
cognitive, the affective and
psychomotor
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 Objectives should specify 4 main things
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Audience – Who? Who is aimed at?

The audience is learner(s) that the
objective is written for.
Behavior - What? What do you expect
them to be able to do? Behavior is the
verb that describes what the learner
(audience) will be able to do after the
instruction.
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14 Condition - How? Condition are the
circumstances under which the objectives
must be completed.
Degree – How much? The standard that the
learner must meet to reach acceptable
performance.

This is often called the ABCD’s of

objectives, a nice mnemonic!!??
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Example
Given a sentence written in the past or present tense, the student will be able to
re-write the sentence in future tense with no errors in tense or tense
contradiction

A B C D
 The ABCD method of writing objectives is an excellent
way to structure instructional objectives. In this
method, "A" is for audience, "B" is for behavior, "C"
for conditions and "D" is for degree of mastery needed.

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16 Bloom’s taxonomy of
educational objectives
Bloom’s domains
Three domains:
 cognitive (about knowing)
 affective (about attitudes, feelings)
 psychomotor (about doing)
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 Bloom’s taxonomy is very
important in writing objectives.
 It assists curriculum developers
and teachers in ensuring that all
aspects of developing learners
especially at higher levels of
thinking and operation are catered
for in the learning process.
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Cognitive Domain
The cognitive domain (Bloom,
1956) involves knowledge and the
development of intellectual skills.
There are six levels of hierarchy in
this domain.

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 Knowledge: the recall of specific
items
 Comprehension: can recall, but can
do a little more (e.g. paraphrase,
define, discuss to some extent)
 Application: all of the above, but
can take information of an abstract
nature and use it in concrete
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 Analysis: can break down a
communication into its constituent
parts, revealing the relationships
among them.
 Synthesis: can pull together many
disorganized elements or parts so as to
form a whole.
 Evaluation: makes judgments about
the value of materials or methods.
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Key words used
Knowledge
Count, Define, Describe, Draw, Find,
Identify, Label, List, Match, Name, Quote,
Recall, Recite, Sequence, Tell, Write
Comprehension
Conclude, Demonstrate, Discuss, Explain,
Generalize, Identify, Illustrate, Interpret,
Paraphrase, Predict, Report, Restate,
Review, Summarize, Tell 07/13/2024
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Application
Apply, Change, Choose, Compute,
Dramatize, Interview, Prepare, Produce,
Role-play, Select, Show, Transfer, Use
Analysis
Analyze, Characterize, Classify,
Compare, Contrast, Debate, Deduce,
Diagram, Differentiate, Discriminate,
Distinguish, Examine, Outline, Relate,
Research, Separate, 07/13/2024
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Synthesis
Compose, Construct, Create, Design,
Develop, Integrate, Invent, Make,
Organize, Perform, Plan, Produce,
Propose, Rewrite
Evaluation
Appraise, Argue, Assess, Choose,
Conclude, Critic, Decide, Evaluate, Judge,
Justify, Predict, Prioritize, Prove, Rank,
Rate, Select, 07/13/2024
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Sometimes the six hierarchies or levels
listed above are grouped into three
categories
Level 1. Recall – Knowledge and
Comprehension
Level 2. Interpretation – Application
and Analysis
Level 3. Problem Solving – Synthesis
and Evaluation
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Affective Domain
 The affective domain (Krathwohl,
Bloom, Masia, 1973) includes the
manner in which we deal with things
emotionally, such as feelings, values,
appreciation, enthusiasms, motivations,
and attitudes. The five major categories
are listed from the simplest behavior to
the most complex:
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1.Receiving: Awareness, willingness to hear,
selected attention.
Key Words: asks, chooses, describes, follows,
gives, holds, identifies, locates, names, points to,
selects, sits, erects, replies, uses.

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27 Responding to Phenomena:
Active participation on the part of
the learners. Attends and reacts to
a particular phenomenon.
Key Words: answers, assists, aids,
complies, conforms, discusses, greets,
helps, labels, performs, practices,
presents, reads, recites, reports, selects,
tells, writes.
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28 Valuing: The worth or value a
person attaches to a particular
object, phenomenon, or behavior.
Key Words: completes, demonstrates,
differentiates, explains, follows,
forms, initiates, invites, joins, justifies,
proposes, reads, reports, selects,
shares, studies, works.
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 Organization: Organizes values into priorities
by contrasting different values, resolving
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conflicts between them, and creating an unique

value system.
Key Words: adheres, alters, arranges, combines,
compares, completes, defends, explains,
formulates, generalizes, identifies, integrates,
modifies, orders, organizes, prepares, relates,
synthesizes.

