AL1-Module6 - Formulation of Instructional Objectives
AL1-Module6 - Formulation of Instructional Objectives
It is also important to determine the level of learning that you intend to attain among the learners.
Therefore, part of this lesson would be the different taxonomic levels of the three (3) domains of learning
– the cognitive, affective, and psychomotor domains. Knowledge of the taxonomic level of an
instructional objective which must be attained among learners would guide teachers to determine the
kind and/or strategies of teaching, the activities, as well as assessment tasks to determine the extent of
attainment of said objectives.
Therefore, it is expected that students would be able to make instructional objectives based on
the desired taxonomic level, and in the three (3) domains of learning whenever applicable. Moreover,
the students need to make objectives which are SMART if not SMARTER or even SMARTEST (Specific,
Measurable, Attainable, Realistic, Time-bound, plus Enjoyable, and Rewarding, or even Enjoyable,
Satisfying and Transformational).
V. LESSON CONTENT
Instructional Objectives are the intended, expected or desired learning outcomes of the
teaching-learning process.
A learning outcome answers the question: What should students be able to do at the end of the
class or course that they couldn’t do before?” A learning outcome is aimed at the knowledge and skills
you are going to teach. The focus is the product of instruction rather than what form the instruction will
take.
Instructional Goals and Objectives
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Instructional goals and objectives should relate to curriculum goals and objectives.
The curriculum goals and objectives are broader in nature, aimed at all students as a group or
groups frequently jump across grade boundaries, often cut across disciplines, and many times are
relevant to more than one teacher either within a discipline or among disciplines.
The instructional objectives by their nature tend to be more specific than the curriculum goals
and objectives, focus on what takes place in the classroom, and come to pass as a result of the
individual instructor’s efforts.
Domains of Learning
The instructional goals and objectives should be specified for the three domains of learning – the
cognitive, the affective, and the psychomotor, whenever applicable.
Cognitive Domain. Bloom and associates defined as including objectives that “deal with the
recall or recognition of knowledge and the development of intellectual abilities and skills”. Cognitive
learnings, which involve the mental processes, range from memorization to the ability to think and solve
problems.
Affective Domain. Krathwohl and others defined it as including objectives that “emphasize a
feeling, tone, an emotion, or a degree of acceptance and rejection”. Affective learnings encompass the
emotions, feelings, beliefs, attitudes, and values.
Psychomotor Domain Robert J. Armstrong and others defined it as including behaviors that
“place primary emphasis on neuromuscular or physical skills and involve different degrees of physical
dexterity.” Sometimes referred to as ‘perceptual-motor skills’, psychomotor learnings include body
movements and muscular coordination.
Taxonomic Levels
Instructional goals and objectives should be identified at both high and low levels of learning with
greater emphasis being placed on the higher. It is obvious that some learnings are more substantive,
complex, and important than others.
Cognitive Domain
Major Categories in the Cognitive Domain of Examples of General Instructional Objectives and
the Taxonomy of Education Objectives (Bloom, Clarifying Verbs for the Taxonomy of the
1956) Cognitive Domain
Illustrative Verbs for
Description of the Major Categories in the Illustrative General Stating Specific
Cognitive Domain Instructional Objectives
Learning Outcomes
1. Knowledge – is defined as the Knows common terms Defines, describes,
remembering of previously learned Knows specific facts identifies, labels,
materials, from specific fact to complete Knows methods and lists, matches,
theories, but all that is required is the procedure names, outlines,
bringing to mind of the appropriate Knows basic concepts reproduces, selects,
information. Knows principles states
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3. Application – refers to the ability to use Applies principles to new Changes, computes,
learned materials in new and concrete situation demonstrates,
situations. This may include the application Applies new theories to discovers,
of such things as rules, methods, concepts, practical situation manipulates,
principles, laws and theories. Solves mathematical modifies, operates,
Learning outcomes in this area require problem predicts, prepares,
a higher level of understanding than those Constructs charts and
produces, relates,
under comprehension. graphs
Demonstrates correct solves, shows, uses
usage of procedure
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Note: Revised Bloom’s Taxonomy (RBT) was made by Bloom’s former student, Lorin W. Anderson
during the 90’s. In Anderson’s revisit, he made Evaluation (termed Evaluating) as the fifth in the
taxonomy, while Synthesis, though renamed Creating was made the highest in the taxonomy.
Thus, Anderson’s revision has the following:
(1) Remembering, (2) Understanding, (3) Applying, (4) Analyzing, (5) Evaluating, (6) Creating.
Affective Domain
Major Categories in the Affective Domain of the Examples of General Instructional Objectives and
Taxonomy of Educational Objectives Clarifying Verbs for the Taxonomy of the Affective
(Krathwohl, 1964) Domain
Illustrative Verbs for
Descriptions of the Major Categories in the Illustrative General Stating Specific
Affective Domain Instructional Objectives Learning Outcomes
1. Receiving – refers to the student’s Listens attentively Asks, chooses,
willingness to attend to particular Shows awareness of the describes, follows,
phenomena or stimuli (classroom activities, importance of learning gives, holds,
textbook, music etc.) From a teaching Shows sensitively to identifies, locates,
standpoint, it is concerned with getting, social problems names, points,
holding, and directing the student’s Accepts differences of selects, sits erect,
attention. race and culture replies, uses
Learning outcomes in this area range Attends closely to the
from the simple awareness that a thing classroom activities
exists to selective attention on the part of
the learner. Represents the lowest level of
learning outcomes in the affective domain.
