MEASUREMENT AND

EVALUATION

WEEK 3
 EDUCATIONAL OBJECTIVES
• A goal is a broad generalized statement about
what is supposed to be learned. It is the target
to be reached or hit.
• Objectives are the foundation upon which
lessons can be build and assessment done to
prove that overall course or lesson goals were
met. They are tools used to make sure you reach
your goals. They are arrows that one shoot
towards target (goals)
• Educational objectives or learning outcomes,
are statements that clearly describe what the
learner will know or be able to do as a result
of having attended an educational program or
activity.
• Educational objectives must be observable
and measurable.
• Educational objectives should:
a) Focus on the learner
b) Contain action verbs that describe
measurable behavior
• Verbs to consider when writing educational
objectives:
a) list, describe, recite, write
b) Compute, discuss, explain, predict
c) Apply, demonstrate, prepare, use
d) Analyze, design, select, utilize
e) Compile, create, plan, revise
f) Assess, compare, rate, critique
• Verbs to avoid when writing educational
objectives:
a) Know, understand, have
b) Learn, appreciate
c) Become aware of, become familiar with
• Examples of well written educational objective
a) Implement traditional exposure-based
interventions as adapted for an acceptance-
based model
b) Describe the role and significance of avoidance
in the development and maintenance of
psychopathology
c) Conduct a full-scale values assessment with
clients.
• Examples of poor educational objectives:
a) Hear the latest research about CBC (not
learner-focused; not about measurable
behavior)
b) See a role play. (not learner-focused; not
about measurable behavior).
 PURPOSE OF EDUCATIONAL OBJECTIVES
• Objectives and goals are the foundation upon
which we build lessons and assessments.
• Objectives guide in content materials selection
and the teaching methods.
• Objectives are used to reach to goals.
• Objectives help learner understand expectations
and link between expectations, teaching and
grading.
• Assessment and grading are based on objectives.
• Their purpose include:
a) To provide direction for the instructional process by
clearly stating the intended learning outcomes. Thus a
clearly stated instructional objective makes the methods
and materials of teaching more effective.
b) To convey instructional intent to pupils, parents and
educational organisations. It also helps to know what the
pupils should learn and how the learning is to be
expressed.
c) To provide a basis for evaluating pupil learning by
describing the performance to be measured. We know
that an effective evaluation depends on a clear
description about what is to be (evaluated). So before
selecting or developing any evaluation measure we
should specify the intended learning outcomes.
TYPES OF EDUCATIONAL OBJECTIVES
There are three types;
1. Cognitive Objectives
• Designed to increase an individual’s knowledge.
• Encompasses intellectual or thinking skills.
Bloom’s Cognitive Development (Old
Cognitive Domain)
• Involves knowledge and development of intellectual
skills.
• This includes the recall or recognition of specific
facts, procedural patterns and concepts that serve in
the development of intellectual abilities and skills.
• Bloom describes several categories of
cognitive development in levels called mental
abilities.
• There are six mental abilities starting from the
simplest to most complex.
• The categories can be thought of as degrees of
difficulties, that is, the first one must be
mastered before the next one can take place.
• The mental abilities are discussed below:
a) Knowledge
• Remembering or recalling information or data
Examples:
• Recite a policy, quote prices from memory to a
customer. Know the safety rules. Define a term
Key Words:
• Arranges, defines, describes, identifies, knows,
labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states.
Technologies:
• Bookmarking, flash cards, internet search,
reading.
b) Comprehension
• Is the ability to obtain meaning from the information.
Examples:
• Rewrites the principles of test writing. Explain in one’s
own words the steps for performing a complex task.
Key Words:
• Comprehends, converts, diagrams, defends,
distinguishes, estimates, explains, extends, generalizes,
gives an example, infers, interprets, paraphrases,
predicts, rewrites, summarizes, translates.
Technologies:
• Create an analogy, participating in cooperative
learning, taking notes, story telling.
c) Application:
• Use a concept in a new situation or unprompted use of an
abstraction.
• Applies what was learned in classroom into novel situations in
the work place.
Examples:
• Use a manual to calculate an employee’s vacation time.
• Apply laws of statistics to evaluate the reliability of a written
test.
