The document discusses classroom assessment and instructional objectives. It provides learning objectives for understanding aims, goals and objectives; SMART objectives; Bloom's and Krathwohl's taxonomies; and higher-order versus lower-order thinking skills. It defines aims, goals, objectives, and types of objectives. It also explains Bloom's original and Krathwohl's revised taxonomies, providing descriptions and examples of cognitive levels from remembering to creating. The document concludes with a self-assessment activity.

1. CLASSROOM ASSESSMENT

2. INSTUCTIONAL
OBJECTIVES
Presented by
Dr. Zahida Javed
Assistant Professor of Education

3. Learning Objectives
 After completion of lecture, the students will be able to understand:
 1. Aims, Goals, and Objectives.
 2. Meaning of SMART objective.
 3. Instructional and Educational Objectives.
 4. Difference between Bloom’s and Krathwohl Taxonomy.
 5. Difference between Higher order thinking skills (HOTS)
and lower order thinking skills (LOTS).
 6. Justify that Bloom’s taxonomy is best for long life skills
building among students?

4.  Wilson(2004) defines AIMS as " general statements that
provide direction or intent to educational action".
 Orstein and Hunkins concluded that AIMS serve to:
1. Be general statements that provide shape and direction
to the more specific actions designed to achieve future
product and behavior.
2. Be starting point for ideal/inspirational vision of the
good future
Aims

5.  Develop moral character and personal discipline.
 Encourage creative and critical thinking.
 Broaden scientific and technological knowledge.
 Foster love of humanity.
 Teach the rights and duties of citizenship
 Promote respect for human right.
 Strengthen ethical and spiritual values.
Aims of Education should be …

6.  Goals are statement of purpose with some outcomes
in mind.
 According to Wilson(2005), goals are " the statement of
educational intention which are more specific than aim.
 Oliva(2001) distinguishes between curriculum goal and
instructional goals.
 Curriculum goal: a purpose in general terms without
criteria of achievement.
 Instructional curriculum: a statement of performance
expected of each student
 Goals can be written broadly and specifically.
Goals

7.  Objectives are usually specific statement of educational
intention which delineate either general or specific
outcomes.
 Benjamin Bloom and Robert Magyar defined
educational objective in two ways:
1. Explicit formulations of the ways in which students are
expected to be changed by educative process.
2. Intent communicated by statement describing proposed
change in learner
Objectives

8. Taba(1962) states that there are two types of objectives:
1 General objective:
Those objectives that describe school- wide outcomes.
e.g. Improving students skills
2 Specific objective:
Those objectives that describe behavior to be attained in
a particular unit, a subject/course or particular programmed
e.g. cognitive, affective and psychomotor domain
Types of Educational Objectives

9.  Cognitive
 Affective
 Psychomotor
Three Big Domains of Objectives

10. Bloom’s Taxonomy
The teachers and the pupils around the world, ask
questions to learners and people every day. Not all
questions are on the same level. Some questions are
easy to answer while other questions may require a
great deal of thinking. Bloom (1956) provided
taxonomy to assist us to compose questions on
different levels of thinking. This taxonomy ranges
from lower to higher levels of cognitive thinking.

11. Bloom’s Taxonomy
S.
No
Old Taxonomy
( Bloom, 1956)
New Taxonomy (Revised
by Krathwohl, 2002)
1 Knowledge Remembering
2 Comprehension Understanding
3 Application Applying
4 Analysis Analysing
5 Synthesis Evaluating
6 Evaluation Creating

12. ….
KNOWLEDGE
Useful verbs Sample questions Potential activities and products
Tell
List
Describe
Relate
Locate
Write
Find
State
Name
What happened
after...?
How many...
Who was it that...?
Can you name
the...?
Describe what
happened at...?
Who spoke to...?
Make a list of the main events..
Make a timeline of events.
Make a facts chart.
Write a list of any pieces of
information you can remember.
List all verbs in the story/article
piece.
Make a chart showing...

13. ….
COMPREHENSION
useful verbs Sample questions Potential activities
Explain
Interpret
Outline
Discuss
Distinguish
Predict
Restate
Translate
Compare
Can you write in your
own words...?
Can you write a brief
outline?
What do you think
could of happened
next...?
Who do you think.?
What was main idea?
Who is key character.?
Cut out or draw pictures to show a
particular event.
Illustrate what you think the main
idea was.
Make a cartoon strip showing the
sequence of events.
Write and perform a play based on
the story.
Retell the story in your words.
Paint a picture of some aspect you
like.

14. ….
APPLICATION
Useful verbs Sample questions Potential activities
Solve
Show
Use
Illustrate
Construct
Complete
Examine
Do you know
another instance
where...?
Could this have
happened in...?
Can you group by
characteristics such
as...?
Construct a model to
demonstrate how it will
work.
Make a scrapbook about the
areas of study.
Make a collection of
photographs to illustrate the
specific point.

15. ….
ANALYSIS
Useful verbs Sample questions Potential activities
Analyse
Distinguish
Examine
Compare
Contrast
Investigate
Identify
Separate
Which events could
have happened...?
I ... happened, what
might the ending
have been?
How was this
similar to...?
What was
underlying theme
Design a questionnaire to
gather information.
Write a commercial to sell a
new product.
Conduct an investigation to
produce information to
support a view.
Make a flow chart to show
the critical stages.

16. ….
SYNTHESIS
Useful verbs Sample questions Potential activities
Create
Invent
Compose
Predict
Plan
Construct
Design
Imagine
Propose
Can you design a ...
to ...?
Why not compose a
song about...?
Can you see
possible solution
to...?
If you had access to
resources how you
Invent a machine to do a
specific task.
Design a building to house
your study.
Create a new product. Give
it a name and plan a
marketing campaign.
Write about your feelings in
relation to...

17. ….
EVALUATION
Useful verbs Sample questions Potential activities
Judge
Select
Choose
Decide
Justify
Debate
Verify
Argue
Recommend
Is there a better
solution to...
Judge the value
Can you defend
your position
about...?
Do you think ... is a
good or a bad..?
How would you
Prepare a list of criteria to
judge a ... show. Indicate
priority and ratings.
Conduct a debate about an
issue of special interest.
Make a booklet about 5 rules
you see as important.
Convince others.
Write a letter to ….. about...

18. Revised Bloom’s Taxonomy
by Krathwohl (2002)

19. Bloom’s Level Description
Remembering
(lowest-order)
Students can retrieve relevant
information from their long-term
memory
Understanding Students determine meaning of
instructional messages, including
oral, written graphic
Applying Students can carry out or use a
procedure in a given situation

20. Bloom’s
Level
Description
Analyzing Students can break material into parts and
detect how the parts relate to one another
Evaluating Students can make a judgment based on
criteria and standards
Creating
(highest-
order)
Students can put elements together to form a
novel, coherent whole or make an original
product

21. Digital Bloom’s Taxonomy

22. Revised Bloom’s Taxonomy (Krathwohl)

23. Self Assessment Activity
 1. Define Aims, Goals and Objectives with examples.
 2. Difference between Educational and Instructional Objectives?
 3. Write three questions on each level of Bloom Taxonomy?
 4. Differentiate between Bloom’s and Krathwohl Taxonomy?
 5. Differentiate between Higher order thinking skills (HOTS) and lower order
thinking skills (LOTS)?
 6. Which level of Bloom’s taxonomy is best for long life skills building among
students?