Taxonomy of Instructinal Objectives

INSTRUCTIONAL OBJECTIVES

            Learning is often defined as the process of bringing about developmental changes/positive behavioural modification in the learner.  For the purpose, the instructor should set a target in advance to be achieved thorough the class room teaching.  Such a pre-determined target is called instructional objectives.  It can be also worded as instructional objectives are those immediate and realizable behavioural modifications that a teacher intends to accomplish in the learner through the class room instruction. Behavioural modifications occurred in the learner through the instruction can be of three domains- cognitive, affective and psychomotor, which cover the entire area of human behaviour.

            Nevertheless the concept of instructional objective is very broad, a closer examination of it shows that it is not operationally very definite.  Evaluation of these behavioural modifications, whether the objectives are realized or not, is very difficult.  Therefore, it need to be specified to a certain extend so that it can be observed and measured by the teacher.  Such observable and measurable behaviours that could be cited as evidences for the realization of an objective may be called specific objectives or specifications.

Taxonomies of Educational Objectives

            As pointed out earlier, teacher can be focused on three different domains of the learner through the instruction viz. congnitive, affective and psychomotor. These are briefly explained below:

I. Cognitive Domain

            Cognition is concerned with the acquisition and processing of knowledge which can be take place at different levels of depth and complexity. It may be varying from mere gathering of information and storing them to evaluate a given course of action taken in a particular problematic situation. These can be of six different levels. They are:

1. Knowledge.

Knowledge is defined as the remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.

Instructional Objective:

The learner acquires knowledge about the terms, facts and concepts regarding………

Specifications

list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name,  knows, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states, enumerates, arrange, memorize,  relate,

2. Understanding

Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers) and by interpreting material (explaining or summarizing). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.

Instructional objective

The learner develops understandings of the term, facts and concepts of ……………

Specifications

interpret facts, compare, contrast, summarize, describe, associate, distinguish, differentiate, discuss, extend, comprehends, converts, defends, explains, generalizes, translates, classifies; cites; discusses; explains, gives examples; understands, classify, express, identify, indicate, locate, recognize, report, review, select, interpreting.

3. Application

Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.

Instructional objective

The learners applies the acquired knowledge and understanding in new and unfamiliar situations

Specifications

Solve problems using required skills or knowledge, apply, demonstrate, calculate, complete, illustrate, show, examine, modify, relate, diagram, change, classify, experiment, discover, compute, construct, demonstrate, modify, operate, predict, prepare, produce, relate, solve, use, assess, chart; collect; contribute, determine, develop, establish, extend, implement, transfer; use, utilize, dramatize, employ, interpret, operate, practice, schedule, sketch.

4. Analysis

Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material.

Instructional Objective

The learner analyses the terms, facts and concepts of …………………………………

Specifications

Analyze, separate, order, connect, classify, arrange, divide, select, explain, infer, break down, deconstruct, differentiate, discriminate, distinguish, identify, correlate; diagrams, points out; subdivide, categorize, compare, contrast, criticize, test.

5. Synthesis

Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviours, with major emphasis on the formulation of new patterns or structure

Instructional Objective

The learner synthesize the terms, facts and concepts of ………………………………

[Use old ideas to create new ones, Generalize from given facts, Relate knowledge from several areas

Predict, draw conclusions]

Specifications

combine, integrate, modify, rearrange, substitute, plan, create, design, invent, compose, formulate, prepare, generalize, rewrite, reframe, compile, devise, design, generate, organize, plan, reconstructs, relate, reorganize, revise, summarize, collaborate; contrast; integrate; arrange, assemble, collect, develop, manage, organize, plan, propose, set up.

6. Evaluation

Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgments are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria.

Instructional objective

The learner evaluate the terms, facts and concepts of ………………………

Specifications

Decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, appraise, criticize, critique, defend, describe, discriminate, evaluates, explain, interpret, justify, relate, support, appraise; compare& contrast; decide; justify; argue, estimate, rate, core, select, support, value, evaluate.

II. Affective

This domain 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. They are

1. Receiving. The student passively attends to particular phenomena or stimuli [classroom activities, text book, music, etc.] to evoke affective behaviuour. The teacher's concern is that the student's attention is focused. Intended outcomes include the pupil's awareness that a thing exists.
2. Responding. The student actively participates. The pupil not only attends to the stimulus but reacts in some way. Terms: answers, assists, complies, discusses, helps, performs, practices, presents, reads, reports, writes, etc.
3. Valuing. The worth that a student attaches to a particular object, phenomenon, or behavior. It ranges from acceptance of something to commitment to do something (e.g., assumes responsibility for the functioning of a group). Terms: differentiates, explains, initiates, justifies, proposes, shares, etc.
4. Organization. Bringing together different values, resolving conflicts among them, and starting to build an internally consistent value system--comparing, relating and synthesizing values and developing a philosophy of life. Terms: Arranges, combines, compares, generalizes, integrates, modifies, organizes, synthesizes, etc.
5. Characterization by a Value or Value Complex. At this level, the person has held a value system that has controlled his behavior for a sufficiently long time that a characteristic "life style" has been developed. Behavior is pervasive, consistent and predictable. Objectives are concerned with personal, social, and emotional adjustment: displays self reliance in working independently, cooperates in group activities, maintains good health habits, etc. Terms:

III. Psychomotor 

The psychomotor domain 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:

1.      Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art.

2.      Manipulation: Being able to perform certain actions by following instructions and practicing. Example: Creating work on one's own, after taking lessons, or reading about it.

3.      Precision: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be "just right."

4.      Articulation: Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that involves music, drama, color, sound, etc.

5.      Naturalization: Having high level performance become natural, without needing to think much about it. Examples: Michael Jordan playing basketball, Sachin Tendulkar hitting a cricket ball, Zakir Hussain playing tabala, etc.