Definition of Terms
Learning target is defined as a statement of student performance that includes
both a description of what students should know or able to do at the end of a
unit of instruction and criteria for judging the level performances demonstrated.
Learning targets are composed of:
• Content- is what students
should know and able to do
• Criteria- are dimensions of
students performance used for judging attainment
Types of Learning Targets
• Knowledge learning target- is
the ability of the students to master a substantive subject matter.
• Reasoning learning target- is
the ability to use knowledge and solve problems.
• Skill learning target- is the
ability to create achievement-related products such as written reports, oral
presentations, and art products. Products are used to demonstrate knowledge,
reasoning and skills.
• Affective/ dispositional
learning target- is the attainment of affective trials such as attitudes,
values, interests, and self-efficiency.
Instructional Objective:
It is a description of what is eventually take place at the classroom level.
Objectives are stated in behavioral terms so that it could be measured in some
way.
Learning objectives, also called
behavioral objectives or instructional objectives, because of the emphasis on
student outcomes as manifested in their performance. Other synonyms are learner
objectives, behavioral objectives, and specific objectives. They are learner
objectives because they are not concerned with what we, teachers are supposed
to do but rather with what the students must be able to do after teaching. They
also termed behavioral and specific objectives because they describe the
specific and observable behavior that the students are expected to display
after the intervention.
Role of Instructional
Objective
• Behavioral objectives clarify
the intent of the lessons for the teacher and for the learner.
With the clearly stated outcomes in
mind, the teacher is able to design the appropriate learning experiences for
the class—and for each child, if the program is individualized. The student is
able to use time more efficiently, since he or she knows what is to be
performed. If the approach is employed in a self-instructional program, the
student may have alternative of individually selecting learning experiences.
• Behavioral objective make it
easier to measure student achievement.
Both the teacher and the student
know what is expected from the student and the students get immediate feedback
about the performance.
• Behavioral objectives make it
easier to measure effectiveness of instruction.
The teacher’s job is to aid student
learning. Since the level of performance is stated, it is easier to determine
if the selected materials, visual aids and teaching strategies have been
helpful to the student in achieving the stated objectives. As a result,
effectiveness of instruction is based on student achievement of instructional
objectives.
Characteristics of a Well
Written Instructional Objective
• Objectives must be stated in
terms of expected behavior.
• Objectives must specify the
conditions under which the students are expected to perform.
• Objectives must specify the
minimum acceptable level of performance.
A well-written objective should meet
the following criteria
(1) describe a learning
outcome
(2) be student oriented
(3) be observable (or
describe an observable product).
A student-oriented objective focuses
on the learner, not on the teacher.
• It describes what the learner
will be expected to be able to do.
• It should not describe a
teacher activity).
• It may be helpful to both the
teacher and the student to know what the teacher is going to do but teacher
activities are also not to be confused with instructional objectives.
Characteristics of a useful
objective
(1) be sequentially appropriate;
(2) be attainable within a
reasonable amount of time
(3) be developmentally
appropriate.
Definition of Terms
• Taxonomy- the classification
of things into groups based on similarities of biological origin, design,
function, etc.
• Bloom’s Taxonomy of Learning
Domains- is a classification of learning objectives within education proposed
in 1956 by a committee of educators chaired by Benjamin Bloom. It is divided into
three (3) domains, namely: cognitive, affective, psychomotor
• Domain- is a field of
influence, thought or activity.
The Domains
• Cognitive domain- involves
knowledge and the development of intellectual skills. This includes objectives
that deal with the recall of organization of knowledge and the recall of
recognition of specific facts and concepts.
• Affective domain- concerned
with changes in interests, attitudes, values and the development of
appreciation and adjustment.
• Psychomotor domain- also
called as the manipulative or motor-skill area. It is concerned with the
development of motor skills and neuromuscular control. This includes physical
movement and coordination.
Categories under Cognitive Domain
• Knowledge- the recall of previously
learned material.
• Comprehension- the
understanding of the meaning or the interpretation of instructions and
problems.
• Application- the ability to
use learned material in a new, concrete situation.
• Analysis- the ability to
break down material into its component parts.
• Synthesis- the ability to put
parts together to form a new whole.
• Evaluation- concerned with
the ability to judge the value of the material for a given purpose.
Categories under Affective Domain
• Receiving Phenomena- the
awareness, willingness to hear, selected attention.
• Responding to Phenomena- the
active participation on the part of the learners.
• Valuing- the worth or value a
person attaches to a particular object, phenomenon, or behavior.
• Organization- organizes values
into priorities by contrasting different values, resolving conflicts between
them, and creating a unique value system.
• Internalizing Values- or
characterization, has a value system that controls behavior.
Categories under Psychomotor Domain
• Imitation- the early stage in
learning a complex skill, overtly, after the individual has indicated a
readiness to take a particular type of action.
• Manipulation- being able to
perform certain actions by following instructions and practicing.
• Precision- defined as
refining, or becoming more exact.
• Articulation- coordinating
series of actions, achieving harmony and internal consistency.
• Naturalization- having high
level performance, without needing to think much about it.
REFLECTION:
Knowing the different terms and its purpose and how to assess
students through different types of measurement, assessment and how to evaluate
learners in module1, as a future educator we should have to know in what
particular aspect or skill of the learners we needs to be improve. In order for
us to do this, we are task to set a goal for it or objectives so that we can
inculcate learning successfully and in order for us to determine if our
teaching is effective in such a way that we are looking for the learning
outcomes or product of our teachings. As a future mentors we are entitled to
have good instructional objectives and to do that, this module gives us ideas
on how to have a relevant or useful instructional objectives.
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