Also known as performance objectives The ABCDs of writing objectives. Four components: 1.

1. A-audience The students for whom the objective is intended. e.g. The students will be able to

2) B behaviour expected Should be written with verbs that are measurable action verbs 3) C condition The setting in which the behaviour will be demonstrated by student and observed by teacher 4) D degree of expected performance Assessment of student learning 5 out of 10 or 15%

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Cognitive Domain mental objectives from low to high level Affective Domain involves attitudes, feelings and values range from lower level of acquisition to highest level of internalization & action Psychomotor Domain ranges from simple manipulation of ideas to highest level of creative performance

Bloom Taxonomy consists of 6 categories

Evaluation Synthesis Analysis Application Comprehension Knowledge

The ability to recognize and recall information

Action Words: Choose Complete List Define Describe Outline List Locate Match Name Indicate State Select Recognize Identify Recall

Includes the ability to translate, explain or interpret knowledge & to extrapolate from it to address new situation

Action Verbs: Change Classify Convert Defend Describe Translate Estimate Expand Explain Generalize Infer Interpret Paraphrase Predict Recognize Summarize

Once learners understand information, they should be able to apply it

Action Verbs:

Apply Show Plan Operate Participate Discover Compete Use Predict Relate Perform Modify Demonstrate Develop

Objectives that require students to do analysis

Action Verbs: Analyze Break down Categorize Clarify Illustrate Relate Compare Contrast Debate Deduce Infer Separate Differentiate Discriminate Identify Outline

Objective that involve skills such as designing a plan, proposing set of operations and describing a set of abstract relations

Action Verbs: Arrange Categorize Clarify Create Design Develop Formulate Generate Modify Summarize Compile Synthesize

Includes offering opinions and making value judgments

Action Verbs Argue Assess Compare Support Contrast Criticize Discriminate Evaluate Explain Justify Judge

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3. 4. 5.

Developed by Krathwohl, Bloom & Masia (1964) Consists of 6 domains: Receiving Responding Valuing Organizing Internalizing

Being aware of the effective stimulus and beginning to have favourable feelings toward it

Action Verbs: Ask Choose Describe Differentiate Identify Recall Recognize Locate Distinguish

Taking an interest in the stimulus and viewing it favourably

Answer Approve Comply Discuss Perform Practice Present Recite Write Tell

Showing a tentative belief in the value of affective stimulus and becoming committed to it

Action Verbs: Argue Complete Describe Explain Form Initiate Justify Propose Support

Placing values into a system of dominant and supporting values

Action Verbs: Arrange Relate Combine Explain Define Generalize Integrate Modify Organize

Demonstrating consistent beliefs and behaviour that has become ways of life

Action Verbs: Act Display Perform Practice Question Revise Solve Verify Proposes

Proposed by Harrow (1977) 1. Moving involves gross motor coordination e.g. carry, clean, locate 2. Manipulating involves fine motor coordination e.g. assemble, build, connect

3) Communicating involves the communication of ideas and feelings e.g. analyze, ask, describe, draw, explain & write 4) Creating represents the students coordination of thinking, learning and behaving. This is the highest level of all domains.

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Making associations & connections Comparing & Contrasting Clarifying, grouping & categorizing Evaluating & sequencing Identifying True or False statements Identifying fact and opinion

7. Identifying bias statements 8. Identifying and giving the causes 9. Identifying the effect or consequences, predicting consequences 10. Generalizing 11. Making interpretations 12. Identifying the main ideas, supporting ideas & details 13. Making summaries 14. Making decisions 15. Solving problems