1. Instructional Goals and Objectives
Lesson 2

2. Lesson outcomes
• Explain what a goal of instruction
• Explain what an objective of instruction is
• Differentiate between instructional goals and instructional
objectives.
• Explain what a learning outcome is
• Describe the four domains of learning outcomes (cognitive,
affective, psychomotor and social)
• Discuss Bloom’s Taxonomy
• Use Bloom’s taxonomy to state learning outcomes according to
the levels taught in the subject.
• State student focused learning objectives or learning outcomes
using Mager’s format and the ABCD format

3. What is an objective?
Objectives refer to expected or intended student outcomes
Specific knowledge, skills, or attitudes that students are
expected to achieve through their learning experience

4. Goals Objectives
• General expectations of
student outcomes
• Can be broad and vague
• Example: Students will
understand the General
Education requirements at
UiTM
• Statement of what students
should be able to do, or how
they should change
developmentally, as a result
of instruction or program
• More specific; measurable
• Example: Upon completion of
Lesson 2, students will be able
to list the four learning
domains
Goals vs. Objectives

5. Goals and Objectives
Goals can be seen as the broad, general expectations for the program
Objectives can be seen as the means by which those goals are met
PROBLEM: Some objectives are written as broad and unmeasurable
• “Understand Bloom’s taxonomy"
• How do I know you “understand”?

6. Goals and Objectives: Example
Goal: Understand the four
domains of learning.
• Objective 1: Upon completion
of the lesson, students will be
able to describe the goals and
processes involved in the four
domains (cognitive, affective,
psychomotor and social).
•Objective 2: Upon completion
of the EDU 503 course,
students will be able to state
all the levels of Bloom’s
cognitive learning.

7. Why do we need Objectives?
• Provide
focus/direction
• Provide a means
for assessing
student
• Guides choice of
teaching
methods
/strategies

8. Using Objectives to Design Assessments
• Objectives dictate the type of assessment to conduct
• Looking at the action verb in the objective should indicate
the appropriate means of measuring that objective
• Example: “recognize”: may indicate matching, multiple choice, etc.–
lower-level thinking
• Example: “demonstrate”: may indicate a performance assessment,
or higher-level demands

9. Write objectives that specify
Behavior or activity to
be performed by the
student
Conditions under
which this behavior
takes place
Minimum level of
acceptable
performance
Sax (1989), p.65

10. Assess ALL Objectives
• EVERY objective MUST be measured
• Data must be available to show evidence
that each objective has been measured
• Data can come from standardized objective
measures, performance assessments, checklists,
or other methods

11. Student-Focused Outcomes
• Objectives should be worded to express what the student
will learn, know, or do as a result of instruction or how the
student will change developmentally
• NOT what the instructor or program will do for the student
• BAD Objective: Provide students with knowledge about
how the library works.
• BETTER Objective: After taking the Research Methods
course, students will be able to demonstrate their
knowledge of how the library works by finding ten sources
for a research paper in the UiTM Library.

12. Observable, Measurable Objectives
• Student learning and development should be
assessed with an observable, measurable
objective. Objectives such as “know” and
“understand” are not observable.
• BAD Objective: Students will know about
photosynthesis.
• BETTER Objective: Students will be able to
describe photosynthesis.

13. Specific Objectives
• Objectives should specify the criterion of
acceptable student performance.
• BAD Objective: The student will learn how to
take better notes.
• BETTER Objective: Students from the study skills
course will demonstrate mastery of note-taking
techniques by correctly using at least three
different note-taking methods for classroom
lectures.

14. Bloom’s Taxonomy – Cognitive Domain
Level Description
1. Knowledge Recognize facts, terms, and principles
2. Comprehension Explain or summarize in one’s own
words
3. Application Relate previously learned material to
new situations
4. Analysis Understand organizational structure of
material; draw comparisons and
relationships between elements
5. Synthesis Combine elements to form a new
original entity
6. Evaluation Make judgments about the extent to
which material satisfies criteria
Less
complex
More
complex