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INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022
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Psychomotor Domain
Major Categories in the Psychomotor Domain Examples of General Instructional Objectives and
of the Taxonomy of Educational Objectives Clarifying Verbs for the Taxonomy of the
(Simpson, 1972) Psychomotor Domain
2. Set. Set refers to readiness to take a Knows sequence of steps Begins, displays,
particular type of action. This category in varnishing wood explains, moves,
includes mental set (mental readiness to Demonstrates proper proceeds, reacts,
act), physical set (physical readiness to act) bodily stance for batting a responds, shows,
and emotional set (willingness to act). ball shows desire to type starts, volunteers
Perception of cues serves as an efficiently
important prerequisite for this level.
5. Complex Overt Response. Complex Overt Operates a power saw (Same list as in
Response is concerned with the skillful skillfully Guided Response)
performance of motor acts that involve Demonstrates correct
complex movement patterns. Proficiency form on swimming
is indicated by quick, smooth, accurate Demonstrates skill in
performance requiring a minimum of driving an automobile
energy. Performs skillfully on the
This category includes resolution of violin
uncertainty (performs without hesitation) Repairs electronic
and automatic performance (movements equipment quickly and
accurately
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INSTRUCTIONAL MODULE
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Instructional goals and objectives should follow a few simple rules for writing.
It is the learning activity. The conditions under which the learner demonstrates the behavior
should be specified, if they are necessary and not obvious.
It is the skill or knowledge being demonstrated. When specifying behavior, instructors should
choose, as often as possible, action verbs that are subject to measurement and observation.
It is the degree of acceptable performance. The statement of the instructional objectives should
include the acceptable standard or criterion of mastery of the behavior if it is not obvious.
6. If the CONSEQUENCES of the behavior are important, describe them or provide a model.
e.g. Conduct the class so that all students participate in the discussion.
Added Components:
1. Stability – the number of opportunities the student will be given and the number of times he or she
must succeed in the demonstrating the behavior.
e.g. - … the student will type at least 50 words per minute on each of three successive tries.
1) Keep statements short and simple. State the outcome as a single sentence of 25 words or less.
2) Keep goals and outcomes aligned with the aims of education as stated in:
the Philippine Constitution,
the national goals of education, and
the vision, mission and goals of the institution.
3) SMART
• Specific: Write the outcome so that it expresses exactly what the learner is going to
show, perform or accomplish, hence a specific action that is observable. Start with an
action verb.
• Measurable: Identify the deliverables, focus on the evidence that learners will produce.
• Attainable or Achievable: Ensure that the outcome can be achieved.
• Realistic: Ensure that you have the appropriate resources to successfully attain the
outcomes.
• Time-bound: Set target completion date. State the preamble.
Enjoyable
Rewarding or Satisfying
Transformational
For program goals: “After five years, the graduate will be able to…”
For program outcomes: “Upon graduation, the learner will be able to…”
For learning outcomes: “At the end of the learning experience, the learner will be able to…”
If learning outcomes are achieved, then the program outcomes will be attained.
4) Consider the three domains of learning (Bloom, 1956, 1973) in stating the preamble:
• Cognitive (knowledge or mental skills)
• Affective (emotional areas or attitude)
• Psychomotor (manual or physical skills)
For Cognitive and Psychomotor: “…..the learner will be able to…”
For Affective: “…..the learner will choose to/ demonstrate/ voluntarily/ freely/ etc.…”
5) State learning outcomes as short-term statements and SMART. State program goals and
outcomes as long-term general statements, but are still measurable, attainable, realistic, and
time-bound.
6) State learning outcomes as results, not processes (activities or strategies). Outcomes are ends
while activities are means.
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7) Choose only one observable verb/behavior in a statement of outcome. Choose the behavior that
is of a higher dimension of complexity.
Whatever the sequence, ensure that a range of abilities and skills is developed.
9) State objectives from the learner’s point of view, not the teacher’s.
10) Align content, methodologies, and assessment with the learning outcomes.
Group Activity: Using a topic under the field of specialization of most of your group members:
1) write an instructional objective for each of the six taxonomic levels in the cognitive domain; and
2) make one instructional objective for each of the Affective and Psychomotor Domains. Identify the
taxonomic level of the objective and write on the appropriate column.
VII. ASSIGNMENT
For this assignment portion, you are encouraged to know and even memorize the different
terminologies used per taxonomic level across the six (6) taxonomies, to understand what each term
means, and thus, be able to use them in formulating educational objectives.
