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INSTRUCTIONAL OBEJECTIVES

PURPOSE OF IOIO DOMAINS

HOW TO WRITE SMART OBJECTIVE

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Look like a spiral?

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OBJECTIVES OF THIS CHAPTER

After this session you will be able to:1. Explain the function of instructional objective2. Write set of instructional objectives based on

the guidelines on writing good objective

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Activity

Read “getting started, Chapter 5”

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Now, answer this question;“Why do instructional designers need instructional objectives?”

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Function of Objectives

• It offers means for the instructional designer to design appropriate instruction, specifically to select and organize instructional activities and resources that facilitate effective learning.

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Function of Objectives

• It provide a framework for devising ways to evaluate student learning.

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Function of Objectives

• It guide the learner.

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OBJECTIVE DOMAINS

• COGNITIVE• PSYCHOMOTOR• AFFECTIVE

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LEVEL OF COGNITIVE DOMAINHighest level

Lowest level

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Assessing the value of ideas, things. Etc.

Assembling a whole from parts

Disassembling a whole into parts

Using what has been previously learned

Knowing what a message means

Remembering/recalling terms, facts, and so on.

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LEVEL OF PSYCHOMOTOR DOMAINHighest level

Lowest level

Complex overt response

Mechanism

Guided response

Set

Perception

Performing automatically

Acting without assistance

Performing a task with assistance

Getting ready to perform

Observing behaviours involved in task.

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LEVEL OF AFFECTIVE DOMAINHighest level

Lowest level

Characterization

Organization

Valuing

Responding

Receiving

Adopting a new way of life or outlook

Developing/acquiring a new value system

Accepting values/beliefs

Participating

Paying attention.

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Interrelation of Domains

• Single objective can involve learning all three domains

• Attitudinal development may precede successful learning of other domains

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Writing Instructional Objectives

Basis for objectives:

Task analysis

Goal analysis

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PERFORMING GOAL ANALYSIS

To perform goal analysis, instructional designers should carry out five simple steps:

• Identify the goal, the warm fuzzy, and write it down. Clarify the vague goal that instruction intends to achieve.

• Write down examples of what people are saying or doing when they are behaving in

a way corresponding to the goal. In short, identify behaviors associated with the goal.

• Sort out unrelated items and polish the list developed in Two Step. Eliminate duplications not clearly associated with achieving the goal.

• Described precisely what learners should be doing to demonstrate goal achievement. Statements of this kind become performance objectives.

• Test the performance objectives to ensure that they are linked to the goal and, when enacted, will lead to the desired instructional results.

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What should workers know or do to perform

competently?

What should workers know or do by the end of instruction,

how can their performance be judged, and what assumptions must be made about condition

for performance?

Step 1Establish instructional

purpose

Step 2

Classify learning tasks

Step 3Analyze learning tasks

Results of task analysis

Performance objectives

STEP FOR CONVERTING RESULTS OF TASK OR CONTENT ANALYSIS INTO PERFORMANCE OBJECTIVES

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STATING OBJECTIVES IN PERFORMANCE TERMS

• Classify the type of performance objectives that must be written and then state performance objectives that are directly or indirectly linked to work requirements.

• The objectives should thus clarify, in measurable terms, what learners should be able do to at the end of instruction, how well they should be able to do it, and what condition have to exist or equipment has to be available for them to exhibit the performance.

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Classifying the ObjectivesKNOWLEDGE

SKILLS

ATTITUDES

Explaining a procedure…

Typing letters…

Serving customers courteously…

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Verbs associated with objectives (learning outcomes) for cognitive domain

Knowledge:•Arrange•Define•Duplicate•Name•Repeat•Memorize•Order•Reproduce•Recognize

Comprehension•Classify•Recognize•Identify•Report•Indicate•Sort•Tell•Explain•Restate

Application•Apply•Choose•Operate•Illustrate •Interpret•Practice•Use•Solve•Prepare

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Verbs associated with objectives (learning outcomes) for cognitive domain

Analysis:• Analyze• Appraise• Calculate• Categorize• Compare• Contrast• Criticize• Discriminate• Examine • etc

Synthesis:• Arrange• Assemble• Collect• Compose• Construct• Create• Design• Formulate• Manage• etc

Evaluation:• Appraise• argue• assess• attack• choose• compare• estimate• evaluate• Judge• Etc.

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