Key Words:
• Applies, changes, computes, constructs, demonstrates,
discovers, manipulates, modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses.
Technologies:
• Collaborative learning, create a process, blog, practice.
d) Analysis
• Ability to break the information into parts to understand it
better. Distinguishes between facts and inferences.
Examples:
• Troubleshoot a piece of equipment by using logical deduction.
• Gathers information from a department and selects the
required tasks for training.
Key Words:
• Analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates, selects, separates.
Technologies:
• Debating, questioning what happened, run a test.
e) Synthesis
• Ability to put things/ materials together to create new
meaning or structure.
Examples:
• Write a company operations or process manual
• Design a machine to perform a specific task
Key Words:
• Categorizes, combines, compiles, composes, creates, devises,
designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes, revises, tells,
rewrites, summarizes, writes
Technologies:
• Essay, net working.
f) Evaluation:
• Ability to check, judge and critic the value of ideas or
materials.
Examples:
• Select the most effective solution.
• Hire the most qualified candidate.
• Explain and justify a new budget.
Key Words:
• Appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates,
explains, interprets, justifies, relates, summarizes,
supports.
Technologies:
• Survey, blogging.
Bloom’s Old Cognitive Domain
A section of pyramid showing Bloom’s old cognitive theory.
• Bloom’s students, Anderson, Krathwohl, et al
(2000), came up with a new cognitive domain
and named it Bloom’s New Cognitive Domain.
• They changed the names in the six categories
from noun to verb forms.
• They rearranged them creating a processes
and levels of knowledge matrix.
• This taxonomy reflects a more active form of
thinking and is perhaps more accurate.
• They modified mental abilities as shown
below:
a) Remembering:
• Recall or retrieve previous learned information
Example:
• Recite a policy.
• Quote prices from memory to a customer.
• Recite the safety rules.
Key Words:
• Defines, describes, identifies, knows, labels, lists,
matches, names, outlines, recalls, recognizes,
reproduces, selects, states.
Technologies:
• Book marking, flash cards, rote learning based on
repetition, reading.
b) Understanding:
• Comprehending the meaning, translation, interpolation
and interpretation of instructions and problems.
• State a problem in one’s own words.
Examples:
• Rewrite the principles of test writing.
• Explain in one’s own words the steps for performing a
complex task
Key Words:
• Comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives an
example, infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.
 Technologies:
• Create an analogy, participating in cooperative
learning, taking notes, storytelling, internet search.
c) Applying:
• Use a concept in a new situation or unprompted
use of an abstraction.
• Applies what was learned in the classroom into
novel situations in the work place.
Examples:
• Use a manual to calculate an employee’s vacation
time.
• Apply laws of statistics to evaluate the reliability of
a written test.
 Key Words:
• Applies, changes, computes, constructs,
demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses
Technologies:
• Collaborative learning, create a process, blog,
practice.
d) Analyzing:
• Separates material or concepts into
component parts so that its organizational
structure may be understood.
• Distinguishes between facts and inferences.
Examples:
• Troubleshoot a piece of equipment by using
logical deduction,
• Gathers information from a department and
selects the required task for training.
 Key Words:
• Analyzes, breaks down, compares, contrasts,
diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects,
separates.
Technologies:
• Questioning what happened, run a test.
e) Evaluating:
• Make judgments about the value of ideas or
materials.
Example:
• Appraises, compares, concludes, contrasts,
criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports.
Technologies:
• Survey, blogging.
e) Creating:
• Builds a structure or pattern from diverse
elements.
• Put parts together to form a whole, with emphasis
on creating a new meaning or structure.
Examples:
• Write a company operations or process manual.
• Design a machine to perform a specific task
• Integrates training from several sources to solve a
problem.
• Revises and process to improve the outcome.
 Key Words:
• Categorizes, combines, compiles, composes,
creates, devises, designs, explains, generates,
modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises,
rewrites, summarizes, tells, writes.
Technologies:
• Create a new model, write an essay, network
with others.
 2. Affective objectives
• Designed to change individual’s attitude, choices
and relationships.
• Includes manner in which we deal with things
emotionally, such as feelings, values,
appreciation, enthusiasms, motivations and
attitudes.
