Lesson 4 IO and Learning Outcomes-1

UNIT 3: INSTRUCTIONAL OBJECTIVES AND
LEARNING OUTCOMES
Lesson - 4 Instructional Objectives and Learning Outcomes
Contributor
Dr. P. MALLIGA
Associate Professor & Head In-charge
Centre for Educational Media and Technology, NITTTR, Chennai
Module 1- Orientation towards Technical Education and Curriculum aspects NITTTR, Chennai
TABLE OF CONTENTS
PAGE NO.
4.0 INSTRUCTIONAL OBJECTIVES AND LEARNING OUTCOMES 1

4.1 CURRICULUM AIMS, GOALS and OBJECTIVES 1
4.2 DEFINITION OF INSTRUCTIONAL OBJECTIVES 5
4.3 REASONS FOR STATING INSTRUCTIONAL OBJECTIVES 6
4.4 WRITING INSTRUCTIONAL OBJECTIVES 11
4.5 INSTRUCTIONAL OBJECTIVES AND REVISED BLOOM’S TAXONOMY 13
4.6 LEARNING OUTCOMES 17
REFERENCES 20
APPENDIX 21
Unit 3: Instructional Objectives and Learning Outcomes
4.0 INSTRUCTIONAL OBJECTIVES AND LEARNING OUTCOMES
LEARNING OBJECTIVES
On completion of this unit the participants will be able

• To explain Aims, Goals and Objectives in the context of curriculum development
• To explain the need of stating Instructional Objectives
• To formulate Instructional Objectives for a lesson/topic
• To map a given instructional objective in appropriate knowledge dimension and

cognitive process dimension of Revised Bloom’s Taxonomy
• To write learning outcomes for a course, lesson, or any learning event.
4.1 CURRICULUM AIMS, GOALS AND OBJECTIVES
Aims, goals and objectives are sequentially related; they occur in hierarchical order. The limit
or the height of society aspiration is encapsulated in its aim. Ritz (2014) considers aim as “a
general statement that suggests direction”. It provides a guide for the educational and
training processes by which a terminal point of live outcome is focused. Anderson, Krathwohl
et al (2000) see goal as statement of academic intention which are more specific than aim (it
is a subset of aim). The statement of goals denominates the amorphous terms of the aim
which are not directly measurable. Nodding (2007) believes that aims and goals are “brushed
aside in favour of objectives because the last can be cast in language conducive to
measurement”. Curriculum development is concerned with putting activities in place in order
to effect desirable change in learners’ behaviour (Nilcholls, 1973). Therefore, objectives
designed for classroom activities bring into fore the kind of knowledge and skills needed in
the society. Lawton(1975) explains that the structures and elements of curriculum must be
designed in such a way as to promote social utility, social responsibility, common culture and
personal satisfaction.
Module 1- Orientation towards Technical Education and Curriculum aspects NITTTR, Chennai 1
General and broad statement
Broad and narrow statement

as compared to aim
Specific statements
Figure 1 Aims, Goals and Objectives
AIMS and GOALS: Aims are general statements that provide direction or intent to educational
action. Aims are usually written in amorphous terms using words like: learn, know,
understand, appreciate, and these are not directly measurable. An aim is the product of a
long term endevour measured over a program or a course of one or more years
Goals are statements of educational intention which are more specific than aims. Goals too
may encompass an entire program, subject area, or multiple grade levels. They may be in
either amorphous language or in more specific behavioral terms.
Broad descriptions of purposes or ends stated in general terms without criteria of

achievement or mastery. Curriculum aims or goals relate to educational aims and philosophy.
They are programmatic and normally do not delineate the specific courses or specific items
of content. Typically, they refer to the accomplishment of groups (e.g. all learners, learners in
general, most learners) rather than the achievement of individual learners. They are broad
enough to lead to specific curriculum objectives. Examples include: ‘students will learn to
respect and get along with people of different cultures’; ‘students will develop a sense of civic
responsibility’; ‘students will attain an appreciation for literature, art, music’.
OBJECTIVES: Specific statements setting measurable expectations for what learners should
know and be able to do, described either in terms of learning outcomes (what the learners
are expected to learn), products or performance (what learners will produce as a result of a
learning activity) or processes (describing the focus of learning activities). They can be seen
as refinements of curriculum aims/goals that, for example, specify: performance standards or
those skills and knowledge the learners are expected to be able to demonstrate; inferred or
precise degree of mastery; and the conditions under which the performance will take place.
In terms of effectiveness, curriculum objectives should: be concise and understandable to
teachers, learners and parents; be feasible for the teachers and learners to accomplish;
encompass previous learning and require the learner to integrate and then apply certain
knowledge, skills, and attitudes in order to demonstrate achievement; and be measurable on
a cumulative basis and at different stages of the learner’s educational career.
4.2 INSTRUCTIONAL OBJECTIVES
Curriculum, syllabus, text book, teaching methods, modes of evaluation - all these are based
on certain theories of learning or teaching models. In order to implement the educational
plan or improve the practice of teaching and learning, the necessary knowledge of various
theories of learning and its outcomes is required. The concept of instructional objectives is
based on those theories. In this unit you will understand the concept of instructional
objectives based on learning theories and their relationship with instructional objectives for
evaluating the teaching-learning process.
Educational research has established the fact that achievement is enhanced in a classroom,
where students can perceive a sense of direction for learning. Classroom management and
teaching blend together as a unified process when instructional objectives provide goal clarity
for teachers and students.
Instructional Objectives is one of the most important components of the teaching learning
process.
Figure 2: Block Diagram of Instructional System
Instructional objectives form the basis for the choice of the following:
 Instructional Planning
 Instructional Methods,
 Instructional Resources (Materials and Media)
 Evaluation Procedure.
DEFINITION OF INSTRUCTIONAL OBJECTIVES
Learning objectives, also called behavioural objectives or instructional objectives, are

