The document outlines the concepts of educational objectives, focusing on vision, mission, goals, and types of objectives within educational frameworks. It discusses Bloom’s taxonomy and its three domains of learning: cognitive, affective, and psychomotor, detailing how these categories guide the development and assessment of educational outcomes. The document emphasizes the importance of clear, measurable objectives in guiding both teaching and learning processes.

1. EDUCATIONAL
OBJECTIVES

2. TERMINOLOGIES
VISION : ‘(imagine)
Noun: ‘the ability to think about or plan the future
with imagination or wisdom.’
• Future oriented, purposeful statement designed to
specify what an organisation (educational
institution) strive to be in future.

3. • ‘the anchor point of any strategic plan’.
• Outlines what an organization would like to
ultimately achieve and gives purpose to the existence
of the organization.
• A well written vision statement should be short,
simple, specific to your business, leave nothing open
to interpretation, timely, purposeful and aligned to
organizations’ value.
• It should also have some ambition.

4. MISSION
It is the statement of the reason the organisation exists
for; which is to carry out the unique task usually
entrusted to such type of organisation by the society.
Mission may differ across the institutions.

5. • Mission identify the nature of services to be provided
by any organisation.
• Mission is developed within the context of vision
statement and is influenced by philosophy of
institution.

7. NURSING VISION
We will be leaders in:
• Providing quality and compassionate nursing care
• Creating positive work environments that foster and
support professional growth and development
• Partnering with other disciplines and
patients/families in the provision of healthcare
• Establishing the standards for nursing practice
• Developing and implementing innovative,
professional, evidence-based nursing care

8. NURSING MISSION
• Duke University Health System Nursing is committed
to quality care of our patients, their family members,
and the community through excellence in leadership,
practice, innovation, and education.
Source: https://www.dukenursing.org/vision-mission

9. It is the general statement of the desired outcome or
end result that an educational programme wishes to
achieve.
A goal is roughly similar to a purpose or aim, the
anticipated result which guides reaction, or an end,
which is an object, either a physical object or
an abstract object, that has intrinsic value.

13. • Objectives: An objective can simply be expressed as
the end-result or intended outcome to be achieved in
some stated future.
• Instructional objectives: statement of learning
outcome after a period of instruction.
• Serve as guide for both teaching and evaluation.

14. • Teaching objectives: teacher-centered -concerned
with what teacher intends to achieve by carrying out
his/her teaching activities
• loses its focus on achievement of the learners.
Eg: To explain about behavioural objectives to PBN 2nd
year students.
• To demonstrate the students how to set up laboratory

15. Learning objectives: learner oriented which precisely
indicates what learners need to achieve by the end of the
instructional sequence.
• Eg: Identify the laboratory equipments used in
demonstrations.

16. General objectives: gives a clear indication of the
expected outcome,
but does not specify the means for achieving the end-
results and the method of measuring the achievement or
outcome.
Written to communicate intent of the programme or
goals of institutions.

17. • Specific objectives: Such objectives not only
specifies clearly the expected outcome, but also
specifies the means to achieve the outcome as well
the ways of measuring whether or to what extent the
outcome has been achieved.
• Behavioural objectives: Educational objectives are
the statements of those desired changes in behavior as
a result of specific teaching-learning activity or
specific teacher-learner activities.

21. DEFINITION
It is the statement which explains what the
learner would be able to do after successful
completion of educational programme that he/
she was unable to do or could not do so well
before.

23. TYPES OF EDUCATIONAL
OBJECTIVES
Central objectives
Intermediate objectives
Specific instructional
objectives

24. Central/General objectives
• Also called: institutional objective.
• It corresponds to the aim of a particular educational
program.
• A course objective may be central objective.
• Broad, comprehensive and clear.
• Refers to the capabilities of the individual trained by
the institution.
• For example, after successful completion of the BSc.
Nursing degree course, the student would be able to
provide preventive and curative care to the individual
and the community in health and in sickness.

25. Intermediate objectives or professional activities
It is arrived at by breaking down professional
functions into components or activities which
together indicate the nature of the function.
Also known as departmental objectives.
Broad but less wide and more in number than
institutional objectives.