Levels of Affective Domain according to
Bloom;
• Bloom describes several levels of affective
domain as shown below from simple to complex:
a) Receiving Phenomena
• Awareness, willingness to hear, selected
attention.
Examples:
• Listen to others with respect.
• Listen for and remember the name of newly
introduced people.
Key Words:
• Acknowledge, asks, attentive, courteous,
dutiful, follows, gives, listens, understands
b) Responding to Phenomena
• Active participation on the part of the learners.
• Attend and react to a particular phenomenon.
• Learning outcomes may emphasize compliance in responding,
willingness to respond or satisfaction in responding (motivation)
Examples:
• Participates in class discussions.
• Gives a presentation.
• Questions new ideals, concepts, models etc. in order to fully
understand them.
Key Words:
• Answers, assists, aids, complies, conforms, discusses, greets,
helps, labels, performs, presents, tells.
c) Valuing
• The worth or value a person attaches to a particular object,
phenomenon or behavior.
• This ranges from simple acceptance to more complex state of
commitment.
• Valuing is based on the internalization of a set of specified values,
while clues to these values are expressed in the learner’s overt
behavior and are often identifiable.
Examples:
• Demonstrates belief in the democratic process
• Is sensitive towards individual and cultural differences (value
diversity)
• Shows the ability to solve problems.
Key Words:
• Appreciates, cherish, treasure, demonstrate, initiates, invites,
joins, justifies, proposes, respect, shares.
d) Organization
• Organizes values into priorities by contrasting
different values, resolving conflicts between them,
and creating an unique value system.
• The emphasis is on comparing, relating and
synthesizing values.
Examples:
• Recognizes the need for balance between freedom
and responsible behavior.
• Explains the role of systematic planning in solving
problems.
Key Words:
• Compares, relates, synthesizes.
e) Internalizes Values (Characterization)
• Has a value system that controls their
behavior.
• The behavior is pervasive, consistent,
predictable and most important characteristic
of the learner.
• Instructional objectives are concerned the
student’s general patterns of adjustment
(personal, social, emotional)
 Examples:
• Shows self reliance when working
independently.
• Cooperates in group activities (displays
teamwork)
• Uses an objective approach in problem solving
• Revises judgment and changes behavior in light
of new evidence.
Key Words:
• Acts, discriminates, displays, influences,
modifies, performs, qualifies, questions,
revises, serves, solves, verifies.
 3. Psychomotor Objective
• It is characterized by progress levels of behavior from observation
to mastery of physical skills.
• There are two taxonomies;
(i) Simpson (1972)
• It includes physical movement, coordination and use of the motor
skill areas.
• Development of these skills requires practice and is measured in
terms of speed, precision, distance, procedures or techniques in
execution
• Psychomotor skills range from manual tasks, such as digging a ditch
or washing a car to more complex tasks such as operating a
complex piece of machinery or dancing.
• He build this taxonomy on the work of Bloom with the following
progress levels listed from simplest behavior to the most complex:
a) Perception (awareness)
• Is the ability to use sensory cues that guide motor activity.
• This ranges from sensory stimulation, through cue
selection, to translation.
Examples:
• Detects non-verbal communication cues
• Estimate where a ball will land after it is thrown and then
moving to correct location to catch the ball
• Adjust heat of stove to correct temperature by smell and
taste of food.
Key Words:
• Chooses, describes, detects, differentiates, distinguishes,
isolates, relates, selects.
b) Set
• Readiness to act.
• Includes mental, physical and emotional sets.
• These three sets are dispositions that predetermine a person’s
response to different situations (also called mindset).
• It is closely related with the “Responding to phenomena”
subdivision of the affective domain.
Examples:
• Knows and acts upon a sequence of steps in a manufacturing
process.
• Recognize one’s abilities and limitations.
• Shows desire to learn a new process (motivation)
Key Words:
• Begins, displays, explains, moves, proceeds, reacts, shows,
states, volunteers.
c) Guided response
• The early stages in learning a complex skill that
includes imitation and trial and error.
• Adequacy of performance is achieved by practicing.
Examples:
• Performs a mathematical equation as demonstrated.
• Follows instruction to build a model.
• Responds hand-signals of instructor while learning to
operate a forklift.
