1. Educational Objectives :
Taxonomy Of Learning &
Specific Learning Objectives.
Dr. Madhulika Mistry
.

2. Objectives
At the end of this session the learner should be able to :
1. Define educational objectives
2. Differentiate the types of educational objectives.
3. Define terms cognitive, affective and psychomotor
domains.
4. Relate these terms to intellectual skills,
communication skills and manipulative skills
respectively.
5. Formulate educational objectives belonging to the
three domains.

3. It is a process, the chief goal of which is :
To bring about desirable changes in the behavior of
learner in the form of acquisition of knowledge,
proficiency in skills & development of attitudes in the
course of a given period.
Components:
- Development of educational objectives
- Organization of T-L activities
- Evaluation

4. The Educational Spiral
Planning
evaluation
Implementing
evaluation
Defining Educational
Objectives
Preparing & Implementing
Educational programme

7. AIMS = GOALS = OBJECTIVES?
Aims & Goals are vague have
wider perspective

8. Goals vs Objectives
Course goals
Describe the overall purpose of the
course within the larger curriculum
Course objectives
Break down goals into measurable
behaviors that demonstrate competency
Ensure successful accomplishment of
course goals

9. Characteristics of Goals
Broad, vague
General intentions or observations
Intangible
Abstract
Cannot be validated

10. Characteristics of Learner Objectives
Narrow, limited
Precise
Concrete
Measurable
Competency based
Always stated in terms of the learner

11. EDUCATIONAL OBJECTIVE
Written Statement
the LEARNER should be able to Know, Do, Think or Feel at
the end of a course /session/ training
Earlier could not do……..
 Highly explicit
 Operational
 Time-bound
 Quantifiable
 Learner oriented
 Educational

12. “If you are not certain of
where you are going
You may very well end up
Somewhere else (and not even know it)”

13. Why Objectives????

15. According to the domains of learning:
1.Cognitive domain
2.Affective domain
3.Psycomotor domain
According to the level of objectives:
1. Institutional
2. Departmental
3. Specific Learning / Instructional Objective
(SLO)

16. Knowing about objectives is
essential
but not
enough………..
Putting them into proper perspective and
handling them in a creative manner requires
the knowledge of TAXONOMY

18. What is Taxonomy?
Stepwise or hierarchical phenomena of attaining the
objective according to its inbuilt relationship.
What exactly happens-step by step- during the
process of learning.

19. Taxonomy means 'a set of classification
principles', or 'structure',
and Domain simply means 'category‘.
The most well known description of
learning domains was developed by
Benjamin Bloom.
It is known as :
“Bloom’s Taxonomy”

20. A taxonomy classifies information into a
hierarchy of levels.
Domain taxonomies reveal that what
educators want students to accomplish
(expressed by educational objectives) can be
arranged into levels of complexity, and
that those levels are best fulfilled
sequentially.
Domain Taxonomies

22. The Three DOMAINS

23. Three Domains of Learning
Cognitive Domain
“Thinking”
Affective Domain
“Feeling”
Psychomotor Domain
“Doing”

24. 1.Cognitive domain
The mental or intellectual thinking behaviors
demonstrated by an individual

26. COGNITIVE DOMAIN
 Bloom’s
Taxonomy is an
order of learning
with six levels.
Knowledge
Evaluation
Synthesis
Analysis
Application
Comprehension

29. 1. KNOWLEDGE
Recalling, Remembering, and
Recognizing.
Emphasizing facts, information, and
specifics. Involves remembering material in
form very close to how it was originally
presented.
Depends upon memorizing or identifying
facts without asking beyond.

30. 2. COMPREHENSION
Describing and Explaining
Grasping the meaning and intent of the
material.
Deals with content and involves ability to
understand what is being communicated.

31. 3. APPLICATION
Applying Information
Using what is remembered and
comprehended.
Applies learning to real life, new, and/or
concrete situations.
It is ability to use knowledge and learned
material in meaningful ways.