26. Specific instructional objectives
Instructional objectives are statements which
tells us, what the student should be able to do
at the end of a learning period that he would
not beforehand.
Eg: At the end of this session, the PBN second
year students will be able to demonstrate
mechanism of normal labor.

27. Criteria/Elements/components of educational
objective
1. Audience:
2. Activity: learner’s observable behaviour : active
verb: state, identify, explain
3. Description of task or behaviour aimed with
learner. Expressed by an active verb. Verb-
unambigiuos. And one action verb at a time.
4. Content/process(learning experience): subject
being learnt or area where practice is being done.

28. 5. Degree of excellence(criteria): level of performance
expected from students. Needs quantification or
performance standards in observable and measurable terms.
6. Condition or Time frame: eg: at the end of session; after
this demonstration etc
Eg: At the end of the session, BNS second year students will
be able to develop lesson plan for classroom teaching.
At the end of the class, BSC. nursing 2nd year students will
be able to describe three system of self-care theory.

29. QUALITIES/CHARACTERISTICS OF
BEHAVIOURAL OBJECTIVES
1. Relevant: learners need, institutional objectives, useful
and meaningful learning
2. Unequivocal: avoid unnecessary words and words
giving many interpretation in making objectives.
3. Logical: make internally consistent objectives.
4. Observable: to ascertain if it is achieved or not.
5. Feasible: within time available and with facilities at
hand.
6. Measurable: eg: curriculum developed by each students

30. OR

31. BENEFITS OF BEHAVIOURAL OBJECTIVES
1. Helps in making curricular decisions.
2. It guides in teachers in instruction.
3. It helps in instructional improvement.
4. It helps in developing systematic evaluation plan.
5. It guide students in seeking learning opportunities.
6. It helps in learning.
7. It helps clients in receiving quality care.

32. TAXONOMY OF EDUCATIONAL OBJECTIVES
 The taxonomy of educational objectives is also called
as Bloom’s Taxonomy.
Bloom's Taxonomy was created in 1956 under the
leadership of educational psychologist Dr Benjamin
Bloom to promote higher forms of thinking in education,
such as analyzing and evaluating concepts, processes,
procedures, and principles, rather than just remembering
facts (rote learning).
It is most often used when designing educational, training,
and learning processes.

33. Bloom’s 3 domains of Behavioural
objectives
• The Three Domains of Learning (Bloom, et
al. 1956)

35. Cognitive Domain
• The cognitive domain involves knowledge and the
development of intellectual skills (Bloom, 1956).
• This includes the recall or recognition of specific
facts, procedural patterns, and concepts that serve in
the development of intellectual abilities and skills.
• There are six major categories of cognitive an
processes, starting from the simplest to the most
complex

36. • The categories can be thought of as degrees of
difficulties.
• That is, the first ones must normally be mastered
before the next one can take place.
• Bloom's Revised Taxonomy: Lorin Anderson, a
former student of Bloom, and David Krathwohl
revisited the cognitive domain in the mid-nineties and
made some changes,

43. Category Examples Key words Technoogies
Remembering:
Recall or retrieve
previous learned
information
Recite a policy.
Quote prices from
memory to a customer.
Recite the safety rules.
defines, describes,
identifies, knows,
labels, lists, matches,
names, outlines,
recalls, recognizes,
reproduces, selects,
states
book marking, flash
cards, rote learning
based on repetition,
reading
Understanding:
Comprehending the
meaning, translation,
interpolation, and
interpretation of
instructions and
problems.
State a problem in
one's own words.
Rewrite the principles
of test writing.
Explain in one's own
words the steps for
performing a complex
task.
Translate an equation
into a computer
spreadsheet.
comprehends,
converts, defends,
distinguishes,
estimates, explains,
extends, generalizes,
gives an example,
infers, interprets,
paraphrases, predicts,
rewrites, summarizes,
translates
create an analogy,
participating
in cooperative
learning, taking notes,
storytelling, Internet
search