requirements for high-quality development of instruction.
A learning objective is a statement that specifies in behavioural (measurable) terms what a

learner will be able to do as a result of instruction. It describes the intended outcome of your
instruction rather than a description or summary of your content.
The purpose of objectives is not to restrict spontaneity or constrain the vision of education in
the discipline; but to ensure that learning is focused clearly enough that both students and
teacher know what is going on, and so learning can be objectively measured.
An instructional objective is a statement that will describe what the learner will be able to do
after completing the instruction. According to Dick and Carey (1990), a performance objective
is a detailed description of what students will be able to do when they complete a unit of
instruction. It is also referred to as a behavioral objective or an instructional objective. Robert
Mager(1984), in his book Preparing Instructional Objectives, describes an objective as "a
collection of words and/or pictures and diagrams intended to let others know what you
intend for your students to achieve"
4.3 REASONS FOR STATING INSTRUCTIONAL OBJECTIVES
Question Paper setter
INSTRUCTIONAL
OBJECTIVES
TEACHER STUDENT
Figure 3: Instructional Objectives for teacher, learner and question paper setter
Instructional objectives form a basis to assess the learners and the teaching learning
process by providing information to the following persons.
 Give direction to teachers in the selection of methods and instructional resources.
 Assist students in organizing and studying the content material and guide them
what is expected from them.
 Provides scope for the Question paper setter.
The purpose of a behavioral objective is to communicate. Therefore, a well-constructed

behavioral objective should leave little room for doubt about what is intended.
 Objectives communicate and guide development content materials, instructional

methods and assessment.
 Objectives communicate the focus of learning that enables instructors and students
to work toward a common goal.
o The teacher can use objectives to make sure goals are reached.
o Students will understand expectations. Any skill is learned more effectively if
the learner understands the reason for learning and practicing it.
 Objectives communicate the assessment and grading. Objectives provide a means of

measuring whether the students have succeeded in acquiring skills and knowledge.
 Objectives communicate and allow students the opportunity for self-evaluation.
4.4 WRITING INSTRUCTIONAL OBJECTIVES
When to write objectives?
Objectives should be developed:
 Before a lesson or course is developed (by designer).

 Before a lesson or course is taught (by instructor).
 Objectives should be reviewed with students at the beginning of the
course/module/lesson.
How to write Instructional objectives?
When writing instructional objectives, focus on the learner, not the teacher!
Instructional objectives must be written to communicate realistic, measurable, and learner

centered outcomes.
 Realistic objectives can be achieved by the learners within your time frame and in
your given environment.
 Measurable objectives enable you to observe and determine how well learners have
acquired skills and knowledge.
 Learner centered objectives state what the learner can do at the end of training.
They always start with action verbs.
 Specify intended results or outcomes, and not the process. Teaching and lecturing is
part of the process of instruction, but it isn't the purpose of the instruction. The
purpose is to facilitate learning.
 Different types of learning require different learning experiences and hence different
types of objectives.
Objectives can be written for three domains of learning ie
1. Cognitive
2. Psychomotor
3. Attitudes
 Cognitive objectives emphasize THINKING,

 Affective objectives emphasize FEELING and
 Psychomotor objectives emphasize ACTING.
I. The ABCD method of writing Objectives:
Heinich and his colleagues (2002) suggest that well written objectives have four parts. They
call these parts the ABCD's of instructional objectives.
A. Audience
The audience is the group of learners that the objective is written for. Objectives are not
written for the teacher.
This is often written "the learner" or "the student"; however, it could be written as specific
as "The third year mechanical engineering student".
B. Behavior
The behavior is the verb or observable action/behavior that describes what the learner
(audience) will be able to demonstrate, perform, or exhibit after the instruction.
This is the heart of the objective and MUST be
 measurable
 observable (visible or audible)
 specific
Examples:
 Be able to write C programming
 Be able to perform the experiment to find the efficiency of a machine.

 Be able to draw the block diagram of a computer system
 Be able to participate in group discussion.
In each of these examples you can observe behavior. If a statement does not include an
observable, visible, or auditory behavior or performance, then it isn't yet an objective.
Therefore, you should modify your objectives until it answers the question, "What will the
learner be DOING when demonstrating achievement of the objective?"
Here are a couple of poor examples:
 Be able to understand mathematics.

 Develop an appreciation of music.
If you apply the question above, what would somebody be doing if they were "understanding"
mathematics or "appreciating" music? There's really no way to observe "understanding" or
"appreciating" since both of those statements describe abstract states that are not directly
observable.
C. Conditions
Conditions are the circumstances (under commands, materials, directions, etc.) which the
objective must be completed. All behavior relevant to intended student learning outcomes
can best be understood within a context of the conditions under which the behavior is to be
performed or demonstrated. The location of the condition component in an objective may
be at the beginning of the sentence or after the behavior component.
 What will the learners be expected to use when performing (e.g., equipment, tools,
forms, calculator, charts, etc.)?
 What will the learner be allowed to use (or not use) while performing (e.g.,
checklists, notes, textbook, or other study aids)?
 What will be the real-world conditions under which the performance will be
expected to occur (e.g., on top of a flagpole, under water, in front of a large
audience, in a manufacturing plant)?
Examples:
 Given a case study, diagram, clinical problem....

