Objective-Based Teaching Strategies
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ScribdTranslationsObjective-based approach 1
Goal-oriented approach
Draft
Starting in the 1950s, in response to the increase in knowledge and clientele, the idea of methods developed.
of planning teaching activities that include needs analysis, setting objectives,
choice of pedagogical and evaluation strategies (Nguyen and Blais, 2007). In addition to the operational applications of
the breakdown of teaching and its preparation, the objectives state what must be learned in a sustainable way and
constitutes, in a way, a contract between the teacher and the learners. Teaching is thus organized and
favors a convergence of efforts towards achieving these objectives. Objective-based pedagogy defines precisely
what is expected of students. It is modeled on the Taylorist conception of the world of work at the time (Carrette
and Rey, 2010). The objectives express what the teacher values and the expected level of cognitive skill from the
learners. Thus, these objectives guide the way in which the learner can carry out a certain self-assessment all
as he can, following the example of his teachers, develop the ability to set goals for himself that he
serving during his self-training throughout his life (life long learning skill). In summary, the approach by
The objective is not really a pedagogy; it is primarily "a means of organizing the curriculum and optimizing the
"performance" (Carrette and Rey, 2010, p. 79). Thus, some legislatures use the established learning objectives.
for students to guide the evaluation of courses by those same students (Lacireno-Paquet, Morgan, & Mello,
2014).
At the same time, Benjamin Bloom will publish in 1956 the first taxonomy of learning in the field.
cognitive. It will combine "task accomplishment" and "learning objectives" by adapting it to the field of
education. For Bloom (1956, cited by Nguyen and Blais, 2007), the objective must first of all specify the activity
specific intellectual expectation from the learner. To achieve this, he suggests ataxonomywho categorizes this activity
following six levels.
Mager (1962, cited by Nguyen and Blais, 2007), in accordance with the dominant behaviorist paradigm of that time,
specify that the objective is formulated in terms of observable behaviors that attest to the success of
learner-centered learning. According to him, the objective does not describe the learning process, but a result: the
conditions under which the behavior takes place and the minimum performance to be achieved. By Landsheere and De
Landsheere(sic?) (1984, cited by Nguyen and Blais, 2007) remains in the continuity of Mager. The description of
the objective mentions the behavior, the expected result, the conditions for implementation and the criteria that
allow for assessing the achievement of the objective. On the other hand, it suggests an organization in three levels, by goals.
for overall statements, by general objectives for the program sections and by specific objectives
for tasks (for more information, consult Richard, 2016). Influenced by cognitive psychology, Gagné
develop a notion of learning condition that includes all the stimulus events and feedback that
favor memorization. Thus, Gagné and Briggs (1974, cited by Nguyen and Blais, 2007) consider that
The objective precisely determines the desired outcome at the end of an educational process while emphasizing
the activities of the student. According to R. Gagné (1985), learning objectives are defined as being composed of
five categories of skills that can be observed in human beings. They consist of competencies
intellectuals, verbal information, cognitive strategies, motor skills and attitudes (translation by the author of the
sheet) (pp. 47-48).
Furthermore, the behaviorist origins of the objectives-based approach and a strict docimological perspective have
favored a proliferation of objectives that separate the fields (cognitive, psychomotor, and psychoaffective), which
reduce high-level taxonomic objectives into multiple simple tasks that are difficult to integrate. Similarly,
result-centered evaluation does not adequately take into account the processes that lead to it and excludes a part
important to the evaluator's assessment. This decomposition and decontextualization are called into question
by the constructivist paradigm since they lose sight of the coordination and synchronization of actions and
resources that the learner must mobilize (Tardif, 1993, cited by Nguyen and Blais, 2007).
Objective-based approach 2
The advantage of the objective-based approach over previous strategies is to formalize a teaching framework.
its purposes. Allied with the docimological perspective (study of the various means of assessing knowledge) which
develops during the same period, it brings rigor during the evaluation. It leads to tests
standardized with a very high level of validity and reliability, conducive to summative evaluation related to
recognition of acquired knowledge similar to certification.
in the objective approach, influenced by behaviorism, the learner is progressively exposed to
increasingly complex problems. In the case of the competency-based approach, if the learning aims at the
solving complex situations, it is essential to place the learner in this context as soon as possible while allowing them
providing appropriate support at their level of expertise to gradually allow them to act independently.
Scallon (2004, cited Nguyen and Blais, 2007) designates by 'global descriptive scale' the model consisting of
evaluation criteria and success indicators that assist the teacher during standardized assessment
development at different levels of expertise. These sections and indicators are established in advance and are
based on an analysis that relies on the sharing of experience and expertise or on data
valid scientists.
