8 a. educ aims, goals and objectives.pptx

http://ecampus.maseno.ac.ke Slide 1 of 5
Week 7: EDUCATIONAL AIMS, GOALS
AND OBJECTIVES
Curriculum Development

Expected learning outcomes
By the end of the session you should be able to:
1. Define the terms: aims, goals and objectives
2. Describe and differentiate between aims, goals and objectives

Aims, goals and objectives
 Education is purposeful. It is concerned with
outcomes that are expressed at several levels:
AIMS – the most general level
GOALS – reflect the purpose with some outcomes in
mind
OBJECTIVES – reflect the most specific level of
educational
outcomes

Definition of AIMS
 Wilson (2004) defines AIMS as ―general statements that provide
directions or intent of educational action‖
 Ornstein & Hunkins (2004) concluded that AIMS serve to:
a) Be general statements that provide shape and directions to the
more specific actions designed to achieve future product and
behaviour.
b) Be starting points for ideal/inspirational vision of the
good/future.
c) Reflect value judgements and value-laden statements, and they
furnish educators with

 Doll (1979) proposes 3 main dimensions of Aims:
a) Dealing with intellectual dimensions
b) Social-Personal dimension – concerned with
person-to society, person-to-person, and person-
to-self interactions.
c) Relating to the productive dimension of
schooling – focus on aspects of education that
allow individuals to function in the home, on the job,
and as members of society/country’s citizen.
4

 Ornstein & Hunkins (2004) added 4 other dimensions:
a) Physical aims – dealing with development and
maintenance of strong, healthy bodies (and minds).
b) Aesthetic aims – dealing with values and appreciation of
the arts.
c) Moral aims – dealing with values and behaviour that
reflect appropriate moral values.
d) Spiritual aims – dealing with recognition and belief in the
divine and view of transcendence.
5

Groups involved in formulatingAims
 Basically, it involves 3 groups of people:
i) Boards of education, administrators, and professional staff
members. May also include views of selected members of
society, parents, students etc.
ii) Opinions of community’s members after a polling has been
conducted. So, the aims will be based on consensus of
public opinion.
iii) Professional educational organizations in charge of
preparing aims upon request
6

Examples of Aims
 Our KBSR English syllabus aims to
―equiplearners with basic skills and knowledge of
the English language so as to enable them to
communicate, both orally and in writing, in and out
of school‖.
 Our KBSM English syllabus aims to
―extendlearners’ English language proficiency in
order to meet their needs to use English in certain
situations in everyday life, for knowledge
acquisition, and for future workplace
7

GOALS
Definition of GOALS
 Goals are statements of purpose with some outcome in mind.
 According to Wilson (2005), goals are
 ―statementsof educational intention which are more specific than aims‖
 Oliva (2001) distinguishes between curriculum goals and instructional
goals:
i) Curriculum goals - a purpose or end stated in
general terms without criteria of achievement‖.
ii) Instructional goals - a statement of performance
expected of each student in a

 Goals can be written broadly or specifically.
 Example:
a) To develop skills in reading, writing,
speaking, and listening.
b) To be able to verbally and visually express a
point of view.
 There are various ways of writing down goals.
In complete sentences, phrases or even
single words.

Definition of OBJECTIVES
 usually specific statements of educational
intention which delineate either general or
specific outcomes.
 stated more specifically than goals, are designed
to communicate to involved parties-students,
teachers and etc-the intents of particular actions.
0

 TWO TYPES OF EDUCATIONAL OBJECTIVES (Taba,
1962):
i) General Objectives, i.e. those that describe school-
wide outcomes (curricular goals).
E.g. Improving students’ skills in information
processing when dealing with science materials.
i) Specific Objectives – more specific and describe
behaviours to be attained in a particular unit, a
subject/course, or a particular grade-level programme
(curricular objectives).
 Seek to show what students should achieve in relation to
identifiable kinds of objectives, i.e. cognitive, the affective
and the psychomotor domains.

 Also describe the conditions under
which the behaviour must be
demonstrated, and proficiency level
at which the behaviour must be
performed
 E.g. Able to write in a neat and
legible handwriting

 Beane et al. (2004) point out that:
…‖objectives are specific statements
reflecting the purposes of a particular
unit or level of the school programme‖.