32. 4. ANALYSIS
Reasoning
Breaking material into parts and
determining the relationships of these parts
to each other and to the whole.
Analyzing Relationships
Taking one portion or piece at a time to
clarify the overall idea.

33. 5. SYNTHESIS
Creating
Putting together parts and elements into a new form.
Organizing ideas into new patterns and putting
materials together in a structure which was not there
before.

34. 6. EVALUATION
Evaluating
Judging the values of ideas, methods,
materials, procedures, and solutions by
developing and/or using appropriate
criteria.

36. Knowledge
Comprehension
Application
Analysis
Synthesis Evaluation
Creative Thinking Critical Thinking
Cognitive Domain Levels

37. 2. Affective domain
An individual’s emotions,
attitudes, appreciations, interests,
and/or values about “something”
or someone

38. Affective: growth in feelings or emotional areas (Attitude)
(feelings, emotions and behaviour, ie., attitude, or 'feel')

41. (1) Receiving :
Ex. The learner would be able to show
awareness of anxiety of the patient waiting for an
invasive procedure.
(2) Responding :
Ex- The learner would be able to reassure the
an anxious patient waiting an invasive procedure.
(3) Valuing :
Ex- The learner would be able to realize that its
worth spending time reassuring patient whenever
they are anxious.

42. (4) Organization :
Ex-The learner would be able to form judgments
as to the responsibility of the health care team for
commitment towards the emotional wellbeing of
patients.
(5) Characterization :
Ex- The learner would be able to determine how
the goal of health for all has the bearing on the
political will and commitment toward emotional
wellbeing of patients.

43. Psychomotor domain
Physical activities involving gross
and/or fine motor skills, such as
coordination, dexterity, strength,
manipulation, and speed

44. Psychomotor: manual or physical skills (Skills)
(manual and physical skills, ie., skills, or 'do')

46. Readiness :
The learner should be in a state of mental, Physical
and emotional readiness.
 Observation :
The learner shall observe the steps of CPR .
 Perception :
The learner shall become able to perform CPR.
 Response :
The learner shall perform effective CPR independently
in hospital setup.
 Adaptation :
The learner shall perform CPR on victims of accident in
the road side.
 Organization :
The learner shall modify CPR protocol to make it more
effective.

47. Review
Cognitive Affective Behavioral
Thinking Feeling Doing
Head Heart Hands

48. Cognitive Domain Levels
Level Description Verbs
Knowledge To recall or recognize information in
some pre-arranged form.
Define
List
Comprehen-
sion
To understand meaning of information
based on prior learning.
Describe
Explain
Interpret
Application To utilize information to complete a
task with limited direction.
Compute
Solve
Use
Analysis To classify and relate assumptions or
evidence.
Contrast
Examine
Synthesis To integrate or combine ideas into a
new product or plan.
Design
Develop
Organize
Evaluation Critique idea based on specific
standards and criteria.
Appraise
Judge
Justify

49. Affective Domain Levels
Level Description Verbs
Receiving Being aware of, or attending to
something in the environment.
Listen
Notice
Tolerate
Responding Showing some new behavior as a
result of experience.
Comply Enjoy
Follow
Valuing Showing some definite involvement
or commitment.
Carry out,
Express
Organization Integrating a new value into one's
general set of values relative to other
priorities.
Choose
Consider Prefer
Characterizatio
n
Acting consistently with the new
value; person is known by the value.
Act on Depict
Exemplify

50. Psychomotor Domain Levels
Level Description Verbs
Perceiving Recognizing movement position or pattern. Listen
Observe
Patterning Reproducing movement position or pattern. Imitate
Practice
Accommodating Using or modifying movement position or
pattern.
Adjust
Modify
Refining Demonstrating efficient control in
performing pattern.
Improve
Master
Varying Performing movement pattern in different
ways.
Design
Develop
Improvising Originating novel movement or movement
combinations.
Construct
Invent
Composing Creating unique movement pattern. Create Invent

51. Types of objectives
2. According to level of objective:
1.Institutional (general)
2.Departmental (intermediate)
3.Specific instructional/behavioral
1.Institutional (general)
E.g. At the end of training at medical college
the medical graduate should be able to: Diagnose
and perform first level management of acute
emergencies promptly & efficiently.