 After completing the reading....
Order and Tense
There is a preferred order when writing objectives. The condition is usually placed first,
followed by the behaviour or verb and then the criteria. Objectives are written in the future
tense
Rules for Writing Objectives
Rule 1 : State the objectives in terms of the learner i.e. what the learner does after
instruction and not in terms of what the teacher does.
Rule 2 : Instructional objectives should not be stated in terms of either the process of
instruction or process of learning, but in terms of observable behaviour described
by an action verb.
Rule 3 : An objective should consist of only one learning outcome, not many.
Rule 4 : Begin every objective with an action verb which precisely indicates the learning
outcome in definite terms.
Rule 5 : Objective should not be mentioned as a mere topic / sub topic / subject matter.
Rule 6 : Objective should specify the standards of minimum acceptable performance.
4.5 INSTRUCTIONAL OBJECTIVES and REVISED BLOOM’S TAXONOMY
A statement of a learning objective contains a verb (an action) and an object (usually a noun).
 The verb generally refers to actions associated with, ie, the intended cognitive process
 The object generally describes the knowledge students are expected to acquire or
construct.
Figure 4: IO = Action Verb + Object (Noun)
The cognitive process dimensions represent a continuum of increasing cognitive complexity

from remember to create. Anderson & Krathwohl identified 19 specific cognitive process that
further clarify the bounds of six categories
The knowledge dimension represents a range from concrete (factual) to abstract

(metacognitive) i.e. factual , conceptual, procedural and metacognitive. Representations of
the knowledge dimension as a number of discrete steps can be it misleading.
For example, all procedural knowledge may not be more abstract than all conceptual
knowledge. And metacognitive is a special case as. in this model, metacognitive knowledge
Is knowledge of one’s own cognitive and about oneself in relation to various subject matters.
Factual – the basic elements a student must know to be acquainted with a discipline or solve
problem in it .
Conceptual -The inter relationship among the basic elements within a larger structure that
enable them to function together.
Procedural -How to do something, methods of inquiry and criteria for using skills, algorithm
techniques and methods.
Metacognitive -Knowledge of cognitive in general as well as awareness and knowledge of

one’s own cognition.
Example: The student will learn to apply the reduce-reuse-recycle approach to conservation
Figure 5: Instructional objective mappingusing Revised Blooms Taxonomy
Let us take few more examples:
1) Summarize the features of a new product

Cognitive Process Dimension: Understand
Knowledge Dimension: Factual
2) Recognize symptoms of exhaustion
Cognitive Process Dimension: Remember
Knowledge Dimension: Conceptual
3) Carry out pH tests of water samples
Cognitive Process Dimension: Apply
Knowledge Dimension: Procedural
4) Use techniques that match one’s strengths
Cognitive Process Dimension: Apply
Knowledge Dimension: Metacognitive

5) Select the most complete list of activities
6) Cognitive Process Dimension: Evaluate
Knowledge Dimension: Factual
7) Design efficient project workflow
Cognitive Process Dimension: Create
Knowledge Dimension: Procedural
The objectives reflect different levels of learning. They are:
1. Mastery objectives
2. Developmental objectives
Mastery objectives are typically concerned with the minimum performance essentials ---
learning tasks/ skills that must be mastered before moving on to next level of instruction.
Next is developmental objectives. It is concerned with more complex learning outcomes-

those learning tasks on which students can be expected to demonstrate varying degrees of
progress.
Rules for Writing Objectives
Rule 1 : State the objectives in terms of the learner i.e. what the learner does after
instruction and not in terms of what the teacher does.
Rule 2 : Instructional objectives should not be stated in terms of either the process of
instruction or process of learning, but in terms of observable behaviour described
by an action verb.
Rule 3 : An objective should consist of only one learning outcome, not many.
Rule 4 : Begin every objective with an action verb which precisely indicates the learning
outcome in definite terms.
Rule 5 : Objective should not be mentioned as a mere topic / sub topic / subject matter.
Rule 6 : Objective should specify the standards of minimum acceptable performance.
Imprecisely stated objectives related to classroom instruction can be vague and open to many
interpretations. Badly written objectives are of little use to the instructor concerned.
Objectives prefaced with ambiguous statements such as, at the end of the session, “the
participant will have a sound knowledge of ….” should be avoided because the words “sound
knowledge of” could be interpreted in many ways.
 Action verbs for Cognitive Domain, Affective Domain and Psychomotor Domain are
given in Appendix-I
4.6 LEARNING OUTCOMES
In Revised Bloom’s Taxonomy, the Remember, Understand and Apply are considered as lower
level abilities or cognitive skills. Higher-order thinking skills are reflected by the top three
levels in Bloom’s Taxonomy: Analyze, Evaluate, and Create.
Figure 6: Higher Order Thinking Skills
How do you incorporate High order thinking skills into your syllabus?
The most obvious space to embed critical thinking in a Syllabus is in the Student-Learning
Outcomes section. Learning objectives contain an action (verb) and an object (noun), and
often start with, “Student’s will be able to…” Bloom’s taxonomy can help you to choose
appropriate verbs to clearly state what you want the students to do at the end of the course,
and at what level.
Higher-order thinking, known as higher order thinking skills (HOTS), is a concept

