Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University
CHAPTER 3
FORMULATION OF INSTRUCTIONAL OBJECTIVES
Instructional Objectives are the intended, expected or desired learning outcomes of
the teaching – learning process.
Two ways of viewing instructional objectives:
1) In terms of what the teaching activity is.
- objectives are stated in terms of what the teacher is going to do during instruction.
- the teaching activity is clearly indicated.
- concern is on the process of teaching – learning experience.
2) In terms of learning outcomes.
- what they are expected to exhibit as a result of instruction.
- learning outcome is clear.
- concern is on the product of learning.
Instructional Goals and Objectives
An Instructional Goal is a statement of performance expected of each student in a
class, phrased in general terms without criteria of achievement.
An Instructional Objective is a statement of performance to be demonstrated by each
student in a class, derived from an instructional goal, phrased in measurable and observable
terms.
Guidelines for Preparing Instructional Goals and Objectives
Relationship to Curriculum Goals and Objectives
Instructional goals and objectives should relate to curriculum goals and objectives.
The curriculum goals and objectives are broader in nature, aimed at all students as a
group or groups frequently jump across grade boundaries, often cut across disciplines, and
many times are relevant to more than one teacher either within a discipline or among
disciplines.
The instructional objectives by their nature tend to be more specific than the
curriculum goals and objectives, focus on what takes place in the classroom, and come to
pass as a result of the individual instructor‟s efforts.
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Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University
Domains of Learning
The instructional goals and objectives should be specified for the three domains of
learning – the cognitive, the affective, and the psychomotor, whenever applicable.
Cognitive Domain. Bloom and associates defined as including objectives that “deal
with the recall or recognition of knowledge and the development of intellectual abilities and
skills”. Cognitive learnings, which involve the mental processes, range from memorization to
the ability to think and solve problems.
Affective Domain. Krathwohl and others defined it as including objectives that
“emphasize a feeling, tone, an emotion, or a degree of acceptance and rejection”. Affective
learnings encompass the emotions, feelings, beliefs, attitudes, and values.
Psychomotor Domain Robert J. Armstrong and others defined it as including
behaviors that “place primary emphasis on neuromuscular or physical skills and involve
different degrees of physical dexterity.” Sometimes referred to as „perceptual-motor skills‟,
psychomotor learnings include body movements and muscular coordination.
Taxonomic Levels
Instructional goals and objectives should be identified at both high and low levels of
learning with greater emphasis being placed on the higher. It is obvious that some learnings
are more substantive, complex, and important than others.
Rules for Writing
Instructional goals and objectives should follow a few simple rules for writing.
Three Elements of an Instructional Objective
When writing an instructional objective, it is generally recommended that three
elements or components be included:
1. the behavior expected of the students
When specifying behavior, instructors should choose, as often as possible, action
verbs that are subject to measurement and observation.
2. the conditions under which the behavior is to be demonstrated
The conditions under which the learner demonstrates the behavior should be
specified, if they are necessary and not obvious.
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Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University
3. the degree of mastery required
The statement of the instructional objectives should include the acceptable standard
or criterion of mastery of the behavior if it is not obvious.
Six types of standards and examples of each:
1. When mere OCCURRENCE of the behavior is sufficient, describe the behavior.
e.g. The knot will be tied loosely as in the photograph.
2. When ACCURACY is important, provide a statement of acceptable range or deviation.
e.g. The answer must be correct to the nearest whole number.
3. If the number of ERRORS is important, state the number.
e.g. With a maximum of one error.
4. If TIME or SPEED is important, state the minimal level.
e.g. Within five seconds; five units per minute.
5. If KNOWN REFERENCE provides the standard, state the reference.
e.g. Perform the sequence of steps in the same order as given in the text.
6. If the CONSEQUENCES of the behavior are important, describe them or provide a model.
e.g. Conduct the class so that all students participate in the discussion.
Added Component:
1. Stability – the number of opportunities the student will be given and the number of times
he or she must succeed in the demonstrating the behavior.
e.g. - … the student will type at least 50 words per minute on each of three successive
tries.
2. Description of the learner
e.g. – the Grade IV pupils …
- the 4th year students …
16
Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University
THE TABLE OF SPECIFICATIONS
It is a blueprint, a plan, a guide for constructing a test.
It is a two-way table, one dimension of which is a breakdown of behavior changes,
whereas the other is a breakdown of subject-matter topics.
There are different kinds of Tables of Specifications (TOS) but all contain some
commonalities such as:
Levels of learning / objectives / behavior changes/desired behavior / mental processes
Topics covered / Course content
Amount of emphasis / relative importance
Types of items
Percentage / points / number of items
Item placement
TOS Rationale
1) It serves as an examination guide:
to define clearly as possible the scope and emphasis of the test
to determine the number of items to be placed in certain objectives on instruction
to be sure that no important objective or content area will be inadvertently omitted
only objectives that are suitable for appraisal by a paper-and-pencil test should be
included in the table
2) It indicates content validity:
to relate objectives to the content, that only those objectives actually involved in
the instructional process will be assessed
to be sure that each objective will receive a proportional emphasis on the test in
relation to the emphasis placed on that objective by the teacher
to ensure that the test is a valid measure of the students‟ knowledge, skills and
other attributes that the teacher sought to teach
Steps in making a TOS
1) decide on the general objectives to be tested and to be stated temporarily in rather broad
terms. There are several classifications of instructional objectives. One such listing is
Bloom‟s Taxonomy.
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Prof Ed 6 (ASL 1); PAR
1st Semester, 2020 - 2021
Nueva Vizcaya State University
2) determine the content/topics. These may first be written in a general way, then each of
these topics could be again sub-divided into minor topics.
3) decide upon the relative importance of the behavioral changes and the relative importance
of the topics.
4) distribute the percentage/points by content area and by behavior.
Content areas are the specific subject matter taught.
Behaviors are what we wanted the student to do with the material.
How to use the Table of Specification:
1) Choose a cell of the table.
2) Write or select an item that seems to fit the content and skill category.
3) After revising the item, check the appropriateness for the intended cell.
Formats:
Levels of Learning T %
Topics Covered TS Remembering Understandin Applying Analyzing Evaluating Creating
g
TP IP TP IP TP IP TP IP TP IP TP IP
Total
%
TP = Total Points; IP = Item Placement; TS = Time Spent
TOPICS COVERED Cognitive Skill Assessed T IP
LOTS HOTS
TP IP TP IP
COURSE CONTENT Levels of Learning T IP
Easy Moderate Difficult
TOPICS NUMBER OF PERCENTAGE ITEM
ITEMS PLACEMENT
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