 Objectives can be written in a
number of ways.
 Currently, most objectives are
written in behavioral terms.
 Behavioral objectives usually employ
observable behaviour and can be
divided into specific domains—
cognitive, affective, and psychomotor.

Examples
 Cognitive: Students will identify and list 5 slang terms they
have heard from their peers.
 Affective: Students will choose 3 of the most offensive slang
terms from a list developed by the entire class.
 Psychomotor: Students will create expressive gestures
to go with their favorite slang terms.
15

Why use learning
objectives?
(Gronlund, 2000)
• To provide a focus for instruction;
• To provide guidelines for learning;
• To provide targets for assessment;
• To communicate expectations to learners;
• To convey instructional intent to others;
• To provide for evaluation of instruction.

Types of Educational Objectives
(Orenstein, 1990)
•Program Objectives:
• Address subjects at particular grade levels
•Course Objectives:
• Relate to particular courses within grade levels
•Classroom Objectives:
• Divided into unit objectives and lesson plan objectives

Bloom’s Taxonomy (1956)
• Cognitive Domain;
• Affective Domain;
• Psychomotor Domain;

Cognitive Domain
• Bloom’s Taxonomy
• Knowledge;
• Comprehension;
• Application;
• Analysis;
• Synthesis;
• Evaluation;

Affective Domain
•Krathwohl’s Taxonomy
• Receiving;
• Responding;
• Valuing;
• Organization;
• Characterization;

Psycho-motor Domain
• Harrow’s Taxonomy
• Reflex Movements;
• Fundamental Movements;
• Perceptual Abilities;
• Physical Abilities;
• Skilled Movements;
• Nondiscursive Communication.

Smart
Objectives
• S--------- Specific;
• M---------Mesurable;
• A----------Achievable;
• R----------Result-based;
• T-----------Time-bound.

Sources of objectives
 Tyler (1949) identified 5 sources of objectives:
i) the learners themselves
ii) The needs of contemporary society
iii) The nature of subject matter
iv) The philosophy (set of values)
v) Psychology (the way learners learn)
 Tyler also included other factors such as
financial resources available, the nature of
teaching force etc.

 Kerr (1972) regards these sources in his
model:
i) The pupils
ii) Society
iii) The disciplines
 Consequently, the objectives are
linked & interrelated to knowledge, the
learning experiences (school) and
evaluation.

 Ornstein (2004) identifies objectives as the
level for which they are written. Thus, there
are 3 levels of objectives:
i) Program Objectives – addressing subjects
at particular grades
ii) Course Objectives – relating to particular
courses within a grade level
iii) Classroom Objectives – further divided
into unit objectives and lesson plan
objectives.

Conclusion
• In sum, an objective is a specific, measurable and
observable behviour of less than a day’s duration. A
goal is the outcome of successfully completed
objectives measured over a series of days. An aim is
the product of a long term endevour measured over
a course of one or more years.

References
 Alkin, M. C. (1969). Evaluation theory development. Evaluation Comment, 2(1),
2-7.
 Bean, R.M. (2004). Promoting effective literacy instruction: The challenge for
literacy coaches. The California Reader, 37(3), 58-63
 Doll, W. (1979). A Structural View of Curriculum. Theory into Practice, 18(5),
Retrieved from http://www.jstor.org/pss/1476751
 Kerr, C. (1972). 'Foreword', Higher Education 1, 1-2.
 Nation, I.S.P. (1996). Language curriculum design. Wellington: English Language
Institute Occasional Publication No.16
 Oliva, P. (2001). Developing the curriculum. New York: Longman.
 Ornstein, A.C. & Hunkins, F.P. (2004). Curriculum foundations: Principles and
issues (4th ed.). Boston, MA:Allyn and Bacon.
 Robertson, F., Peterson, D., & Bean, J. C. (2004). Using federal reserve
publications in institutions and markets courses: An approach to teaching
critical thinking. Advances in Financial Education, 2(Fall), 15-25.
 Taba, H. (1962). Curriculum development: Theory and practice. New York, NY:
Harcourt, Brace, & World.
 Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago:
University of Chicago Press
 Wilson, L. O. (2005). Wilson’s curriculum pages – writing aims, goals and
objectives. Retrieved from
http://www4.uwsp.edu/education/lwilson/curric/practice.htm

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