In primary school, Carrette and Rey (2010) suggest that the 'pragmatic use' of knowledge seems appropriate. It offers students...
situations similar to those of life outside the classroom. This realism is of sufficient complexity to sustain
learning while encouraging student involvement, which can be observed through the attention and effort they put in
in the completion of school exercises. However, this focus on usable results
set aside the cognitive activities that allow for explanation and justification that make the world intelligible.
Therefore, whenever this is possible, teaching invites the learner to consider the 'internal use'.
Intellectual activity is directly related to knowledge, for one must "admit that all knowledge involves in
herself inherent skills to her" (Carrette and Rey, 2010).
With the objective approach, the teacher refers to a taxonomy of learning objectives. This structures
in the planning of teaching, learning, and assessment activities. As a result, communication becomes
Findings facilitated since the expectations and roles are known and specified. The implementation of the approach by
Competence requires more effort and involves difficulties since it is preceded by prior elaboration.
of a cognitive model of the targeted skills learning. (Nguyen and Blais, 2007) According to Tardif (2006) cited
by Nguyen and Blais, this cognitive model remains to be developed in the majority of cases. This absence of model
implies that the teacher fully understands what distinguishes the two approaches. They should no longer be limited to describing the
skills simply from knowledge to be transmitted or behaviors. The teacher who approaches the
learning objectives provide the means to offer teaching that multiplies relevant feedback
based on detailed observations of the different tasks.
Since competence involves the mobilization of several resources, the assessment of the learner highlights the
the combination and integration of these resources during the performance. This reality requires the teacher to reassess
his practices since he cannot assess the different areas of knowledge separately as he would.
with the objectives-based approach. In addition, since assessments serve as useful feedback, they have
the advantage of being distributed throughout the teaching. Considered in this way, each evaluation involves
multiple criteria to effectively account for projects and the achievement of desired levels. Consequently, the
The contextual character of a skill implies that the teacher pays attention to carrying out evaluations in a
conditions that are close to "real life" (authentic conditions). To develop a skill,
The learner must receive precise feedback without delay. For well-defined tasks, they are informed.
with clarity on the aspects of its performance. It has the resources that allow it to improve this
performance through prolonged training in varied situations. (Ericsson, 2004, according to Nguyen and
A study by Needham (1991, according to Nguyen and Blais 2007) reports a success rate of 90% in the
problem solving similar among learners who benefit from feedback after each task of the
resolution against 60% success among participants witnesses called to learn without assistance. Thus, in order to
allow the transfer of learning from one area to another or within a broad family of situations, a
forme de guidage consiste en une contextualisation multiple, ce qui revient à proposer de nombreuses occasions
application of skills in construction. The ability to use one's skills in varied situations is
built by implementing contexts and content close to real conditions. The model constituted for
Objective approach 3
evaluating the development of performance supports feedback activities. Skills are gaining in
effectiveness and efficiency according to practices. This type of training supports motivation by making it tangible and
well defined the value of the activity for the learner. The distinction between formative assessment and training.
summative fades in this type of practice.
In 2006, Tardif, like several other authors, considered that 'the adoption of programs focused on the
the development of skills requires a radical transformation of pedagogical practices and practices
evaluative "which reflects a real paradigm shift (cited by Nguyen and Blais, 2007). However,
Nguyen and Blais argue that it is reductive to oppose the two approaches to consider them separately. They
consider the development of the competency-based approach as a response to overcome the known limitations
from the objectives-based approach, which can also be considered as a work of adaptation. In this spirit, Nguyen and
Blais, referring to the work of Huba and Freed (2000, according to Nguyen and Blais, 2007), invites teachers to a
reformulation of objectives by now making coherent reference to competencies - centered on
learning - by adopting the recommendations from the next table. (cited by Nguyen and Blais,
2007, p. 245).
Characteristics of educational objectives formulated to promote student learning and
consistent with a competency-based approach (according to Huba and Freed, 2000)
The objectives are focused on the activities of the students rather than those of the teachers.
Objectives refer to the learnings resulting from an activity rather than the activity itself.
The objectives are in line with the mandate and institutional values.
The respective objectives of the institutions, the programs offered by the institution, and the core courses
the program are formulated in a coherent manner with each other.
The objectives are focused on important and non-trivial aspects of learning, credible for the
concerned students.
The objectives are centered on skills and core capacities for the discipline or activity.
concerned professional and are based on standards of professional excellence.
The objectives are formulated in a rather general way to stimulate a wide repertoire.
of learning, but specific and detailed enough to be documented and assessed.
The objectives are focused on learning and skills that are in development, not completed, but
which can nonetheless be evaluated at various times.
In the case where the teacher wishes to confine their course to the cognitive domain, they can use the taxonomy of
Bloom to build his course and program objectives, like that of B. Bloom. There are others
taxonomies of the cognitive domain other than those developed by Bloom (1956): Piaget (1936), Guilford (1958), Gagné
(1965), Gerlach and Sullivan (1967), De Block (1975), D'Hainaut (1985), Palkiewicz (1986). (dictionary of
Legendre, p. 1321 et seq.
