Chapter 3 - Instructional Goals and Objectives

Question 0

When viewing instructional objectives in terms of learning outcomes, what are we concerned with?

Answer 0

We are concerned with the products of learning - the intended outcomes.

Question 1

Give the three purposes of instructional goals and objectives.

Answer 1

1) Provide direction for the instructional process.
2) Convey instructional intent to others.
3) Provide a basis for assessing student learning.

Question 2

Give three important points about the role of instructional objectives in teaching-learning situations.

Answer 2

1) Objectives establish direction and, when stated in terms of learning outcomes, go beyond knowledge of specific course content.
2) There are varying degrees of dependence that the products have on the course content.
3) Objectives vary in complexity.

Question 3

What type of objectives does behavioral psychology suggest we use?

Answer 3

Behavioral psychology suggested that we use mastery objectives (very specific, simple knowledge and skill outcomes, that built hierarchically on each other) in constructing learning objectives.

Question 4

What type of objectives does cognitive psychology suggest we use?

Answer 4

Cognitive psychology suggests that effective learning objectives will be concerned with more complex learning outcomes that are not necessarily hierarchical.

Question 5

Give three suggestions cognitive psychology has for learning objectives and the learning process.

Answer 5

1) Instructional objectives need to be concerned with more complex learning outcomes (understanding, problem solving, reasoning, etc.).
2) More comprehensive tasks that take an extended amount of time are needed.
3) Tasks need to be presented in a meaningful context - they need to be “authentic”.

Question 6

Give the nine major areas in which instructional objectives might be classified.

Answer 6

1) Knowledge
2) Understanding
3) Application
4) Thinking skills
5) General skills
6) Attitudes
7) Interests
8) Appreciations
9) Adjustments

Question 7

Give the three major areas into which the Taxonomy of Educational Objectives divides objectives.

Answer 7

1) Cognitive Domain
2) Affective Domain
3) Psychomotor Domain

Question 8

What does the cognitive domain include?

Answer 8

The cognitive domain includes knowledge outcomes and intellectual abilities and skills.

Question 9

What does the affective domain include?

Answer 9

The affective domain includes attitudes, interests, appreciation, and modes of adjustment.

Question 10

What does the psychomotor domain include?

Answer 10

The psychomotor domain includes perceptual and motor skills.

Question 11

Give eight sources for lists of objectives.

Answer 11

1) Professional association standards.
2) State content standards.
3) Methods books.
4) Yearbooks and subject-matter standards publications of educational organizations.
5) Encyclopedia of Educational Research.
6) Curriculum frameworks and guides.
7) Test manuals.
8) Banks of objectives

Question 12

What four questions serve as criteria for determining the adequacy of the final list of instructional objectives for a course?

Answer 12

1) Do the objectives include all important outcomes of the course?
2) Are the objectives in harmony with the content standards of the state or district and with the general goals of the school?
3) Are the objectives in harmony with sound principles of learning?
4) Are the objectives realistic in terms of the abilities of the students and the time and facilities available?

Question 13

What four things should teachers consider when determining if objectives are in harmony with sound principles of learning?

Answer 13

1) If objectives are appropriate to the age level and experiential background of the students.
2) If the objectives are related to the needs and interests of the students.
3) If the objectives reflect learning outcomes that are most permanent.
4) If the objectives include learning outcomes that are most generally applicable to various specific situations.

Question 14

Give the six steps in stating general instructional objectives.

Answer 14

1) State each general objective as an intended learning outcome.
2) Begin each general objective with a verb.
3) State each general objective to include only one general learning outcome.
4) State each general objective at the proper level of generality.
5) Keep each general objective sufficiently free of course content so that it can be used with various units of study.
6) Minimize the overlap with other objectives.

Question 15

Give the seven steps in stating specific learning outcomes.

Answer 15

1) List beneath each general instructional objective a representative sample of specific learning outcomes that describe the terminal performance students are expected to demonstrate.
2) Begin each outcome with an action verb that specifies observable performance.
3) Make sure each specific outcome is relevant to the general objective it describes.
4) Include enough specific learning outcomes to describe adequately the performance of students who have obtained the objective.
5) Keep the specific outcomes free of course content so the list can be used with various units of study.
6) Consult reference materials for specific components of those complex outcomes that are difficult to define.
7) Add a third level of specificity to the outcomes, if needed.