44. Applying: Use a
concept in a new
situation or
unprompted use of
an abstraction.
Applies what was
learned in the
classroom into novel
situations in the work
place.
Use a manual to
calculate an
employee's vacation
time.
Apply laws of
statistics to evaluate
the reliability of a
written test.
applies, changes,
computes, constructs,
demonstrates,
discovers,
manipulates,
modifies, operates,
predicts, prepares,
produces, relates,
shows, solves, uses
collaborative learning,
create a process,
blog, practice
Analyzing: Separates
material or concepts
into component parts
so that its
organizational
structure may be
understood.
Distinguishes
between facts and
inferences.
Troubleshoot a piece
of equipment by
using logical
deduction.
Recognize logical
fallacies in reasoning.
Gathers information
from a department
and selects the
required tasks for
training.
analyzes, breaks
down, compares,
contrasts, diagrams,
deconstructs,
differentiates,
discriminates,
distinguishes,
identifies, illustrates,
infers, outlines,
relates, selects,
separates
Fishbowls, debating,
questioning what
happened, run a test

45. Evaluating: Make
judgments about
the value of ideas
or materials.
Select the most effective
solution.
Hire the most qualified
candidate.
Explain and justify a new
budget.
appraises, compares,
concludes, contrasts,
criticizes, critiques,
defends, describes,
discriminates,
evaluates, explains,
interprets, justifies,
relates, summarizes,
supports
survey, blogging
Creating: Builds a
structure or
pattern from
diverse elements.
Put parts
together to form
a whole, with
emphasis on
creating a new
meaning or
structure.
Write a company
operations or process
manual.
Design a machine to
perform a specific task.
Integrates training from
several sources to solve a
problem.
Revises and process to
improve the outcome.
categorizes,
combines, compiles,
composes, creates,
devises, designs,
explains, generates,
modifies, organizes,
plans, rearranges,
reconstructs, relates,
reorganizes, revises,
rewrites, summarizes,
tells, writes
Create a new model,
write an essay,
network with others

46. AFFECTIVE DOMAIN
• The affective domain
(Krathwohl, Bloom, Masia,
1973) 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:

47. AFFECTIVE DOMAIN

49. RECEIVING
Receiving Phenomena: Awareness, willingness to
hear, selected attention.
Examples: Listen to others with respect. Listen for
and remember the name of newly introduced
people.
Key Words: acknowledge, asks, attentive,
courteous, dutiful, follows, gives, listens,
understands

50. RESPONDING
• Active participation on the part of the learners.
• Attend and react to a particular phenomenon.
• Learning outcomes may emphasize compliance in
responding, willingness to respond, or satisfaction in
responding (motivation).

51. Examples:
• Participates in class discussions.
• Gives a presentation.
• Questions new ideals, concepts, models, etc. in order
to fully understand them.
• Know the safety rules and practice them.
• Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels, performs,
presents, tells

52. Valuing
• The worth or value a person attaches to a particular
object, phenomenon, or behavior.
• This ranges from simple acceptance to the more
complex state of commitment.
• Valuing is based on the internalization of a set of
specified values, while clues to these values are
expressed in the learner's overt behavior and are often
identifiable.

53. • Examples: Demonstrates belief in the democratic
process.
• Is sensitive towards individual and cultural
differences (value diversity).
• Shows the ability to solve problems.
• Proposes a plan to social improvement and follows
through with commitment.
• Informs management on matters that one feels
strongly about.
• Key Words: appreciates, cherish, treasure,
demonstrates, initiates, invites, joins, justifies,
proposes, respect, shares

54. Organization
• Organizes values into priorities by contrasting
different values, resolving conflicts between them,
and creating an unique value system.
• The emphasis is on comparing, relating, and
synthesizing values.

55. Examples:
• Recognizes the need for balance between freedom and
responsible behavior.
• Explains the role of systematic planning in problem
solving.
• Accepts professional ethical standards.
• Creates a life plan in harmony with abilities, interests, and
beliefs.
• Prioritizes time effectively to meet the needs of the
organization, family, and self.
• Key Words: compares, relates, synthesizes

56. Internalizes Values
(characterization)
• Has a value system that controls their behavior.
• The behavior is pervasive, consistent, predictable, and
most important characteristic of the learner.
• Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).

