Formation of General Objective at School Stage and Their Specification PDF

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Formation of General Objective at School Stage and Their Specification.Formation of general:Educational objective at School stage and their specification.Definition:Educational objectives are the Statement of those change in behavior which are desired as a result of specific learner and teacher acti...

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Formation of General Objective at School Stage and Their Specification.

Formation of general: Educational objective at School stage and their specification.

Definition: Educational objectives are the Statement of those change in behavior which are desired as a result of specific learner and teacher activity.

Characteristics: The objective should be: 1. Written in behavioral term. 2. Reflect the condition. 3. Reflect the standard. 4. Responsible in number. 5. Consistent with one another. 6. Logical. 7. Feasible and achievable. 8. Measurable and observable.

Behavior Objective SMART: S: M: A: R: T:

Specific. Measureable. Achievable. Realistic or feasible. Time bound.

Taxonomy: Taxonomy of behavioral objective is developed in the field of education to look at the intellectual, psychological as well as motor skills of the learner.

Classification of Behavioral Object: 1. 2. 3.

Cognitive domain. Affective domain. Psychomotor domain.

Cognitive Domain: This domain is concerned with knowledge outcome and intellectual abilities and skills. It is consisting of six levels.

Knowledge: Defined as recall of specific and universals recall of method and processes. e.g. Describe the healing process. Page 1 of 3

Formation of General Objective at School Stage and Their Specification.

Comprehensive: Understanding of ideas, Principles or methods are used cognitively response to new learning situation. e.g. Classifies cirrhosis' of liver.

Application: It concerned ability to used the learned material in a new situation. e.g. Formulates diet plant for pts with DM.

Analysis: It identifies the component part of the learned material and their relationship. e.g. Identifies the warning sign at MI.

Synthesis: It is concerned with putting together of parts and elements. e.g. devices a solution for the hospital waste problem.

Evaluation: It is concerned with giving evaluation and qualitative judgment about the extent to which the material meet criteria satisfactorily. e.g. Compare and contrast any two definition of education.

Affective Domain: It is that part of man through which he expresses the self.

Five Levels: Receiving: It means being sensitive and aware of the existence of a given condition, Phenomenon or situation e.g. Ask right question by honoring the dignity of the Patient during history collection.

Responding: It is concerned by active response by the learner. e.g. Assist the patient in carrying out activities of daily living.

Valuing: It indicates the acceptance and internalization of the values or attitude. e.g. Initiate the building of interpersonal relationship with patient during clinical posting.

Organization: It concerned ability to organized values and to arrange them in appropriate order. e.g. Combine various interaction skills to nature interpersonal relationship with patient.

Characterization: This is the highest level and having attained this level. The learner has an internalized value system which has become their philosophy of life. e.g. Display confidence while caring patient with myocardial infarction. Page 2 of 3

Formation of General Objective at School Stage and Their Specification.

Psychomotor Domain: It is concerned with the development of motor skills.

Level 1. Perception: It is concerned with the perception of sensory cues that guide action and range from awareness of stimuli to translation into action.

Set: This is concerned with the cognitive, affective and psychomotor readiness.

Guided Response: These abjections refer to the early stages in skill acquisition where skill is performed following denotation by teacher.

Mechanisms: Performance has become habitual but the moments are not so complex as the nest higher level.

Complex Overt Response: It involves economy of effort, smoothness of action, accuracy and efficiency.

Adaption: In this situation students can adapt them to cater for special circumstances.

Organization: This is highest level and concern the organization of new movement patterns to suit particular circumstances.

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