of education reform based on learning taxonomies (such as Bloom's taxonomy). The idea is
that some types of learning require more cognitive processing than others. In Bloom's
taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new
knowledge) are thought to be of a higher order than the learning of facts and concepts which
requires different learning and teaching methods.
Higher-order thinking involves the learning of complex judgmental skills such as critical
thinking and problem solving. Higher-order thinking is more difficult to learn or teach but also
more valuable because such skills are more likely to be usable in novel situations.
Course outcomes are broad statements of what is achieved and assessed at the end of a
course of study. The concept of learning outcomes and outcome-based education is high on
today's education agenda. The idea has features in common with the move to instructional
objectives which became fashionable in the 1960s, but which never had the impact on
education practice that it merited. The distinction between learning outcomes and learning
objectives is not universally recognized, and many instructors may find that the term ‘learning
outcomes’ describes what they have already understood by the term ‘learning objectives’.
Some scholars make no distinction between the two terms; those who do usually suggest that
learning outcomes are a subset or type of learning objective. Learning objectives, for example,
may outline the material the instructor intends to cover or the disciplinary questions the class
will address. By contrast, learning outcomes should focus on what the student should know
and realistically be able to do by the end of an assignment, activity, class, or course. The same
goals addressed by learning objectives can be equally addressed by learning outcomes, but
by focusing on the application and integration of the course content from the perspective of
the student, learning outcomes can more explicitly and directly address expectations for
student learning.
Many instructors may find that the reflective process of developing learning outcomes is
something that they have already incorporated into their course planning processes. The
phrase ‘learning outcomes’ thus simply offers a more precise term for discussing the creation
of learning aims and expectations that centre on application and integration of course
content.
4.6.1 Why Learning Outcomes?

An outcomes-based approach presents a range of advantages for those who teach and design courses
in higher education. For example, they bring clarity, precision and transparency to curriculum design,
teaching practice and assessment. The shift to learning outcomes opens course design to better
curriculum alignment and accountability in teaching and learning. Well-designed learning outcomes
bring clarity of expectations for student performance, and open up new possibilities for increased
student satisfaction. Learning outcomes and taxonomies of learning are now central for teaching and
learning in higher education. They provide possibilities to achieve what is commonly called ‘curriculum
alignment’. Curriculum alignment involves organizing curriculum in a coherent structure with aims,
learning outcomes, teaching strategies, content and assessment all aligning in order to improve both
the coherence of curriculum and student learning.
Figure 7: Curriculum Alignment
4.6.2 Importance of Learning Outcomes

Learning outcomes are statements of desired results of learning that are expressed in words that make
it clear how measurement can be achieved. Therefore, learning outcomes provide a basis for
measuring and reporting on student achievement. It can be stated as ‘personal changes or benefits
that follow as a result of learning’, and these changes or benefits can be measured in terms of abilities
or achievements.
Learning outcomes can be precisely defined as statements of what a learner is expected to know,
understand, and/or be able to demonstrate after completion of a process of learning.
The learning outcomes are constructed as a taxonomy of what graduates are expected to know,
understand and be able to do as a result of learning. They are expressed in terms of the dimensions
of knowledge, skills and the application of knowledge and skills.
The focus in recent years on learning outcomes represents a shift from the traditional ‘teacher
centred’ approach, where the common practice was to design courses starting from the content or
what the teacher was to deliver in a certain amount of time, to a ‘student-centred approach’. In the
student centred approach the focus is shifted towards what students are expected ‘to know,
understand, and/or be able to demonstrate after completion of a process of learning’.
Learning outcomes have the potential to improve course design and quality in higher education. The
writing and use of learning outcomes shifts the focus to effective learning and teaching and can lead
to greater transparency for students and all stakeholders involved in higher education. Learning
outcomes can serve as a general organising principle for practice in learning and teaching and
encourages a shift to student-centred pedagogies. They open possibilities for diverse assessment
practices that are able to connect curricula to new contexts created by the fast pace of change in
technology and workforce demands.
The advantages of learning outcomes for a clear and transparent curriculum design and assessment
and prescriptive nature of learning outcomes have been disputed by some scholars. It is important to
take into consideration the risks and critical points when we design and write learning outcomes.
Teaching and learning should stay flexible and consistent with a pedagogic ethos that encourages
scholarship, creativity and the unrestricted pursuit of ideas. No one approach has the ability to solve
the complexity that is good curriculum, teaching and learning. Nevertheless, the shift towards learning
outcomes aims to improve learning and in this sense, students, academics, course designers and policy
makers can use learning outcomes as a starting framework for teaching, learning and assessment.
4.6.2 How to write Learning outcomes
A learning outcome is a statement that indicates what students should represent,

demonstrate or produce as a result of what they learn. It describes an intended result of
instruction, rather than the process of instruction itself (Mager, p.5)
Figure 8: Different Outcomes
Programme Educational
Objectives (PEOs)
Programme Outcomes
(POs)
Course Outcomes (COs)

& Learning Outcomes (LOs)
Figure 8: Different Outcomes
Course Learning Outcomes (CLOs) are central to your course’s curriculum. They articulate to
students, faculty, and other stakeholders what students will achieve in each course and how
their learning will be measured. A Learning Outcome (LO) is a measurable, observable, and
specific statement that clearly indicates what a student should know and be able to do as a
result of learning.
Well-written learning outcomes involve the following parts:
 Action verb
 Subject content
 Level of achievement
 Condition of performance (if applicable)
A learning Outcome (LO) is a measurable observable and specific statement that clearly
indicates what a student should know and be able to do as a result of learning.
Figure 9: Format for Learning Outcomes
Steps to Writing Course Learning Outcomes for Your Course
Step 1
Select an action verb using Bloom’s Taxonomy; Make sure that you select a verb that you can
observe and measure. There are many verbs that, can’t be directly observed and therefore
are difficult to assess in the classroom. Do not use the following verbs:
Step 2
Next, select the subject content students are performing that task for. For example,
 To define the structure and components of a Python program
 to use lists, tuples, and dictionaries in Python programs
 to write loops and decision statements in Python.
 To write Python functions to facilitate code reuse,
 to use exception handling in Python applications for error handling.
 to design object‐oriented programs with Python classes.
Step 3: Levels of Achievement
Next, decide if your LO requires either a level of achievement or a condition of performance.

