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Education Objectives: Characteristics, Taxonomy and Dimensions


Date Posted: 3/23/2018 11:05:27 AM

Posted By: skilled writter  Membership Level: Gold  Total Points: 1367

This is a statement of performance to be demonstrated by each student in the classroom under a series of instruction.
T-time bound
The taxonomy of education objectives are based on domains; Cognitive domain, affective domain and psychomotor domain.

The cognitive domain emphasizes on the attainment, retention and development of knowledge.
It focuses on the mind.
The cognitive domain consists of six levels.
(i) Knowledge
The learner is supposed to recall facts, simple definitions, terms, procedures and theories. For example, one may ask learners to name, list, state, recall and label.
This involves translating from one label of abstract to another. The learner is supposed to understand, interpret and restate information. For example, the teacher may ask the learner to describe, discuss and explain.
The learner is supposed to apply skills and principles taught to them in new situations or new areas. The verbs include; apply, solve, demonstrate.
The learner is supposed to breakdown information to its constituent parts, develop the relationship between the parts, find assumptions and distinguish facts from opinions. Verbs include; analyze and pointing out.

The learner is supposed to bring together the constituent parts and build a relationship for a new situation or more integrated and meaningful pattern subject. Example of verbs used include; construct.
(vi) Evaluation
This is a value judgment on something based on a given criteria substantiated by observations or informed rationalization. Example of verbs includes judge, asses.

Affective domain emphasizes on those behaviors characterized by feelings, emotions and values. Affective domain consist of five levels. These includes:
I. Awareness
This is the learner’s sensitivity or awareness to an existing value. For example love and hatred
II. Responding
This is reacting to the learnt value. Students or learners may show interest on object activity or value learnt by seeking it out or for pleasure.
III. Valuing
The students internalizes and appreciates the value learnt.
IV. Organization
This is

where the learner’s orders the values through priority or value learnt.
V. Characterization
This is where the learner behaves according to the value learnt. He/she adapts a long term value that is consistent and predictable.

I. Imitation
This is where learner observes behavior after someone else. There is low quality of performance. It includes verbs like copy, repeat, follow and replicate.
II. manipulation
This is where a learner is able to perform a certain action when following certain instructions. This involves verbs like execute, build.
This is where Learner becomes more exact and performs a skill with a high degree of precision. For example master, demonstrate.
IV. Articulation
This is coordinating an adapting a series of actions to achieve internal consistency. Verbs includes adapt, construct, create.
V. Naturalization
This is mastering a high level of performance until I becomes natural that is the learner does not need to think much about it. It includes design and manage.

Process and product objectives
Product objective is what the learner must do or know following given instructions.
a. Behavioral and implicit objectives
Behavioral objectives are observable tasks that the learner must do to demonstrate that the goal has been achieved.
Implicit objectives are non-observable states of knowing or understanding a given concept. For example by the end of the lesson the learner should know his rights and obligations.
b. Immediate and ultimate objective
Immediate objectives are what the learner can do or achieve within a short period of time.
Ultimate objectives are what the earner can achieve within a long term duration of time.
c. Restricted and inclusive objectives

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