3. The objectives should be:
Be written in behavioural terms.
Reflect the condition.
Reflect the standard.Reflect the standard.
Be reasonable in number.
Be consistent with one another.
Be descriptive.
Logical
Feasible and achievable.
Measurable and observable.
5. • Bloom and his associates developed a system
of classification of objectives called taxonomy
of educational objectives.of educational objectives.
• The taxonomy of behavioral objectives is
developed in the field of education to look
at the intellectual, psychological as well as
motor skills of the learner.
6. Behavioural objectives are mainly classified into
three
Cognitive
domain
Affective
domain
Psychomotor
domain
7. This domain is concerned with knowledge outcomes
and intellectual abilities and skills.
The cognitive domain consists of six levels of
objectives Knowledgeobjectives
Cognitive
domains
Knowledge
Application
Comprehen
-sive
Analysis
Synthesis
Evaluation
8. i) Knowledge
It is defined as recall of specifics and universals, recall
of methods and processes or the recall of a pattern, structure
or setting.
Active verbs: define, state, list, name, outline, write, recall,Active verbs: define, state, list, name, outline, write, recall,
recognize, label, underline, select, measure, describe, identify,
etc.
Example: 1. define immunity.
2. states the four steps of curriculum.
3. describes the healing process
9. This domain is concerned with grasping the meaning
of the information received and relating it for other purpose.
In other words, understanding of ideas, principles or methods
are used cognitively respond to the new learning situation.
Active verbs: identify, justify, select, indicate, illustrate, represent,
formulate, explain, judge, classify, translate, convert ect.
Example: 1. classifies chirrosis of liver.
2. Identifies the importance of nutrition during the
antenatal period.
10. It is concerned with the ability to use the learned
material (knowledge of ideas, theories, principle, abstract ect)
in a new situation or concrete situation.
Active verb: apply, demonstrate, develop, employ, relate,Active verb: apply, demonstrate, develop, employ, relate,
convert, change, calculate, solve. etc.
Example: 1. Demonstrates correct use of pulse oxymeter.
2. Applies the guidelines for the selection and
practice of suitable teaching methods.
3. Formulates diet plan for pts with DM
11. This domain is concerned with the cognitive ability to
identify the component parts of the learned material and their
relationships.
Active verbs: analyse, identify, criticize, conclude, differentiate,Active verbs: analyse, identify, criticize, conclude, differentiate,
select, separate, compare, contrast, justify, resolve, breakdown,
differentiates, discriminates, distinguishes etc.
Example : 1. distinguishes between marasmus & kwashiorker.
2. Identifies the warning signs of MI.
3. Differentiates the MI pain & angina pectoris
12. It is concerned with putting together of parts and
elements so as to form a whole.
Active verbs: combaine, restate, summarize, precise, argue,Active verbs: combaine, restate, summarize, precise, argue,
discuss, organize, derive, select, generalize, conclude, compose,
create, plan, etc.
Example: 1. derives a solution for the hospital waste problem.
2. Summarizes the impact of consumer protection act
on the nurse patient relationship
13. It is concerned with giving quantitative and qualitative
judgments about the extent to which the materials and
methods meet the criteria satisfactorily.
Active verbs : judge, evaluate, determine, recognize, support,Active verbs : judge, evaluate, determine, recognize, support,
defend, criticise, identify, compare, contrast, justify, appraise
etc.
Example : Compare and Contrast any two definitions of
education.
14. According to Reilly, affective domain “ is that part of man
through which he expresses the self, it is often the motivation of
his behaviour.
Affective domain five levels:
Receiving
Affective
domains
Receiving
Valuing
Responding
Organization
characteriza
tion
15. It means being sensitive and aware of the existence
of a given condition, phenomenon or situation, and being
willing to react with or respond to it.
Active verbs : asks, chooses, selects, replies.
Example : ask right questions by honoring the dignity of the
patient during history collection.
16. This is concerned with active response by the learner,
although commitment is yet to demonstrate. The range is
from reacting to a suggestion through to experiencing a
feeling of satisfaction in responding.feeling of satisfaction in responding.
Active Verbs: answer, assists, complies, conforms, helps, etc.
Example: assists the patient in carrying out activities of daily
living.
17. Objectives at this level indicate acceptance and
internalization of the values or attitudes. The learner acts out
these in everyday life in a consistent way.
Active verbs: initiates, invites, joins, justifies, etc.
Example: initiates the building of interpersonal relationship
with the patients during clinical postings.
18. This level is concerned with the ability to
organize values and to arrange them in
appropriate order.
Active Verbs: alters, arranges, combines, modifies, etc.
Example: combines various interaction skills to nurture
interpersonal relationship with patients
19. This is the highest level and having attained this level
the learner has an internalized value system which has
become their philosophy of life
Active Verbs: acts, displays, discriminates, listens,
Example: displays confidence while caring patients with
myocardial infarction.
20. It is concerned with the development of
motor skills. Therefore, the psychomotor
objectives emphasize on motor skill,
manipulation of materials and objectives or
some acts which require a neuromuscular
coordination.
22. This basic level is concerned with the
perception of sensory cues that guide actions and
ranges from awareness of stimuli to translation into
action.action.
Action verbs: chooses, differentiates, distinguishes,
identifies, detects, etc.
Example: detect the early signs of decubitus ulcer.
23. This is concerned with the cognitive, affective
and psychomotor readiness to act.
Typical verbs: begins, moves, reacts, shows, staresTypical verbs: begins, moves, reacts, shows, stares
etc.
Example: react promptly to emergency situations
during trauma care postings.
24. These objectives refer to the early stages in skill
acquisition where skills are performed following demonstration
by the teacher.
Typical verbs: carries out, makes, performs, calculates, etc.
Example: performs bed making correction as demonstrated by
the teacher.
25. At this level, the performance has become habitual, but
the movements are not so complex as the next higher level.
Active Verbs: used are similar to level 1 and 3.
Example: calculates the volume of fluid required in the first
day for a patient admitted with sixty percentage burns and
weighing 50 kilograms.
26. This level typifies the skilled performance and involves
economy of effort, smoothness of action, accuracy and
efficiency.
Active verbs : similar to level 3 .
Example: performs endotrachial indubation correctly.
27. The skills are internalized to such an extent
that the students can adapt them to cater for special
circumstances.
Typical verbs : adapts, alters, modifies, reorganizes
etc.
Example: modifies sterilization techniques according to
the article to be sterilized.
28. This is the highest level and concerns the origination
of new movement patterns to suit particular circumstances.
Typical verbs : compose, creates, designs, originates etc.
Example: designs a splint to restrain the forearm of a child
who is on IV infusion.
