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Aims, goals and objectives
Educational aims are broad statements that guide educational policy at the national level, translating societal needs into direction for schools. Aims become more specific goals at the school or subject level. Objectives are measurable and observable student outcomes, stating what students will know or be able to do. Objectives are specific, measurable, achievable, results-focused and time-bound. Bloom's and other taxonomies provide frameworks for classifying educational objectives according to domains like cognitive, affective and psychomotor skills.
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Aims, goals and objectives
- 1. Educational Aims, Goals andObjectives
- 2. Outline • Introduction 1. TerminologicalIssues • Aims • Goals • Objectives 2. Formulating Instructional Objectives Blooms’ Taxonomy of Educational Objectives 3. Smart Objectives Conclusion Bibliography
- 3. Aims • General statementsthat provide a sense of direction and serve as guiding principles for educational policy; • Aims are the translations of the general philosophy and needs of the country; • Aims are designed at the national/state level by policy making groups; • Aims can be based on the constitution of the country;
- 4. Ornstein (1990, p.84) «We use the term Aims to refer to broad statments about the intent of education. They are value-laden statments, written by panels, commissions, or policy-making groups, that express a philosophy of education and concepts of the social role of schools and the needs of schools and youth. In short, they are broad guides for translating the needs of society into educational policy»
- 5. Ennaji (1994, p.158) • « Educational theorists distinguish three types of ELT aims: the goverment’s aims, the educational administrators’ aims, and the teachers’ aims. The first type is termed ends, the second goals and the third objectives »
- 6. Examples of aims •To prepare students for democratic citizenship; • To develop a moral character and personal descipline; • To strenghten ethical and spiritual values; • To teach the rights and duties of citizenship; • To encourage creative and critical thinking.
- 7. Goals • Derived fromaims; • Aims become goals when they become more specific and refer to a particular school or school system and to a specific subject area of the curriculum; • Goals translate aims into statements that will describe what schools are expected to accomplish; • Goals are more specific and definite than aims, but they are still nonbehavioral and therefore nonobservable and non-measureable.
- 8. Wilson (2005, p.46) • « Goals are the statements of educational intention which are more specific than aims but less specific than objectives »
- 9. Examples of Goals •The development of reading skills; • The appreciation of arts; • The understanding of scientific and mathematical concepts.
- 10. Objectives Philosophy ----Aims--- Goals-----Objectives • Objectives are stated in observable and measurable terms (outcomes, proficiencies or competences); • Objectives are behavioral in nature and more precise than goals; • Objectives state what students should know at the end of the course and what is expected from them;
- 11. Examples of Objectives •To identify the main idea of the author; • To be able to express advice, apology, complaint, etc.; • To be able to locate the topic sentence and the supporting details; • To be aware of the differences between the present simple and present perfect.
- 12. Why use learningobjectives? (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.
- 13. Types of EducationalObjectives (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
- 14. Bloom’s Taxonomy (1956) •Cognitive Domain; • Affective Domain; • Psychomotor Domain;
- 15. Cognitive Domain • Bloom’sTaxonomy • Knowledge; • Comprehension; • Application; • Analysis; • Synthesis; • Evaluation;
- 16. Affective Domain • Krathwohl’sTaxonomy • Receiving; • Responding; • Valuing; • Organization; • Characterization;
- 17. Psycho-motor Domain • Harrow’sTaxonomy • Reflex Movements; • Fundamental Movements; • Perceptual Abilities; • Physical Abilities; • Skilled Movements; • Nondiscursive Communication.
- 18. Smart Objectives • S---------Specific; • M---------Mesurable; • A----------Achievable; • R----------Result-based; • T-----------Time-bound.
- 19. 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.
- 20. Bibliography • Anderson, L.W.and Krathwohl(Eds.) 2001 A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.New York, Longman. • Ennaji, M. & Sadiqi, F? (1994). Applications of Modern Linguistics. Afrique Orient. • Grunlund, N. (1990). Mesurement and Evaluation in Teaching. New York: MacGraw-Hill. • Orenstien, A. (1990). Strategies for Effective Teaching. Loyla University of Chicago.