Behavioral Objectives
Source: from trainee teachers' notes and assignments in workshops for new teachers, 2002
A good workable specific objective should satisfy the following conditions:
1. It should be stated in terms of student behavior.
For example,
By the end of this period/ lesson/unit, pupils are expected to be able to:
a. pronounce correctly the new words in the lesson
b. use the new words in meaningful sentences
c. read silently the reading passage within a given time answer the
d. comprehension questions.
2. It should be measurable. For example, in the following statements, the first one is measurable,
he second is not measurable and the focus is not specific.
a. to recognize the grammatical structure N+ Verb to be+ adj.
b. to master the basic English structures
Classification of Educational Objectives
Educational objectives which deal with cognitive ( mental) behavior may be classified as follows:
1. Knowledge
The term knowledge covers behavior of remembering previously learnt material. This includes knowledge of terms, facts, rules, principles, theories and generalizations etc.
Examples:
a. to write the following words with correct spelling
b. to pronounce the following words correctly
c. to underline the grammatical mistakes in a given sentence
d. to distinguish minimal pairs on hearing them
e. to answer correctly questions about the days of the week, months and seasons
f. to match words with their synonyms/ antonyms
Comprehension :
Comprehension covers such behavior as “ understanding” details of facts in a communication. This includes understanding the meaning of a passage, explaining the meaning of words and expressions, summarizing the main ideas, and adding suitable material.
Examples;
a. to answer the comprehension questions based on a reading text/ diagrams, charts…
b. to explain the meaning of vocabulary items/ expressions in
c. a text.
d. to summarize the main ideas
e. to suggest a suitable title for a text
f. to provide examples similar to those mentioned in the text
g. to rephrase all ( or parts) of a communication.
Application
Application means the ability to use rules , principles , theories, methods in an unfamiliar/ unseen situation. This includes working on an exercise according to a certain rule, applying a grammatical rule in spoken or written production.
Examples:
a. to change statements into negative, interrogative, passive voice, reported speech, simple past tense…
b. to use words in meaningful sentences
c. to make Yes/ No questions or Wh-questions using
d. auxiliary verbs
e. to punctuate a paragraph using certain punctuation marks.
f. to form the correct tag questions.
Analysis
Analysis means breaking down a communication ( written or spoken) into its components. This involves understanding the relationship of the components to one another.
Examples:
a. to analyze a complex sentence into main clause and subordinate clause
b. to show the relationship between two words ( noun, pronoun)
c. to find out the topic sentence in a paragraph
d. to analyze a sentence pattern into its elements ( subject, verb, object…
e. to draw conclusions
f. to distinguish between facts and opinions.
Synthesis
Synthesis is the skill of constructing a text/ communication using various elements.
Examples:
a. to write a paragraph on a given topic
b. to complete an unfinished text.
c. to give a speech on a given topic
d. to form a sentence using given ( jumbled) words or phrases
e. to write a personal or business letter or advertisement
Evaluation
This is the highest and most advanced educational objective. It means providing judgments concerning merits , values or other attributes of a communication. In order to pass a judgment one needs to know a communication, to comprehend it and perhaps go through other mental processes like analysis and synthesis.
Examples:
a. to criticize a written communication ( a composition)
b. to evaluate one’s oral production in terms of correct pronunciation,
c. clarity, meaningfulness, choice of words.
to evaluate a passage or an essay with regard to : relevance of the topic, accuracy, suitability of style, organization, unity---
References
Hong Lin, Writing Learning Outcomes: Using Bloom's Taxonomy,
Home page. 30 April 2006
<http://www.personal.psu.edu/users/h/z/hzl101/bloom.htm>
Bloom's Taxonomy of Educational Objectives, Home page. 30 April 2006
<http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy3/edpsy3_bloom.htm>
Edward Vockell, Bloom's Taxonomy, Home page. 30 April 2006
<http://education.calumet.purdue.edu/Vockell/EdPsyBook/Edpsy3/edpsy3_bloom.htm>