Blooms Taxonomy of Educational Objectives

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Bloom’s Taxonomy of Educational Objectives

Aims and objectives

We can think of aims as broad general statements of what students are expected to learn. Aims are often more appropriate for courses than for subjects. An aim for a course may be, "Students should acquire skill of reasoning" or, "Students should develop the ability to think creatively and independently ". Aims may include abstract concepts such as 'professional qualities' or 'appreciation of the classics', learning that may be difficult to measure but which is nevertheless important. The aims in fact express the expectations of the society that should be achieved by the students through the educational system. We expect from the school as well as other agencies to help students in • Building their personality and character

• Assimilating vocationally and socially desirable knowledge and skills • Developing the ability to think critically and creatively • Developing scientific attitude
• Inculcating values

Objectives are usually more specific statements of the learning which will occur, generally within a subject, lecture or task. Objectives are not statements of content or topics, nor are they statements of the intended teaching strategies; rather, they are statements of what a student is expected to know and be able to do upon completion of the learning exercise. An objective for a subject may be, "The student should comprehend the relation among fundamental concepts in mechanics" or, "The student should understand the principle of equilibrium.” Objectives are milestones to reach the destination i.e. to attain the ultimate aim of education. Educational objectives consist of the changes we wish to produce in the child. They can be • The knowledge the children acquire

• The skills and abilities the children attain
• The interests the children develop
• The attitude the children manifest

Nature of educational objectives
|Educational objectives are very specific. This means that they should describe precisely what the learner is expected to do.| |Educational objectives are outcome based. This means that the objective is going to state what the learner should be able to| |do after the instruction is complete. The process of how the instruction happens is not considered in an objective. | |Educational objectives are measurable. This means that objectives should describe learning outcomes that can be measured; | |objectives should be seen or heard. | |Educational objectives describe student behaviors. This means that objectives should relate what the student should be able | |to do after the instruction. |

Importance of objectives
|Objectives tell students to what is expected of them. They eliminate the "guess work" because the expectations are clearly | |defined. | |Objectives allow the teacher/facilitator to determine the media, and materials that is necessary to facilitate the learning.| |The procedures to be used to teach the new information become clearer once the objective is defined. | |Evaluation is always based on each instructional objective. Determining the objective classification will assist you in | |determining the appropriate methods for evaluation. |

Instructional objectives and behavioural objectives

There can be two types of objectives as far as the instructional process is concerned. These are ▪ Instructional objectives
▪ Behavioural objectives

Instructional objectives are objectives which a teacher has placed before herself/himself to be achieved...
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