Scribd
Upload
93 views4 pages

Unit # 2 Notes

The document discusses instructional aims, goals, and objectives for planning classroom assessment. It defines aims as general statements that guide educational policy, goals as more specific statements describing what schools intend to accomplish, and objectives as measurable statements describing what students will learn. Objectives focus instruction, provide learning guidelines and targets for assessment, and communicate expectations. General learning outcomes broadly state teaching intentions while specific outcomes precisely describe skills. Bloom's Taxonomy establishes a hierarchy for categorizing educational objectives, including cognitive, affective, and psychomotor domains.

Uploaded by

Waqas Lucky
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
93 views4 pages

Unit # 2 Notes

The document discusses instructional aims, goals, and objectives for planning classroom assessment. It defines aims as general statements that guide educational policy, goals as more specific statements describing what schools intend to accomplish, and objectives as measurable statements describing what students will learn. Objectives focus instruction, provide learning guidelines and targets for assessment, and communicate expectations. General learning outcomes broadly state teaching intentions while specific outcomes precisely describe skills. Bloom's Taxonomy establishes a hierarchy for categorizing educational objectives, including cognitive, affective, and psychomotor domains.

Uploaded by

Waqas Lucky
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Unit # 2

Planning Classroom Assessment

Instructional Aims, Goals and Objectives

Aims:

Aims are the general statements that provide a sense of direction and serving as a guiding

principle for educational policy. Aims are intent of education. For example:

To prepare students for democratic citizenship

To encourage creative and critical thinking

Goals:

Goals are derived from aims. Goals translate aims into statements that will describe what

schools are expected to accomplish; Goals are the statements of educational intention

which are more specific than aims but less specific than objectives. Goals are more specific

and definite than aims, but they are still non-behavioral and therefore non-observable and

non-measureable. For example:

The development of reading skills;

The understanding of scientific and mathematical concepts.

Objectives:

Objectives are stated in observable and measurable terms (outcomes, proficiencies or

competences); Objectives are behavioral in nature and more precise than goals;
Objectives refer to the statement of what students will obtain through instruction of certain

content. In other words ‘an objective is a description of a performance you want learners to

be able to exhibit before you consider them competent. An objective describes an intended

result of instruction, rather than the process of instruction itself. For example:

To identify the main idea of the poem;

To be aware of the differences between the present simple and present perfect.

Why use objectives?

To provide a focus for instruction;

To provide guidelines for learning;

To provide targets for assessment;

To communicate expectations to learners;

To convey instructional intent to others;

To provide for evaluation of instruction.

General vs Specific Learning Outcomes

General learning outcome:

These are the broad general statement of teaching intention.

e.g. Writing skill

Specific learning outcome:

These are the specific statement of teaching intention.


e.g. Writes smoothly

organizes different points

use appropriate words etc.

Taxonomy of Education Objectives

Taxonomy means 'a set of classification principles', or 'structure'. Bloom established a

hierarchy of educational objectives for categorizing level of abstraction of questions that

commonly occur in educational settings (Bloom, 1965). This classification is generally

referred to as Bloom's Taxonomy. The followings are six levels in this taxonomy:

Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The detail is

given below:

Cognitive domain: The cognitive domain (Bloom, 1956) involves the development of

intellectual skills. 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

levels of this domain starting from the simplest cognitive behavior to the most complex. The

levels can be thought of as degrees of difficulties. That is, the first ones must normally be

mastered before the next ones can take place.

Affective domain: The affective domain is related to the manner in which we deal with

things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and

attitudes. The five levels of this domain include: Receiving, responding, valuing,

organization, and characterizing by value.


Psychomotor domain: Focus is on physical and kinesthetic skills. The psychomotor domain

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. There are seven levels of this domain from the

simplest behavior to the most complex. Domain levels include: Perception, set, guided

response, mechanism, complex or overt response, adaptation.

You might also like