1. Writing Good Objectives for e-learning Material
Prof. Vasudha Kamat
Head,
Department of Educational Technology
SNDT Women's University
Mumbai

2. Session Objectives
Given your full attention and participation, at the end of this session, you will be able to do the following with at least 70% accuracy:
Write objectives with specific performances, conditions, and criteria.
12/7/2018
Prof. Vasudha Kamat

3. Session Objectives
Given your full attention and participation, at the end of this session, you will be able to do the following with at least 70% accuracy:
Write Objectives specifications according to Bloom’s Taxanomy
12/7/2018
Prof. Vasudha Kamat

4. Session Objectives
Given your full attention and participation, at the end of this session, you will be able to do the following with at least 70% accuracy:
Write Objectives specifications according to Component Display Theory (CDT)
12/7/2018
Prof. Vasudha Kamat

5. Let’s begin with an Exercise
Suppose I give following instructions to you.
Read the given article.
You may take as many notes as you wish.
You have exactly four minutes.
12/7/2018
Prof. Vasudha Kamat

6. Problems faced … Without Objectives, you would not know…
What to write in your notes,
What to pay attention to,
What will be included on the test,
What you are supposed to learn.
Have you ever been in this situation?
12/7/2018
Prof. Vasudha Kamat

7. Objectives for Exercise
After reading this article, students will be able to …
Identify various types of Instructional Strategies.
Select the most appropriate Instructional strategy.
Justify the selection.
Wouldn’t your notes be different if you were told this before the quiz?
12/7/2018
Prof. Vasudha Kamat

8. Objectives for Exercise
With objectives identified, students probably would be able to …
better anticipate the types of questions that would be on the quiz.
take better (more specific) notes.
learn more of what the instructor wanted them to learn.
score much higher on the quiz.
12/7/2018
Prof. Vasudha Kamat

9. Domains of
Objectives
12/7/2018
Prof. Vasudha Kamat

10. Cognitive Affective Psycho-motor
Domains of Objectives
Cognitive
Affective
Psycho-motor
12/7/2018
Prof. Vasudha Kamat

11. Cognitive Domain Bloom’s Taxonomy Evaluation Synthesis Cognitive
Analysis
Application
Comprehension
Knowledge
Affective
Psycho-motor
12/7/2018
Prof. Vasudha Kamat

12. Affective Domain Characterization Organization Cognitive Valuing
Psycho-motor
Cognitive
Characterization
Organization
Valuing
Responding
Receiving
Affective
12/7/2018
Prof. Vasudha Kamat

13. Psychomotor Domain Naturalization Articulation Cognitive Precision
Affective
Naturalization
Articulation
Precision
Manipulation
Imitation
Psycho-motor
12/7/2018
Prof. Vasudha Kamat

14. Domains of Objectives Test I
Classify following statement of objective in appropriate domain.
The student will be able to repair electronic household items
Cognitive
Affective
Psychomotor
12/7/2018
Prof. Vasudha Kamat

15. Domains of Objectives Test I
Classify following statement of objective in appropriate domain.
The student will be able to identify advantages of bilateral ties with Malaysia.
Cognitive
Affective
Psychomotor
12/7/2018
Prof. Vasudha Kamat

16. Domains of Objectives Test I
Classify following statement of objective in appropriate domain.
The student will be able to persuade people to give up smoking.
Cognitive
Affective
Psychomotor
12/7/2018
Prof. Vasudha Kamat

17. Mager’s Theory of Objective
Good objectives contain three parts:
Performance: What should the learner be able to do?
Condition(s): Under what conditions should the learner be able to do this?
Criterion: How well must it be done?
12/7/2018
Prof. Vasudha Kamat

18. Performance
A good objective clearly states what the student is expected to be able to do or to produce to be considered competent.
12/7/2018
Prof. Vasudha Kamat

19. Visible and Invisible Performance
Performance that is visible or audible is OVERT
e.g. running, cooking, typing
Performance that is not observable is COVERT
e.g. identifying, solving, distinguishing
12/7/2018
Prof. Vasudha Kamat

20. Action Verbs Cognitive Domain Evaluation Synthesis Analysis
Application
Comprehension
Knowledge
Ability to recall previously learned material
Define Identify List
Name Recall State
Record Recognize Repeat
Underline
12/7/2018
Prof. Vasudha Kamat

