Meaning of Educational Objectives, Purposes, Types, Characteristics, Elements Formulation

1. Formulation of Educational
Objectives

2. Story of
Alice in Wonderland

3. Alice : “Cheshire Cat, would you tell me please,
which way I ought to go from here?”
Cheshire cat : “That depends a good deal on
where you want to get to”
Alice : “I don’t much care, where”
Cheshire cat : “Then it doesn’t matter which
way you go”
Alice in Wonderland
The Cheshire cat was asking about her
destination…..Her GOAL!

4. • Chief goal of education – Change in Human behavior
• Education should provide maximum development of
potential and capabilities
• For effective education – Have clarity of goals and
objectives

5. Education
BIPOLAR PROCESS
- John Adams
TRIPOLAR PROCESS
– John Dewey
ENVIRONMENT
EDUCATOR
EDUCAND

6. What we shall learn today..
• Meaning of Educational Objectives
• Purposes
• Types
• Characteristics
• Elements
• Formulation

7. Educational Objectives/ Learning Outcomes
• Statements that clearly describe what the learner will know or
be able to do, as a result of having attended an educational
program or a specific teaching learning activity
 Desired changes in behaviour (= Behavioural objectives)
• They describe the intentions of a course

8. Educational Objectives
• Fundamental part of the teaching- learning process
• Basis for determining the scope and nature of –
• Content to be learned
• Choice of teaching methods and strategies and
• Assessment methods to know if learning has taken place.

9. Purposes of Educational Objectives
For all:
• Overall evaluation of course
• Feedback to planners, administrators and others concerned about
efficacy of education program
For student :
• Indicates what needs to be learned.
• Gives direction towards in-depth study.
• Provide guidance for planning, implementing and evaluating educational programme
• Demonstrate ability to possess & manipulate facts, concepts and information
For teachers:
• Guides selection of important/desirable subject matter.
• Describes behavior in terms of student performance.
• Serves as basis for evaluation.
• Indicates direction to gear the behavior

10. Types of Educational Objectives
• According to person -
• Teacher centered
• Student centered
• By domain (Bloom’s) -
• Cognitive domain – Thinking &
reasoning
• Affective domain – Attitudes/ feelings
• Psychomotor domain – Motor skills
• By levels of planning of Objectives (Guilbert’s) –
• Institutional (General)  Broad statements of intention of the Course
• Departmental (intermediate) - States the knowledge, skills or attitudes
expected of the learner
• Specific instructional/ behavioural - Observable and measurable outcomes of
educational tasks

11. Characteristics of Educational Objectives
• Be written in behavioural terms
• Reflect the condition & standard
• Be time bound
• Be reasonable in number
• Be consistent with one another
• Be descriptive
• Logical, relevant & clear
• Realistic and attainable
• Measurable and observable
• Be written as a single objective
• Point to the scheme of evaluation
Specific
Measurable
Attainable
Reasonable
Timely

12. Formulation of Educational
Objectives

13. Data needed for formulating educational objectives
• Philosophy
• Needs of the society
• Needs of the student
• Resources available in the society
• Level of the students
• Specifications of positions to be held by the student on completion of
the programme
• Minimum facilities required
• Future trends

14. Aims and Objectives
• Aim: General statements broadly indicating the
intention of the course
• The desired result that a learner wishes to achieve.
= Central Objective
• Objectives: Specific statements in terms of knowledge,
skills, or attitudes that students are expected to achieve
during their course of study.
= Contributory Objectives

15. Writing Behavioural Objectives…
Well written objectives –
• Clearly state what is expected of the learners
• Are - Action oriented (content oriented), learner centered
(teacher centered) & outcome focused (process focused)
• They assist teachers to –
• Organize the lesson content, and
• Measure learner progress in achieving learning outcomes

16. Elements of specific objectives
– Robert Mager
• Performance (behaviour) –What participants are expected to do as a
result of the learning activity
• Condition – Specifies the conditions under which learner should
display the desired behaviour
• Criterion (degree of performance) - Identifies how well participants
have to perform to satisfy the requirements
To this, add -
• ‘Who’ factor (learner) – This makes learning ‘Learner centered’

17. Steps to link the Behavioral objectives
together…
1. Identify who will perform (Learner/ Audience)
2. State what the learner will demonstrate (Performance/ Behaviour)
3. Identify the testing situation (Condition/ Circumstances)
4. State how well the learner will perform (Criterion/ Degree)
Eg- After the class on Neonatal hypoglycemia (condition), IV yr students (learner)
will be able to state/ explain/ identify (performance) four major symptoms of low
blood sugar in neonate (criterion)
Eg- After the class on Formulation of Educational objectives (condition), IV yr
students (learner) will be able to identify/ state (performance) two correct
educational objectives of a lesson (criterion)

18. To write a Learning Objective
Include only one general learning outcome in each objective.
• list, describe, recite, write.
• compute, discuss, explain, predict.
• apply, demonstrate, prepare, use.
• analyze, design, select, utilize.
• compile, create, plan, revise.
• assess, compare, rate, critique.

19. The 4 Part Method of Objective Writing
(C) Condition
(Testing situation)
(A) Who
(Identify Learner)
(B) Performance
(Learner
behaviour)
(D) Criterion
(Quality/ quantity
of mastery)
Following a
demonstration
the I Yr student(s) will be able to
demonstrate
counting radial pulse
After class on
Positive Inotropes
the II Yr student(s) will be able to
explain
action of Digoxin
Following a class on
Care of comatose
patient
the III Yr student(s) will be able to
describe
use of Glasgow
coma scale
Using a bony pelvis
and a fetus model
the IV Yr student(s) will be able to
demonstrate
mechanism of labour

21. Practice session
State whether the educational objectives stated below are ✓ or ✘ –
• At the end of the class, students will understand the pathophysiology of liver cirrhosis
• At the end of the discussion, the group will be able to enumerate the clinical features
of LVF
• At the end of the Seminar, the group will be able to appreciate the nursing
management of client with Nephrotic Syndrome
• At the end of the class, the group will gain knowledge about the management of
preterm neonate
• At the end of the class, students will be able to describe the life cycle of Tenia solium
• At the end of the demonstration, students will know to count respirations

22. Practice session
Write 2 educational objectives for –
• A class on Myocardial infarction for II Yr BSc Nursing students