This document discusses the specification and levels of objectives. It defines general, intermediate, and specific objectives. General objectives are broad statements of long-term outcomes, intermediate objectives are more precise statements of short-term outcomes, and specific objectives are precise statements of immediate outcomes. The document also discusses the three domains of learning - cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain describes objectives that emphasize feeling or emotion. The psychomotor domain is organized based on the degree of physical coordination from reflex movements to skilled movements.

1. Specifications of Objectives
By
Dr. Shazia Zamir
NUML

2. Levels of Specificity of Objectives
Objectives are specific statements of what is to be
accomplished and how well and are expressed in
terms of quantifiable ,measurable outcomes.
Level
Definition
Related Terms
General objectives
Broad statements of long
term outcomes.
Goals
Intermediate objectives
More precise statements
of short term outcomes.
Unit objectives
Course objectives
Specific objectives
Precise statements of
immediate outcomes.
Instructional objectives
Behavioral objectives

3. Learning Objectives
Learning objectives are statements of
what is expected that a student will be ab
le to DO as a result of a learning activity.
INPUT
INPUT
PROC
PROC
ESS
ESS
OUTCOM
OUTCOM
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ES
Descripto
Descripto
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4. The Three Domains

5. The cognitive domain involves knowledge and
the development of intellectual skills.
Comple
Comple
x
x
Simple
Simple

6. The cognitive domain

7. Knowledge
The remembering of previously learned
material
Examples of learning objectives:
-know common terms
-know specific facts
-know methods and procedures
-know basic concepts
-know principles

8. Knowledge (Example)
Who is the founder of Pakistan?
A. Allama Iqbal
B. Liaqat Ali Khan
C. Quaid-e-Azam
D. Maulana Zafar Ali

9. Comprehension
The ability to grasp the meaning of material
Examples of learning objectives:
-understand facts and principles
interpret charts and graphs
-interpret verbal materials
-justify methods and procedures
translate verbal material to mathematical formulae

10. Comprehension (Example)
What is the main idea of this paragraph?
A. Nitrous oxide can cause an environmental
problem.
B. Nitrous oxide is a potent greenhouse gas.
C. Nitrous oxide destroys the earth’s ozone
layer.
D. Nitrous oxide’s concentration appears to
be rising.

11. Application
The ability to use learned material in new
and concrete situations
Examples of learning objectives:
-apply concepts and principles to new
situations
apply laws and theories to practical
situations
solve mathematical problems
construct graphs and charts
demonstrate the correct usage of a method
or procedure

12. Application (Example)
Which one of the following values
approximates best to the volume of a sphere
with radius 5m?
A. 2000 m3
B. 1000 m3
C. 500 m3(Correct Answer)
D. 250 m3
E. 125 m3
(MCQ)

13. Analysis
The ability to break down material into its
component parts
Examples of learning objectives:
-recognize logical fallacies in reasoning
distinguish between facts and inferences
evaluate the relevancy of data
analyze the organizational structure of a
work

14. Analysis (Example)
What are the parts or features of ___?
 How is _____ related to _____?
 Can you list the parts …?
What inference can you make …?
What conclusions can you draw …? How would you
classify …? How would you categorize …? Can you
identify the difference parts …? What is the
relationship between …? What is the function of …?

15. Synthesis
The ability to put parts together to form a
new whole
Examples of learning objectives:
-write a well organized theme
-give a well organize speech
write a creative short story
propose a plan for an experiment
integrate learning from different areas into
a plan for solving a problem

16. Synthesis (Example)
Write a paragraph summarizing
the text you have read.
Your summary should have a
topic sentence defining the
problem, some of the causes, some of the
effects, and a conclusion.

17. Evaluation
The ability to judge the value of
material for a given purpose based
on definite criteria
Examples of learning objectives:
- judge the logical consistency of written material
-judge the adequacy with which conclusions are
supported by data.

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25. The Affective domain describes learning
objectives that emphasize a feeling tone, an
emotion, or a degree of acceptance or
rejection.

26. Affective domain

27. The psychomotor domain is organized
according to the degree of coordination
including involuntary responses as well as
learned capabilities.

28. Psychomotor Domain
Reflex movements -are actions
elicited without learning in
response to some stimuli.
Basic fundamental movement –
are inherent movement patterns
which are formed by combining
of reflex movements and are
the basis for complex skilled
movements. Examples are:
walking, running, pushing,
twisting, gripping, grasping etc.

29. Perceptual – refers
to interpretation of
various stimuli that
enable one to make
adjustments to the
environment. Visual,
auditory,
kinesthetic,
or
tactile
discrimination. Suggests cognitive as
well as psychomotor behavior. Examples
include: coordinated movements such as
jumping rope, or catching.

30. Physical activities- require endurance,
strength, vigor, and agility which
produces a sound, efficiently functioning
body. Examples are: all activities which
require a) tough effort for long periods
of time; b) muscular effort; c) a quick,
wide range of motion at the hip joints;
and d) quick, precise movements.

31. Skilled movements-
are the result of the
acquisition of a degree
of efficiency when
performing a complex task.
Examples are: all skilled
activities obvious in sports,
recreation and dance.

32. Non-Discursive Communication
Objectives in this area refer
to expressive movements
through posture, gestures,
facial expressions and/or
creative movements like
those in parody or ballet.
These movements refer
to interpretive movements
that communicate meaning
without the aid of verbal commands or

33. Advantages of specifying learning outcomes
Help students learn more effectively.
Make it clear what students can hope to gain
from a course.
Help instructors to design their materials more
effectively.
Help instructors select the appropriate
teaching strategy.
Assist in setting examinations based on the
materials delivered.
Ensure that appropriate assessment strategies
are employed.