21. Action Verbs Cognitive Domain Evaluation Synthesis Analysis
Application
Comprehension
Knowledge
Ability to grasp meaning, explain, restate ideas
Choose Describe Simulate
Determine Explain Discuss
Express Differentiate Interpret
Locate Review Discriminate
Translate Practice
Give in own words
12/7/2018
Prof. Vasudha Kamat

22. Action Verbs Cognitive Domain Evaluation Synthesis Analysis
Application
Comprehension
Knowledge
Ability to use learned material in new situations
Initiate Apply Use
Dramatize Employ Relate
Generalize Illustrate Interpret
Operate Practice Schedule
Utilize Demonstrate
12/7/2018
Prof. Vasudha Kamat

23. Action Verbs Cognitive Domain Evaluation Synthesis Analysis
Application
Comprehension
Knowledge
Ability to separate material into component parts and show relationships between parts
Analyze Appraise Calculate
Categorize Compare Conclude
Contrast Correlate Criticize
Reduce Detect Predict
Estimate Examine Test
Infer Inspect Relate
12/7/2018
Prof. Vasudha Kamat

24. Action Verbs Cognitive Domain Evaluation Synthesis Analysis
Application
Comprehension
Knowledge
Ability to put together the separate ideas to form new whole, establish new relationships
Arrange Assemble Collect
Compose Construct Create
Design Develop Manage
Modify Plan Prepare
Produce Propose Predict
Reconstruct Set-up
12/7/2018
Prof. Vasudha Kamat

25. Action Verbs Cognitive Domain Evaluation Synthesis Analysis
Application
Comprehension
Knowledge
Ability to judge the worth of material against stated criteria
Appraise Assess Choose
Compare Critique Estimate
Judge Measure Test
Rate Revise Score
Select Validate Value
12/7/2018
Prof. Vasudha Kamat

26. Conditions
The important conditions (if any) under which the performance is to occur.
Given the brand names of several products currently available to the cosmetologist, be able to underline those that would be considered safe to use as shampoo.
12/7/2018
Prof. Vasudha Kamat

27. Conditions Examples: Given a problem of the following type…
Given a list of…
Given any reference of the learner's choice…
Given a matrix of intercorrelations…
When provided with a standard set of tools…
Given a properly functioning…
Without the aid of references…
With the aid of references…
Without the aid of a calculator…
Without the aid of tools
12/7/2018
Prof. Vasudha Kamat

28. Conditions Makes the objective even more specific.
Eliminates the need for guesswork by the student.
Detailed enough to describe each of the conditions needed to allow the performance to happen.
Makes accurate measurement of learner performance even easier, and makes development of material easier.
12/7/2018
Prof. Vasudha Kamat

29. Criteria
A good objective describes how well a student would have to perform to be considered competent.
Adding a criterion to an objective will provide a way to measure a student’s competence of a particular task.
12/7/2018
Prof. Vasudha Kamat

30. Criteria
Speed
Quantity
Quality
Accuracy
12/7/2018
Prof. Vasudha Kamat

31. Criteria A criterion added to an objective will provide:
a testing standard
a success measurement for students
a success measurement for the instructor
A criterion should name appropriate or desired ability, not a minimum level
12/7/2018
Prof. Vasudha Kamat

32. Summary
Performance: An objective always says what a learner is expected to be able to do; the objective sometimes describes the product or the result of the doing.
Conditions: An objective always describes the important conditions (if any) under which the performance is to occur.
Criterion: Wherever possible, an objective describes the criterion of acceptable performance by describing how well the learner must perform in order to be considered acceptable.
12/7/2018
Prof. Vasudha Kamat

33. Examples of Objective Statements
Given a list of descriptions of human behavior, be able to differentiate (sort) between normal and psychotic.
Given a paragraph, prepare atleast 5 good quality higher order questions.
Identify the central theme of the given novel.
Be able to recognize correct and incorrect ways of measuring a patients pulse.
Transform the given sentences from Active to Passive Voice.
12/7/2018
Prof. Vasudha Kamat

34. Bloom’s Taxonomy Test II
Identify correctly written objective statement.
The student will be able to understand functions of Internet.
Yes No
The student will be able to draw sketches of human faces.
Yes No
Demonstrate to the students the proper procedure for completing the form.
Yes No
12/7/2018
Prof. Vasudha Kamat

35. Bloom’s Taxonomy Answers to Test II
Identify correctly written objective statement.
The student will be able to understand functions of Internet. No
The student will be able to draw sketches of human faces.
Yes
Demonstrate to the students the proper procedure for completing the form. No
12/7/2018
Prof. Vasudha Kamat

36. Thank You