A level of achievement identifies how proficient students need to be in a task. For example,
in an English Language course, you might say “Write a literature critique with no grammatical
errors”. This tells students the level of achievement that’s expected of them. Importantly, you
don’t need a level of achievement for every LO. It is not necessary to say “effectively”,
“accurately”, or “correctly” on a LO, these are all implied. We expect students to achieve all
outcomes in all courses correctly and accurately. Levels of achievement are for specific cases.
Step 4: Conditions of Performance
A condition of performance identifies if students are only performing the outcome in a

specific context. For example, in a Welding course with a field placement, you might say
“Demonstrate oxy-fuel-gas cutting techniques with limited supervision”. This tells students
that they will be performing this task, but that they will be supervised while they do so.
Let us see the difference between aims or goals, learning objectives and learning outcomes?
The structural distinction between learning objectives and learning outcomes is that learning
objectives relate to learning from a teachers’ point of view and are closer to a teacher-centred
approach, while learning outcomes refer to what a student will be able to do as a result of learning,
hence are sources of evidence in the student-centred approach.
Aims or goals in teaching and learning are broad sentences reflecting general intentions and desired
outcomes of an institution, program or course. These important statements stay clearly distinct from
learning outcomes. Aims serve the important function to indicate and promote the main values and
general directions that guide the process of teaching and learning. Aims reflect vision and general
intentions, and the overall desirable results. Example: Curriculum and teaching practices aim to link
students’ learning experiences to the world graduates will confront.
Figure 10: Objectives vs Outcomes
• Learning outcomes are statements of what a student will be able to do or demonstrate at the
completion of a certain sequence of learning (course, program). Learning outcomes are mainly
concerned with the achievements of the learner and less with the intentions of the teacher.
Learning outcomes inform students of what is expected of them in terms of performance, to
achieve desired grades and credits. Example: At the end of the course students will be able
 To demonstrate the ability to use mathematical and statistical techniques.
 To design Entity Relationship Model for a database system.
Learning Objectives tend to describe specific discrete units of knowledge and skill can be
accomplished within a short time frame
SUMMARY
 The objectives are important to the teacher because they make goals more realistic.
Having specific instructional objectives allows you to look at the overall lesson in a more
analytical way and break it down into parts.
 Instructional objectives state what specifically is to be learned. They state the expected
learning outcome. They may be phrased similar to this, “Upon completion of the lesson,
the student will be able to…”
 Clearly articulated learning objectives can provide a roadmap for the instructor and the
student so that both share the same perspective of where their instructional journey is
taking them.
 Instructional objectives serve as central unifying elements for instructional strategy,

instructional media, and assessment.
 Learning Outcomes are statements that describe or list measurable and essential
mastered content-knowledge—reflecting skills, competencies, and knowledge that
students have achieved and can demonstrate upon successfully completing a course.
REFERENCES
1. Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning,

Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives.
Allyn & Bacon. Boston, MA (Pearson Education Group)
2. Eugene E. Haddan, (1970) Evolving Instruction, London: The Macmillan Co.
3. Gagne R.M (1970) The Condition of Learning, (Revised Edition). New York: Holt,
Rinehart and Winston Inc.
4. Robert M. Gagne & Leslie L. Briggs (1974) Principles of Instructional Design, New York:
Holt, Rinehart and Winston Inc.
5. Walkin. L (1982), Instructional Techniques and Practice, (ELBS Edition). Avon, Great
Britain: Stanley Thornes ( Publishers) Ltd.
6. Learning outcomes resources from DePaul’s Office for Teaching, Learning and
Assessment.
Appendix -1
Elaboration of the six levels of thinking in Bloom’s taxonomy
1 2 3 4 5 6
Remembering Can the Understanding Applying Can the Analysing Can the student Evaluating Can the Creating Can the student
student RECALL Can the student EXPLAIN ideas student USE the new DIFFERENTIATE between and student JUSTIFY an GENERATE new
information? or concepts? knowledge in another RELATE constituent parts? opinion, decision or products, ideas or ways
familiar situation? course of action? of viewing things?
Recognising Interpreting Summarising Executing Differentiating Checking Generating
Locating knowledge Changing from one Drawing a logical Applying knowledge Distinguishing relevant from Detecting Coming up with
in memory that is form of conclusion from (often procedural) to a irrelevant parts or important inconsistencies or alternatives or
consistent with representation presented routine task. from unimportant parts of fallacies within a hypotheses based on
presented material. to another information. Synonyms presented material. process criteria
Synonyms Synonyms: Synonyms  Carry Synonyms or product. Synonyms
 Identifying  Paraphrasing  Abstracting  ing out  Discriminating Determining whether a  Hypothesizing
 Finding  Translating  Generalising  Selecting process or product has  Proposing
 Measuring internal consistency.
 Selecting  Representing  Outlining  Constructing  Focusing Synonyms  Developing
 Indicating  Clarifying  Précising  Demonstrating  Distinguishing between  Testing  Engendering
 Converting  Computing  Separating  Detecting  Synthesising
Recalling  Rewriting Inferring  (Sub)dividing  Providing options
Retrieving relevant Abstracting a  Calculating  Monitoring
knowledge from  Restating general theme or  Manipulating  Examining  Concluding
Planning
 Expressing  Relating Devising a procedure for
long-term memory. major point  Operating  Assessing accomplishing some task.
Synonyms Exemplifying Synonyms  Preparing Organising
Finding a specific Determining how elements fit  Appraising Synonyms
 Retrieving  Extrapolating  Producing  Discriminating  Designing
example or or function within a structure.
 Naming illustration of a  Interpolating  Drawing up Synonyms  Determining  Formulating
 Reproducing concept or  Predicting  Practising  Outlining Critiquing Detecting  Combining
 Recounting principle  Concluding Implementing
 Structuring the appropriateness of  Compiling
Synonyms  Extending Applying knowledge
 Integrating
a procedure for a given
 Devising
 Instantiating  Generalising (often procedural) to a task or problem.
non-routine task.  (Re)arranging Synonyms  Revising
 Illustrating... Comparing
Synonyms  Categorising  Judging  Putting together
 Representing Detecting
correspondences  Using  Ordering  Questioning  Suggesting
 Giving
examples between two  Estimating  Deriving  Justifying Producing Inventing a
ideas, objects, etc  Predicting product Synonyms
of Showing Attributing  Defending
Synonyms  Solving Determining the point of view,  (Re)constructing
Classifying  Discussing
Determining that  Contrasting  Changing bias, values, or intent  Composing
 Criticising
something belongs  Matching  Discovering
underlying  Modifying
presented material.  Arguing
to a category (e.g.,  Mapping  Explaining how  Altering
concept or Synonyms  Including
Explaining
 Verifying  Building
principle). Constructing a  Deconstructing  Rating
Synonyms cause-
 Categorising
Appendix -1
Elaboration of the six levels of thinking in Bloom’s taxonomy
1 2 3 4 5 6
Remembering Can the Understanding Applying Can the Analysing Can the student Evaluating Can the Creating Can the student
student RECALL Can the student EXPLAIN student USE the new DIFFERENTIATE student JUSTIFY an GENERATE new products,
information? ideas or concepts? knowledge in another between and RELATE opinion, decision or ideas or ways of viewing
familiar situation? constituent parts? course of action? things?
 Subsuming and-effect model  Finding  Comparing  Ranking  Enlarging
 Organising of a  Contrasting  Valuing
system.
Synonyms
 Diagnosing
 Elucidating
 Constructing
models
Appendix -1
Appendix -1
Psychomotor Domain – Simpson’s Model

Psychomotor Domain (Simpson)
Action verbs which describe
Level category or Description Examples of activity or demonstration and the activity to be trained or
'level' evidence to be measured measured at each level)
use and/or selection of senses to absorb
data for guiding movement Examples:
Detects non-verbal communication cues. chooses, describes, detects,
Estimate where a ball will land after it is differentiates, distinguishes,
Awareness, the ability to use sensory cues thrown and then moving to the correct feels, hears, identifies,
to guide physical activity. The ability to use location to catch the ball. Adjusts heat of isolates, notices, recognizes,
sensory cues to guide motor activity. This stove to correct temperature by smell and relates, selects, separates,
ranges from sensory stimulation, through taste of food. Adjusts the height of the forks touches,
cue selection, to translation. on a forklift by comparing where the forks
1 Perception are in relation to the pallet.
“By the end of the music theatre program,

students will be able to relate types of music
to particular dance steps.”
mental, physical or emotional preparation
before experience or task
Examples: Knows and acts upon a sequence of arranges, begins, displays,
Readiness, a learner's readiness to act. steps in a manufacturing process. Recognize explains, gets set, moves,
Readiness to act. It includes mental, one’s abilities and limitations. Shows desire to prepares, proceeds, reacts,
physical, and emotional sets. These three learn a new process (motivation). NOTE: This shows, states, volunteers,
sets are dispositions that predetermine a subdivision of Psychomotor is closely related responds, starts,
person’s response to different situations with the "Responding to phenomena"
(sometimes called mindsets). subdivision of the Affective domain.
2 Set “By the end of the physical education program,
students will be able to demonstrate the
proper stance for batting a ball.”
Appendix -1
category or Action verbs which describe the