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30 Internalizing values
(characterization): Has a value system
that controls their behavior. The
behavior is pervasive, consistent,
predictable.
Key Words: acts, discriminates, displays,
influences, listens, modifies, performs,
practices, proposes, qualifies, questions,
revises, serves, solves, verifies
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31 Psychomotor Domain
The psychomotor domain (Simpson, 1972)
includes physical movement, coordination,
and use of the motor-skill areas.
Development of these skills requires
practice and is measured in terms of speed,
precision, distance, procedures, or
techniques in execution.
The seven major categories are listed from
the simplest behavior to the most complex: 07/13/2024
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Perception: The ability to use
sensory cues to guide motor
activity.
Key Words: chooses, describes,
detects, differentiates,
distinguishes, identifies, isolates,
relates, selects.
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33 Set: Readiness to act. It
includes mental, physical, and
emotional sets.
Key Words: begins, displays,
explains, moves, proceeds,
reacts, shows, states,
volunteers.
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Guided Response: The early stages in
learning a complex skill that includes
imitation and trial and error. Adequacy of
performance is achieved by practicing.
Key Words: copies, traces, follows, react,
reproduce, responds

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 Mechanism: This is the intermediate
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stage in learning a complex

skill. Learned responses have become
habitual and the movements can be
performed with some confidence and
proficiency.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds,
heats, manipulates, measures, mends, mixes,
organizes, sketches.
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 Complex Overt Response: The skillful
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performance of motor acts that involve complex
movement patterns.
Key Words: assembles, builds, calibrates,
constructs, dismantles, displays, fastens, fixes,
grinds, heats, manipulates, measures, mends,
mixes, organizes, sketches.
NOTE: The Key Words are the same as
Mechanism, but will have adverbs or adjectives
that indicate that the performance is quicker,
better, more accurate, etc.
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37 Adaptation: Skills are well
developed and the individual can
modify movement patterns to fit
special requirements.
Key Words: adapts, alters,
changes, rearranges, reorganizes,
revises, varies.

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38 Origination: Creating new movement
patterns to fit a particular situation or
specific problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
Key Words: arranges, builds,
combines, composes, constructs,
creates, designs, initiate, makes,
originates.
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 Writing Instructional Objectives
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Order and Tense

 There is a preferred order when writing
objectives. The condition is usually placed
first, followed by the behavior or verb, and
then the criteria. Objectives are written in the
future tense.

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 Examples
40  After attending lecture and reading the assigned
materials, the student will state the function of a
thermometer.
 After attending lecture and studying the assigned
materials, the student will demonstrate how a
thermometer works.
 After attending lecture and studying the assigned
materials (including problem sets), the student
will formulate the degrees in C given the degrees
in F, or vice versa.
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  To avoid redundancy in writing objectives an
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educator often lists a single condition with the
objectives underneath.

 After attending lecture and studying the assigned

materials, the student will:
1. _____________________________________
2. _____________________________________
3. ___________________________________ __

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 able to
 shows interest in
 appreciation for
 knows
 awareness of
 has knowledge of
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  capable of
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 learns
 Comprehend
 memorizes
 conscious of
 understands
 familiar with
 will be able to
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Poor and Better objectives

 To increase the student’s ability
to visually identify white cells
on a differential.
 The student will identify
correctly all white cells on a
differential.
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45  The student will gain
knowledge of automated
chemistry tests.
 The student will state the
principle for each automated
chemistry test listed.

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 The student will be familiar
with red blood cell maturation
in the bone marrow.
 The student will diagram the
maturation of red blood cells.

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47  The student will understand the
interpretation of hemoglobin
electrophoresis patterns.
 Given several electrophoretic
scans, the student will correctly
diagnose each normal or abnormal
pattern.

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After attending a lecture on
Essential Functions, the student will
exhibit the following behaviors:
a. Communicate effectively in written
and spoken English.
b. Appropriately assess nonverbal and
verbal communication.
c. Follow written and verbal directions.
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