Objectives provide direction for teaching and learning by defining what students should be able to do after instruction. Objectives aid both students and teachers by helping to plan lessons, identify appropriate activities and assessments, and provide feedback. Bloom's Taxonomy and Mager's instructional objectives frameworks classify objectives according to domains of learning and specify that objectives use action verbs to describe intended student behaviors under certain conditions and to defined performance standards. Well-written objectives are specific, measurable, achievable, realistic and time-bound to effectively guide teaching and assessment.

1. Formulation of Objectives Sanjaya Mishra

2. Overview What are objectives? Conceptual developments Writing objectives Why should you use objectives?

3. What are objectives? Dictionary meaning: aim, goal and intention It is an aid to the learners as well as to the teacher It helps in planning the lesson It also helps in identification of appropriate activities, methods and techniques It helps in assessment of learner performance, and then provide feedback on learning/ teaching Objectives are defined as what the students should be able to do following instuction

4. Anecdote Person A : Where does this road goes? Person B : Where do you want to go? Person A : I don’t know. Person B : Then it does not matter, where this road goes. Moral : If you don’t know where you are going, then you will reach no where.

5. Conceptual developments Educational objectives Bloom’s taxonomy Mager’s instructional objectives Behavioural objectives Learning outcomes

6. Educational objectives Change in behaviours that an educational institution seeks to bring in its students Taylor, 1948

7. Blooms’ taxonomy (1956) Primarily for assessment of student performance Knowledge-Understanding-Application-Analysis-Synthesis-Evaluation

8. Instructional Objectives (1962) Unambiguous action verbs, conditions and standards Though instruction is used, Mager believed objectives to be what the students should be able to do at the end of instruction

9. Behavioural Objectives Excess emphasis on the use of action verbs and behavioual objectives led to this phrase Duchastel and Merrill (1973) said behavioural objectives serve three functions: direction for teaching and curriculum development, guidance in evaluation, and facilitation of learning

10. Learning Outcomes Personal outcomes: interpersonal skills, teamwork Learning objectives: subject centred, but not necessarily behavioural Generic outcomes: critical thinking, analysis, synthesizing

11. Objectives and Knowledge Domain Affective Receiving Responding Valuing Organization Value concept Psychomotor Perception Set Guided response Mechanisms Complex overt response Adaption Origination Cognitive Knowledge Comprehension Application Analysis Synthesis Evaluation

12. Revised Bloom’s Taxonomy Originally one-dimensional Now in 2-dimensions: Knowledge dimension Cognitive process dimension

13. Remember Apply Understand Analyze Evaluate Create Factual Conceptual Procedural Meta-cognitive

14. Writing objectives Performance : use action verbs Conditions : circumstances under which the students are expected to perform Standard : criterion that defines acceptable performance.

15. Performance The learner will be able to define… The learner will be able to identify the components… The learner will be able to determine the kind of nutrients…

16. Condition Given a list of examples… Given a list of terms… While in the laboratory… Using a soil sample kit… After observing a videotape…

17. Standard … accurate to the nearest tenth … according to the steps listed in the manual … within twenty minutes … at the rate of 100 per hour … without any errors

18. Example Given a list of generic drugs, the learner will be able to identify the antibiotics with 95% accuracy.

19. Criticism Objectives are written at a minimum acceptable standard

20. Criticism Objectives dehumanize by focusing on requirements and not on students

21. Criticism It takes time, and teachers’ workload are unrealistic

22. Criticism Objectives are difficult to set for affective domain

23. Criticism Objectives ‘lock’ the curriculum and are not flexible

24. Criticism It sets the tone of “teach and test”

25. Criticism Objectives stop creativity

26. Criticism It is not useful to the teachers in colleges

27. ABCD of objectives A udience B ehaviour C onditions D egree of performance

28. Objectives should be SMART S pecific M easurable A chievable R ealistic T ime-bound