57. Examples:
• Shows self-reliance when working independently.
• Cooperates in group activities (displays teamwork).
• Uses an objective approach in problem solving.
• Displays a professional commitment to ethical practice
on a daily basis.
• Revises judgments and changes behavior in light of new
evidence.
• Values people for what they are, not how they look.

58. • Key Words: acts, discriminates, displays, influences,
modifies, performs, qualifies, questions, revises,
serves, solves, verifies

59. The Psychomotor Domain

60. • The psychomotor domain (Simpson, 1972) 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.

62. Category Examples
Perception
(awareness)
The ability to use
sensory cues to
guide motor
activity.
This ranges from
sensory
stimulation,
through cue
selection, to
translation.
Detects non-verbal
communication cues.
Estimate where a ball will
land after it is thrown and
then moving to the correct
location to catch the ball.
Adjusts heat of stove to
correct temperature by smell
and taste of food.
Adjusts the height of the
forks on a forklift by
comparing where the forks
are in relation to the pallet.
Key Words:
chooses,
describes,
detects,
differentiates,
distinguishes,
identifies,
isolates,
relates,
selects.

63. Set:
Readiness to act.
It includes mental,
physical, and
emotional sets.
These three sets are
dispositions that
predetermine a
person's response to
different situations
(sometimes called
mindsets).
Knows and acts
upon a sequence
of steps in a
manufacturing
process.
Recognize one's
abilities and
limitations.
Shows desire to
learn a new
process
(motivation)
begins,
displays,
explains,
moves,
proceeds,
reacts,
shows, states,
volunteers.

64. Guided
Response
The early stages
in learning a
complex skill
that includes
imitation and
trial and error.
Adequacy of
performance is
achieved by
practicing.
Performs dressing
as demonstrated.
Follows
instructions to
build a model.
Responds hand-
signals of instructor
while learning to
operate a forklift.
copies, traces,
follows, react,
reproduce,
responds

65. Mechanism (basic
proficiency):
This is the intermediate
stage in learning a
complex skill.
Learned responses have
become habitual and the
movements can be
performed with some
confidence and
proficiency.
Use a personal
computer.
Repair a leaking
faucet.
Drive a car.
assembles,
calibrates,
constructs,
dismantles, displays,
fastens, fixes, grinds,
heats, manipulates,
measures, mends,
mixes, organizes,
sketches.

66. Complex Overt Response
(Expert): The skillful
performance of motor acts
that involve complex
movement patterns.
Proficiency is indicated by a
quick, accurate, and highly
coordinated performance,
requiring a minimum of
energy.
This category includes
performing without
hesitation, and automatic
performance.
Maneuvers a car
into a tight
parallel parking
spot.
Operates a
computer
quickly and
accurately.
Displays
competence
while playing
the piano.
assembles,
builds,
calibrates,
constructs,
dismantles,
displays,
fastens, fixes,
grinds, heats,
manipulates,
measures,
mends, mixes,
organizes,
sketches
NOTE: The Key Words are the same as Mechanism, but will have adverbs or
adjectives that indicate that the performance is quicker, better, more accurate,
etc.

67. Adaptation:
Skills are well
developed and
the individual
can modify
movement
patterns to fit
special
requirements.
Responds effectively to
unexpected experiences.
Modifies instruction to
meet the needs of the
learners.
Perform a task with a
machine that it was not
originally intended to do
(machine is not damaged
and there is no danger in
performing the new task).
adapts, alters,
changes,
rearranges,
reorganizes,
revises, varies

68. Origination:
Creating new
movement
patterns to fit a
particular
situation or
specific problem.
Learning
outcomes
emphasize
creativity based
upon highly
developed skills.
Examples:
Constructs a
new theory.
Develops a new
and
comprehensive
training
programming.
Creates a new
gymnastic
routine.
arranges, builds,
combines,
composes,
constructs,
creates, designs,
initiate, makes,
originates.

69. • As mentioned earlier, the committee did
not produce a compilation for the
psychomotor domain model, but others
have. The one discussed above is by
Simpson (1972).
• There are two other popular versions by
Dave (1970) and Harrow (1972):

70. Dave (1975)