15. Bloom - Verbs
Bloom’s Level Verbs
1. Knowledge match, recognize, select, compute, define,
label, name, describe
2. Comprehension restate, elaborate, identify, explain,
paraphrase, summarize
3. Application give examples, apply, solve problems using,
predict, demonstrate
4. Analysis outline, draw a diagram, illustrate,
discriminate, subdivide
5. Synthesis compare, contrast, organize, generate,
design, formulate
6. Evaluation support, interpret, criticize, judge, critique,
appraise
Trice( 2000) p. 81; Grendler (1999), p. 69

16. Bloom’s Taxonomy – Affective Domain
Level Description
Receiving Responding Valuing Organizing Characterizing
Students
become
aware of an
attitude,
behavior, or
value.
Students
exhibit a
reaction or
change as a
result of
exposure to
an attitude,
behavior, or
value.
Students
recognize
value and
display
this
through
involveme
nt or
commitme
nt.
Students
determine a
new value
or behavior
as important
or a priority.
Students integrate
consistent behavior as a
naturalized value in spite
of discomfort or cost. The
value is recognized as a
part of the person’s
character.
Less
complex
More
complex

17. Bloom’s Taxonomy – Psychomotor Domain
Level
Observe Model Recognize
Standards
Correct Apply Coach
Students
translate
sensory
input into
physical
tasks or
activities.
Students
are able to
replicate a
fundament
al skill or
task.
Students
recognize
standards
or criteria
important to
perform a
skill or task
correctly.
Students
use
standards to
evaluate
their own
performance
s and make
corrections.
Students
apply this
skill to real
life
situations.
Students are
able to instruct
or train others
to perform this
skill in other
situations.
Less
complex
More
complex

18. Less
complex
More
complex
Dettmer’s Social Domain
• Relate
• Communicate
• Participate
• Negotiate
• Adjudicate
• Collaborate
• Initiate,
• Convert

19. Example from social domain
It may take more than one objective
to get at “a sense of social
responsibility”.
Example: Upon completion of service
learning orientation, teacher trainees
will show a ten-point increase on the
Social Responsibility Index (SRI).

20. Stating Student focused Objectives -The
ABCD Method
• A = Audience
From “How to Write Clear Objectives”
• What population are you assessing?
• B = Behavior
• What is expected of the participant?
• C = Conditions
• Under what circumstances is the
behavior to be performed?
• D = Degree
• How well must the behavior be
performed? To what level?

21. The ABCD Method: Example
Audience Students
Behavior Develop a positive attitude
Condition Given the opportunity to work in
groups
Degree/cri
teria
2-point increase on survey
• Objective: Given the opportunity to work in groups, students will
develop a positive attitude towards working in groups, as measured
by a two-point increase on an attitudinal survey given at the
beginning and end of the course.
Adapted from “How to Write Clear Objectives”

22. Writing Behavioral Objectives – Mager’s
Format
Three Parts of a Behavioral
Objective
• Performance Criteria
• How well is the behavior is
to done
• Compared to what
standard

23. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
Student
Behavior
the action or skill the student
is able TO DO (e.g., define,
count, label, categorize,
analyze, design, evaluate, add,
multiply, etc.)

24. Writing Behavioral Objectives
Student Behavior
• Students will add two-digit
numbers
• Students will define the
vocabulary words
identified in bold print in
the first story.

25. Writing Behavioral Objectives
Three Parts of a Behavioral Objective
Conditions of
Performance
Under what
circumstances or context
will the behavior be
performed

26. Writing Behavioral Objectives
Conditions of Performance
• In an oral presentation • Without the use of notes
Performance Criteria
• 80 out of 100 • containing four of the six
components discussed in
class

27. From “Mager’s Tips on Instructional Objectives”
Common Mistakes
• Vague behavior
• Example: Have a thorough
understanding of particle
physics.
• Gibberish
• Example: Have a deep
awareness and thorough
humanizing grasp on…
• Instructor behavior
• Example: Train students on how
and where to find information.

28. Summary
• Ask yourself: What is the intended result of the program in
terms of the participant?
• Objectives will answer:
• What should the student be able to do?
• Under what conditions?
• How well?
• Write student-oriented learning objectives / learning
outcomes
• Use action verbs that are measurable
• ALL objectives MUST be assessed
• Be realistic
• Be specific

29. Thank you..
Questions?