52. 2.Departmental (intermediate)
E.g. At the end of the training in the Dept. of Medicine the
students should be able to : Perform methods of first level
management of acute emergencies in medicine.
3.Specific instructional (SLO)/behavioral
E.g. At the end of the training sessions the students
should be able to: Perform C.P.R. measures outside the
hospital also without any access to modern resuscitative
equipments.

53. 53
GENERAL
OBJECTIVES
INTERMEDIATE
OBJECTIVES
SPECIFIC
INSTRUCTINOAL
OBJECTIVES
[SIOs]Jul 19, 2015 Educational Objectives

54. Characteristics (Qualities) of
Objectives:
RELEVANT: Conform to the needs of the learner
and institutional objectives.
UNEQUIVOCAL: Clear action verbs are used.
FEASIBLE: Be within the limit of time and
resources available.
OBSERVABLE: E.g. written, spoken, performed, etc.
MEASURABLE: E.g. rating, grading, marking, etc.

55. Curriculum
Goals
Instructor Goals
Objectives - Assessments
& Teaching Strategies
Assignments
A1 A7A6A5A4A3A2
Alignment

56. Curriculum
Goals
Instructor Goals
Objectives - Assessments
& Teaching Strategies
Assignments
A1 A7A6A5A4A3A2
Out of
Alignment

57. 57Jul 19, 2015 Educational Objectives

58. A brief clear statement of a single skill, directly related to a
departmental objective and stated in terms of observable
student behavior.
INSTRUCTIONAL/Learning
OBJECTIVES

59. e.g. -a lecture, a course of lectures
-a practical
-a tutorial
-a group discussion
-a clinical session / term …..
SIOs / SLOs-
What the teacher expects from the students to learn
as a result of his/her teaching efforts at the end of an
instructional unit

60. Components of a SLO
Audience
Content (Observable Behavior)
Condition of performance
Degree/criteria

61. Audience
The learner – who will be doing the
behavior
Undergraduate students
Graduate students
Professionals
Government personnel

62. Observable Behavior / Content
What will the learner be able to do as
a result of learning?
Example: ……… will diagnose
anemia……..

63. Condition
What are the conditions under which
the learners must demonstrate their
mastery of the objective?
Example: ….. On the basis of detailed
hematological picture described in
patient’s records.

64. Degree or Criteria
What are the standards of acceptable
performance - Quantity, quality,
efficiency durability?
Example: …… in 100% of cases…..

65. Complete SLO
The student should be able to
diagnose anemia in 100% of cases on
the basis of a detailed hematological
picture described in the patient’s
records.

66. Triple C Model
Content –Observable-What
Condition of performance-With / without
help of equipment, specimen, reports etc
Criteria/Degree-How Well-minimum
standard of performance

67. Characteristics of Specific
Learning Objectives
Specific and focused (Clear, Concise, Unequivocal)
Measurable
Achievable & Realistic
Relevant
Time-bound with
Targets performance

68. Audience The students will be able to
Content/
Behavior/
Performance
(obligatory)
What the learner is expected to be able to
do, what is the learner doing when
demonstrating achievement of the
objective
Condition
(optional)
Identifies important condition (if any)of
under which his performance is to occur.
Criteria
(optional)
Describe how well the learner meet
perform in order to be considered
acceptable.

70. Conclusion
It can be said that an
educational process without
objectives would be like a
rudderless ship with neither the
teacher nor the learner having
any control and final