Furthermore, think of yourself preparing to join a quiz bee on educational objectives (inter-
university – local, regional, national, and even international). Thus, you need to know them (taxonomies
by Bloom, Anderson, Krathwohl, Simpson, Harrow, Marzano and Kendall, 6 in all) by heart. Be prepared!
VIII. EVALUATION
Online quiz
Portfolio/Project Entry (A major output will be required of the students, with its content starting
from formulation of instructional objectives to making of TOS and test, then administration and scoring,
and application of the statistical tools, to computation of grades).
IX. REFERENCES
CHED Memorandum Order No. 46, s. 2012 – Policy Standard to Ensure Quality Assurance (QA) in
Philippine Higher Education through an Outcome-Based and Typology-Based QA
Corpuz, B.B. (2015). Field study 5: Learning assessment strategies. Quezon City: Lorimar
Publishing.
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Seels and Glasgow (1990). Exercises in instructional design. Columbus OH: Merrill Publishing
Company.
Teaching Guide in Assessment in Learning 1
Other references indicated in the Course Outline and in the module
http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm
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INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022
Attachment A
Anita Harrow's taxonomy for the psychomotor domain is organized according to the degree of
coordination including involuntary responses as well as learned capabilities. Simple reflexes begin at the
lowest level of the taxonomy, while complex neuromuscular coordination make up the highest levels
(Seels & Glasgow, 1990).
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, punting, or
catching.
Physical activities require endurance, strength, vigor, and agility which produces a sound,
efficiently functioning body. Examples are: all activities which require a) strenuous effort for long periods
of time; b) muscular exertion; c) a quick, wide range of motion at the hip joints; and d) quick, precise
movements.
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.
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Seels and Glasgow (1990). Exercises in instructional design. Columbus OH: Merrill Publishing Company.
“In accordance with Section 185, Fair Use of Copyrighted Work of Republic Act 8293, the copyrighted works included in this material may be reproduced for educational purposes
only and not for commercial distribution,”
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INSTRUCTIONAL MODULE
IM NO.: IM-PROFED6-1STSEM-2021-2022
Attachment B
6 Examining The student can analyze how important specific knowledge is to them.
Self-System Importance
Thinking Examining The student can examine how much they believe they can improve their understanding of
Efficacy specific knowledge.
Examining The student can identify emotional responses associated with a piece of knowledge and determine
Emotional why those associations exist.
Response
5 Specific The students can set specific goals relative to knowledge and develop a plan for accomplishing the
Goals goal.
Metacognition
Process The student can self-monitor the process of achieving a goal.
Monitoring
Monitoring The student can determine how well they understand knowledge.
Clarify
Monitoring The student can determine how accurate their understanding of knowledge is and defend their
Accuracy judgment.
4 Investigate; research; find out about; take a position on; what are the differing features of; how &
Investigating why did this happen; what would have happened if;
Knowledge
C Utilization
The student generates a hypothesis and uses the assertions and opinions of others to test the
hypothesis.
Experiment; generate and test; test the idea that; what would happen if; how would you test that;
O Experimenting how would you determine if; how can this be explained; based on the experiment, what can be
predicted.
M The student generates and tests a hypothesis by conducting an experiment and collecting data.
Solve; how would you overcome; adapt; develop a strategy to; figure out a way to; how will you
Problem- reach your goal under these conditions
P C Solving The student can accomplish a goal for which obstacle exist.
O
Decide; select the best among the following alternatives; which among the following would be the
L G
N
Decision- best; what is the best way; which of these is most suitable
Making The student can select among alternatives that initially appear to be equal and defend their choice.
I
E T 3 Make and defend; predict; judge; deduce; what would have happen; develop an argument for;
Specifying under what conditions
I Analysis
The student can make and defend predictions about what might happen.
X V Generalizing What conclusions can be drawn; what inferences can be made; create a principle, generalization
E or rule; trace the development of; form conclusions
I The student can infer new generalization from known knowledge
S Analyzing Identify errors or problems; identify issues or misunderstandings; assess; critique; diagnose;
evaluate; edit; revise
T Y
S
Errors
The student can identify and explain logical or factual errors in knowledge.
Classifying Classify; organize; sort; identify a broader category; identify different types categories
T
Y E
The student can identify super ordinate and subordinate categories to which information belongs.
Categorize; compare & contrast; differentiate; discriminate; distinguish; sort; create an analogy
Matching
M or metaphor
The student can identify similarities and differences in knowledge.
2 Symbolizing Symbolize; depicts; represent; illustrate; draw; show; use models; diagram chart
The student can depict critical aspects of knowledge in pictorial of symbolic form
Comprehension
Integrating Describe how or why; describe the key parts of; describe the effects; describe the relationship
between; explain ways in which; paraphrase; summarize
The student can identify the critical or essential elements of knowledge.
1 Executing Use; demonstrate; show; make; complete; draft
The student can perform procedures without significant errors.
Retrieval
Recalling Exemplify; name; list; label; state; describe; who; what; where; when
The student can produce information on demand.
Recognizing Recognize (from a list); select form (a list); identify (from a list); determine if the following
statements are true
The student can determine whether provided information is accurate, inaccurate or unknown
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