Level 'level' Description Examples of activity or demonstration and activity to be trained or
evidence to be measured measured at each level)
3 Guided Attempt. The early stages in learning a imitate or follow instruction, trial and error. assembles, builds, calibrates,
Response complex skill that includes imitation and Examples: Performs a mathematical constructs, copies, dismantles,
trial and error. Adequacy of performance is equation as demonstrated. Follows displays, dissects, fastens, fixes,
achieved by practicing. instructions to build a model. Responds hand- follows, grinds, heats, imitates,
signals of instructor while learning to operate manipulates, measures, mends,
a forklift. mixes, reacts, reproduces,
“By the end of the physical education responds sketches, traces, tries.
program, students will be able to perform a
golf swing as demonstrated by the
instructor.”
basic proficiency, the ability to perform a Competently respond to stimulus for action assembles, builds, calibrates,
complex motor skill. This is the intermediate Examples: Use a personal computer. Repair a completes, constructs, dismantles,
stage in learning a complex skill. Learned leaking faucet. Drive a car. displays, fastens, fixes, grinds,
responses have become habitual and the “By the end of the biology program, students heats, makes, manipulates,
4 Mechanism movements can be performed with some will be able to assemble laboratory measures, mends, mixes, organizes,
confidence and proficiency. equipment appropriate for experiments.” performs, shapes, sketches.
expert proficiency, the intermediate stage of Execute a complex process with expertise assembles, builds, calibrates,
learning a complex skill. Examples: Maneuvers a car into a tight constructs, coordinates,
The skillful performance of motor acts that parallel parking spot. Operates a demonstrates, dismantles, displays,
involve complex movement patterns. computer quickly and accurately. Displays dissects, fastens, fixes, grinds,
Proficiency is indicated by a quick, accurate, competence while playing the piano. heats, manipulates, measures,
and highly coordinated performance, mends, mixes, organizes, sketches.
5 requiring a minimum of energy. This “By the end of the industrial education
NOTE: The key words are the same
Complex category includes performing without program, students will be able to
as Mechanism, but will have
Overt hesitation, and automatic performance. For demonstrate proper use of woodworking
adverbs or adjectives that indicate
Response example, players are often utter sounds of tools to high school students.”
that the performance is quicker,
satisfaction or expletives as soon as they hit
better, more accurate,
a tennis ball or throw a football,
Appendix -1

Action verbs which describe
Level category or Description Examples of activity or demonstration the activity to be trained or
'level' and evidence to be measured measured at each level)
because they can tell by the feel of the etc.
act what the result will produce.
alter response to reliably meet varying
challenges
6 Adaptation adaptable proficiency, a learner's ability Examples: Responds effectively to adapts, adjusts, alters,
to modify motor skills to fit a new unexpected experiences. Modifies changes, integrates,
situation. Skills are well developed instruction to meet the needs of the rearranges, reorganizes,
and the individual can modify movement learners. Perform a task with a machine revises, solves, varies.
patterns to fit special requirements. that it was not originally intended to do
(machine is not damaged and there is no
danger in performing the new task).
“By the end of the industrial education

program, students will be able to adapt
their lessons on woodworking skills for
disabled students.”
develop and execute new integrated
creative proficiency, a learner's ability responses and activities arranges, builds, combines,
to create new movement patterns. composes, constructs,
Creating new movement patterns to fit Examples: Constructs a new theory. creates, designs,
a particular situation or specific Develops a new and comprehensive formulates, initiate, makes,
7 Origination problem. Learning outcomes emphasize training programming. Creates a new modifies, originates, re-
creativity based gymnastic routine. designs, trouble-shoots.
upon highly developed skills.
Appendix -1
Adapted and simplified representation of Simpson's Psychomotor Domain ('The classification

of educational objectives in the psychomotor domain', 1972). Elizabeth Simpson seems
actually to have first presented her Psychomotor Domain interpretation in 1966 in the Illinois
Journal of Home Economics. Hence you may see the theory attributed to either 1966 or 1972.
The Affective Domain
http://www.humboldt.edu/~tha1/bloomtax.html &
http://academic.udayton.edu/health/syllabi/health/lesson01b.htm
The Affective Domain addresses interests, attitudes, opinions, appreciations, values, and
emotional sets. This domain includes the manner in which we deal with things emotionally,
such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The Taxonomy
is hierarchical (levels increase in difficulty/sophistication) and cumulative (each level builds
on and subsumes the ones below). The levels, in addition to clarifying instructional objectives,
may be used to provide a basis for questioning that ensures that students progress to the
highest level of understanding. If the teaching purpose is to change attitudes/behavior rather
than to transmit/process information, then the instruction should be structured to progress
through the levels of the Affective Domain.
Appendix -1
Level Category Description Examples Action Verbs

1 Receiving The student Listens attentively, Attends,
passively attends to shows sensitivity accepts, asks,
particular to social problems. chooses,
phenomena or Listens to others with describes,
stimuli [classroom respect. Listens for and follows, gives,
activities, textbook, remembers the name holds,
music, etc.] The of newly identifies,
teacher's concern is listens,
“By the end of the
that the student's locates,
women's studies
attention is focused. names, points
program, students will
Intended outcomes to, selects,
listen attentively to
include the pupil's selectively
alternative views on
awareness that a attends to,
select issues.”
thing exists. replies, uses.
Emphasis is on
awareness,
willingness to hear,
selected attention.
2 Responding The student actively Completes homework, Acclaims, aids,
participates. obeys rules, answers,
The pupil not only participates in class applauds,
attends to the discussion, shows approves,
stimulus but reacts interest in subject, assists,
in some way. enjoys helping others. complies,
Gives a presentation. conforms,
Emphasis is on Questions new ideals, discusses,
active participation concepts, models, in greets, helps,
on the part of the order to fully labels,
learners. Learning understand them. performs,
outcomes may Knows safety rules and practices,
emphasize practices them. “By the presents,
compliance in end of the elementary reads, recites,
responding, education program, reports,
willingness to students will able to selects, tells,
respond, or comply with PL 94- writes,
satisfaction in 142.” Volunteers.
responding
(motivation).
3 Valuing The worth a student Demonstrates belief in Assists,
attaches to a democratic processes, completes,
particular object, appreciates the role of debates,
phenomenon, or science in daily life, demonstrates,
behavior. Ranges shows concern for denies,
from acceptance to others' welfare, differentiates,
commitment (e.g., demonstrates a explains,
assumes problem-solving follows, forms,
responsibility for the approach. Is sensitive increases
functioning of a towards individual and proficiency in,
group). Attitudes and cultural differences initiates,
appreciation. (value diversity). Shows invites, joins,
Appendix -1
the ability to solve justifies,