Key Words:
• Copies, traces, follows, react, reproduce, responds.
d) Mechanism (basic proficiency):
• Is the intermediate stage in learning a complex skill.
• Learned responses have become habitual and the
movements can be performed with some confidence
and proficiency.
Examples:
• Use a personal computer
• Repair a leaking faucet
• Drive a car.
Key Words:
• Assembles, calibrates, constructs, dismantles, displays,
fastens, fixes, grinds, heats, manipulates, measures,
mends, mixes, organizes, sketches.
e) Complex Overt Response (Expert)
• The skillful performance of motor acts that involves complex
movement patterns.
• Proficiency is indicated by a quick, accurate and highly
coordinated performance requiring a minimum of energy.
• Includes performance without hesitation and automatic
performance.
Examples:
• Maneuvers a car into a tight parallel parking spot.
• Operates a computer quickly.
• Displays competence while playing piano.
Key Words:
• Key words are sama as mechanism but will have adverbs or
adjectives that indicate that the performance is quicker,
better, more accurate etc.
f) Adaption
• Skills are well developed and the individual can
modify movement patterns to fit special
requirements.
Examples:
• Using skills developed learning how to operate an
electronic typewriter to operate a word processor.
• Responds effectively to unexpected experiences.
• Modifies instructions to meet the needs of the
learners.
Key Words:
• Adapts, alters, changes, rearranges, reorganizes,
revises, varies.
g) Origination
• Creating new movement patterns to fit a particular
situation or specific problem.
• Learning outcome emphasize creativity based upon
highly developed skills.
Examples:
• Constructs a new theory.
• Develops a new and comprehensive training
programming.
• Creates a new gymnastic routine.
Key Words:
• Arranges, builds, combines, composes, constructs,
creates, designs, initiate, makes, originates.
(ii) Dave (1970)
• Developed this taxonomy with the following five
levels:
a) Imitation
• Is observing and patterning behavior after someone
else.
• Performance may be of low quality.
Examples:
• Copying a work of art.
• Performing a skill while observing a demonstrator
Key Words:
• Copy, follow, mimic, repeat, replicate, reproduce, trace
b) Manipulation
• Being able to perform certain actions by
memory or following instructions.
Examples:
• Being able to perform a skill on one’s own after
taking lessons or reading about it.
• Follows instructions to build a model.
Key Words:
• Act, build, execute, perform.
c) Precision
• Refining, becoming more exact.
• Performing a skill within a high degree of
precision.
Examples:
• Working and reworking something, so it will
be “just right”.
• Perform a skill or task without assistance.
• Demonstrate a task to a beginner.
Key Words:
• Calibrate, demonstrate, master, perfectionism.
d) Articulation
• Coordinating and adapting a series of actions to
achieve harmony and internal consistency.
Examples:
• Combining a series of skills to produce a video
that involves music, drama, color, sound etc.
• Combining a series of skills or activities to meet
a novel requirement.
Key Words:
• Adapt, constructs, combine, creates,
customize, modifies, formulate.
e) Naturalization
• Mastering a high level performance until it
become second-nature or natural, without
needing to think much about it.
Examples:
• Maneuvers a car into a tight parallel parking spot.
• Operates a computer quickly and accurately.
• Displays competence while playing piano.
• Michael Jordan playing basketball.
Key Words:
• Create, design, develop, invent, manage,
naturally.
 WRITING EFFECTIVE OBJECTIVES
The ABCD’s of Objective Writing
• There are many ways of writing an effective
objective. This technique is easy to remember
and is quite effective.
• There are four components of an objective that
must be included;
1) A=(Audience) – who is that you are teaching?
Example: The learner
2) B=(Behaviour) – what is that they will be able
to do? Example: The learner will be able to
dribble a basketball..
3) C=(Condition) – what circumstances or condition
does the learner need to be in order to complete
your requirement? Example: The learner will be
able to dribble a basketball with one hand and
both eyes closed….
4) D=(Degree) – how good does it have to be done?
Example: The learner will be able to dribble a
basketball with one hand and both eyes closed for
20 seconds.
Completed objective:
“The learner will be able to dribble a basketball with
one hand and both eyes closed for 20 seconds”.