Common questions
Powered by AIThe objective-based approach focuses on defining precise outcomes and observable behaviors that learners should achieve through an educational process, heavily influenced by behaviorist paradigms . It often results in the breakdown of objectives into component tasks that aim for standardized assessments . In contrast, the competency-based approach emphasizes the development and application of skills within real contexts. It requires learners to mobilize various resources to solve complex problems and focuses on the integration and application of these skills across various situations . While the objective-based approach is task-oriented, the competency-based approach prioritizes broader skill application and learner autonomy .
In both approaches, feedback is crucial in guiding student learning and improving outcomes. In the objective-based approach, feedback serves to confirm the correctness of observable behaviors, aligning with the assessment of specific learning objectives . In competency-based approaches, feedback not only confirms performance but also aids in the development and integration of complex skills within varied contexts . Immediate and specific feedback helps reinforce learning by addressing gaps and offering guidance on performance improvements, thus facilitating higher success rates in problem-solving tasks .
An objective-based approach facilitates standardized testing by providing clear, measurable learning outcomes and assessment criteria that ensure high validity and reliability . It allows for the creation of assessments that can be uniformly administered and scored, making them consistent indicators of student achievement . However, its limitations include a potential focus on rote memorization and the inability to assess higher-order thinking and complex problem-solving skills, as it often reduces learning into isolated tasks that do not capture the full depth of a learner's understanding or capability .
Feedback in a competency-based model sustains motivation and engagement by providing learners with concrete evidence of their progress and areas for improvement within authentic scenarios . Regular, specific feedback reinforces effort, recognizes achievement, and guides future learning steps, which keeps students motivated . By offering feedback throughout the learning process, not just at the end, educators can help learners develop self-regulation skills, enhancing their capacity to oversee and adapt their learning pathways . This ongoing dialog between teaching and learning encourages students to stay engaged and committed to their educational goals .
Taxonomies like Bloom's contribute to standardizing educational objectives by providing a common framework for categorizing learning goals across different curricula and institutions . They align educational expectations by specifying levels of cognitive complexity that serve as benchmarks for designing course objectives, teaching strategies, and assessments . This standardization ensures consistency in what is taught and assessed, facilitating comparability and transferability of skills and knowledge across various educational contexts . Thus, taxonomies serve as crucial tools for educators in structuring coherent and equitable educational experiences .
Bloom's taxonomy provides a framework for categorizing educational objectives according to cognitive complexity, which guides teachers in structuring learning outcomes and assessments . It helps organize teaching activities by specifying intellectual expectations, from simpler recall of facts to more complex analysis and creation . This taxonomy aids in aligning teaching strategies with learning goals, ensuring that assessments measure a range of cognitive skills specified in the objectives .
Gagné identifies five categories of skills—intellectual competencies, verbal information, cognitive strategies, motor skills, and attitudes—that provide a comprehensive framework for understanding learning objectives . These categories help educators tailor their teaching strategies to address different aspects of learning. For example, intellectual competencies focus on cognitive development, while attitudes involve affective learning objectives, guiding educators in designing balanced curricula that address diverse learning domains . This broad perspective ensures that educational objectives are holistic, catering to varied learner needs and promoting comprehensive skill development .
Constructivist paradigms criticize the objective-based approach for its tendency to decontextualize learning objectives, breaking them down into isolated tasks that do not account for holistic learning experiences . This approach often fails to integrate cognitive, psychomotor, and psychoaffective domains, leading to a fragmented understanding of knowledge . Constructivists argue that this results in a lack of coordination and synchronization in the learning process, as it overlooks the need for learners to mobilize and apply knowledge in dynamic contexts .
Contextualization of skills within real-life scenarios enhances competency-based learning by providing authentic conditions that help learners apply skills naturally and meaningfully . It encourages students to engage deeply with content, utilizing a wide range of cognitive and practical skills that mimic real-world problem-solving . This approach helps build transferable skills, as learners are exposed to varied contexts that reinforce understanding and allow for the demonstration of competencies across different situations . As a result, it leads to more effective learning outcomes, as students are better prepared for tasks beyond the classroom .
Adopting a competence-centered model significantly transforms pedagogical and evaluative practices by necessitating a focus on skill integration and application in real-life contexts . It requires teachers to shift from a focus on standardized objective assessment to assessing the holistic performance of learners . This involves observing how learners mobilize resources across contexts and aligning teaching activities with skill development rather than rote task completion . Consequently, this model challenges traditional teaching structures to support ongoing and contextualized feedback, thereby ensuring that assessments are relevant and authentic .