Valuing is based on problems. Proposes a proposes,
the internalization of plan to bring about protests, reads,
a set of specified social improvement and relinquishes,
values, while clues follows through with reports, selects,
to these values are commitment. Informs shares,
expressed in the management on studies,
learner‟s overt strongly felt matters. supports,
behavior and are “By the end of the works.
often identifiable. political science
be able to debate
numerous sides to an
argument.”
4 Organization Brings together Recognizes the need for Accommodates,
different values, balance between adheres, alters,
resolving conflicts freedom and arranges,
among them, and responsible behavior, balances,
starting to build an understands the role of combines,
internally consistent systematic planning in compares,
value system-- solving problems; completes,
comparing, relating accepts responsibility defends,
and for own behavior. explains,
synthesizing values Explains the role of formulates,
and developing a systematic generalizes,
philosophy of life. planning in solving identifies,
problems. Accepts integrates,
Organizes values into professional ethical modifies,
priorities by standards. Creates a life orders,
contrasting different plan in harmony with organizes,
systems. The abilities, interests, and prepares,
emphasis is on beliefs. Prioritizes time relates,
comparing, relating, effectively to meet the synthesizes.
and synthesizing needs of the
values. organization, family, and
self. “By the end of the
environmental studies
be able to organize the
conservation efforts of
urban, suburban and
rural communities.”
5 Internalizing At this level, the Concerned with
values: person has held a personal, social,
Characterization value system for a and emotional
by a Value or sufficiently long adjustment: displays Acts,
Value Complex time to control self reliance in working discriminates,
his/her behavior, has independently, displays,
developed a cooperates in group influences,
characteristic "life activities (displays interprets,
style." Behavior is teamwork), maintains listens,
Appendix -1
pervasive, good health habits. maintains

consistent, Uses an objective objectivity
predictable, and approach in problem modifies,
most importantly, solving. Displays a performs,
characteristic of the professional practices,
learner. commitment to ethical proposes,
Instructional practice on a daily basis. qualifies,
objectives are Revises judgments and questions,
concerned changes behavior in respects,
with the student's light of new evidence. revises, serves,
general patterns of Values people for what solves, uses
adjustment they are, not how they evidence,
(personal, social, appear. “By the end of verifies.
emotional). the counseling program,
students will be able to
objectively interpret
evidence presented by
clients during a therapy
session.”

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UNIT 3: INSTRUCTIONAL OBJECTIVES AND

Lesson - 4 Instructional Objectives and Learning Outcomes

4.0 INSTRUCTIONAL OBJECTIVES AND LEARNING OUTCOMES 1

4.0 INSTRUCTIONAL OBJECTIVES AND LEARNING OUTCOMES

On completion of this unit the participants will be able

• To explain the need of stating Instructional Objectives

• To formulate Instructional Objectives for a lesson/topic

• To map a given instructional objective in appropriate knowledge dimension and

• To write learning outcomes for a course, lesson, or any learning event.

4.1 CURRICULUM AIMS, GOALS AND OBJECTIVES

General and broad statement

Broad and narrow statement

Figure 1 Aims, Goals and Objectives

Broad descriptions of purposes or ends stated in general terms without criteria of

4.2 INSTRUCTIONAL OBJECTIVES

Figure 2: Block Diagram of Instructional System

DEFINITION OF INSTRUCTIONAL OBJECTIVES

Learning objectives, also called behavioural objectives or instructional objectives, are

A learning objective is a statement that specifies in behavioural (measurable) terms what a

4.3 REASONS FOR STATING INSTRUCTIONAL OBJECTIVES

Question Paper setter

 Give direction to teachers in the selection of methods and instructional resources.

 Provides scope for the Question paper setter.

The purpose of a behavioral objective is to communicate. Therefore, a well-constructed

 Objectives communicate and guide development content materials, instructional

 Objectives communicate the assessment and grading. Objectives provide a means of

4.4 WRITING INSTRUCTIONAL OBJECTIVES

When to write objectives?

Objectives should be developed:

 Before a lesson or course is developed (by designer).

How to write Instructional objectives?

Instructional objectives must be written to communicate realistic, measurable, and learner

Objectives can be written for three domains of learning ie

 Cognitive objectives emphasize THINKING,

I. The ABCD method of writing Objectives:

This is the heart of the objective and MUST be

 Be able to write C programming

 Be able to perform the experiment to find the efficiency of a machine.

Here are a couple of poor examples:

 Be able to understand mathematics.

 Given a case study, diagram, clinical problem....

Order and Tense

Rules for Writing Objectives

4.5 INSTRUCTIONAL OBJECTIVES and REVISED BLOOM’S TAXONOMY

Figure 4: IO = Action Verb + Object (Noun)

The cognitive process dimensions represent a continuum of increasing cognitive complexity

The knowledge dimension represents a range from concrete (factual) to abstract

Metacognitive -Knowledge of cognitive in general as well as awareness and knowledge of

Figure 5: Instructional objective mappingusing Revised Blooms Taxonomy

Let us take few more examples:

1) Summarize the features of a new product

Knowledge Dimension: Metacognitive

The objectives reflect different levels of learning. They are:

Next is developmental objectives. It is concerned with more complex learning outcomes-

Rules for Writing Objectives

4.6 LEARNING OUTCOMES

Figure 6: Higher Order Thinking Skills

Higher-order thinking, known as higher order thinking skills (HOTS), is a concept

4.6.1 Why Learning Outcomes?

Figure 7: Curriculum Alignment