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Learning objectives
Pedagogy
Useful for: OSSC RHT — Regular High School Teacher, OSEPA Primary Teacher / JT Category-I, OSEPA Upper Primary — Arts, OSEPA Upper Primary — Science, OSSC Art Education Instructor, OSSC Foundation Course, OSSSC Govt Physical Education Teacher (PET), OSSSC Govt TGT Arts
Overview
Learning objectives state what learners should know or be able to do after a lesson; Bloom’s taxonomy helps write them at different levels.
Key points
- Bloom’s taxonomy (1956) classified cognitive objectives; the revised version (Anderson and Krathwohl, 2001) lists remember, understand, apply, analyse, evaluate, create.
- Krathwohl developed the affective domain; the psychomotor domain covers physical skills.
- Good objectives use action verbs (identify, compare, design) and are measurable.
- Objectives guide activities and assessment.
- Higher-order objectives develop thinking skills.
- SMART objectives are specific, measurable, achievable, relevant and time-bound.
Explanation
- Avoid vague verbs such as "know" or "understand" without evidence.
- Each lesson needs a mix of levels.
- Learning outcomes are the observable results of objectives.
- Share objectives with students.
- Align objective, activity and assessment.
Step by step
- Identify the concept or theory the situation is testing.
- Recall the thinker, principle or policy behind it.
- Prefer options that are child-centred, inclusive and evidence-based; reject punitive or rote options.
Examples
- "Students will compare two climates using a table" → analyse level.
- "Students will design a poster on water saving" → create level.
- "Students will recall the parts of a plant" → remember level.
Traps and advanced points
- Trap: Using unmeasurable verbs.
- Trap: Wrong order of revised Bloom levels.
- Trap: Objectives not linked to assessment.
Quick revision
- Revised Bloom: remember → create.
- Three domains.
- SMART objectives.
Practice MCQs
The revised Bloom’s taxonomy (2001) lists levels from lowest to highest as —
- evaluate, apply, remember
- create → remember
- remember, understand, apply, analyse, evaluate, create
- apply, remember, create
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Answer: (c) remember, understand, apply, analyse, evaluate, create. Anderson and Krathwohl revised the order to end with create.
Which verb makes an objective measurable?
- understand
- compare
- appreciate
- know
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Answer: (b) compare. Action verbs like compare are observable.
"Students will design a poster on water saving" is at the level of —
- understand
- remember
- apply
- create
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Answer: (d) create. Designing something new is create.
The affective domain was developed by —
- Krathwohl
- Piaget
- Skinner
- Freud
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Answer: (a) Krathwohl. Krathwohl developed the affective domain.
Physical skills belong to the —
- psychomotor domain
- none
- cognitive domain
- affective domain
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Answer: (a) psychomotor domain. Psychomotor covers physical skills.
SMART objectives are specific, measurable, achievable, relevant and —
- teacher-led
- tested
- time-bound
- tough
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Answer: (c) time-bound. T stands for time-bound.
Learning objectives mainly guide —
- timetable colours
- activities and assessment
- seating
- fees
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Answer: (b) activities and assessment. Objectives align teaching and assessment.
"Students will compare two climates using a table" is at the level of —
- analyse
- create
- apply
- remember
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Answer: (a) analyse. Comparing relationships is analyse.
Bloom’s original taxonomy was published in —
- 1976
- 2001
- 1990
- 1956
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Answer: (d) 1956. The original was published in 1956.
Sharing objectives with students at the start of a lesson —
- helps them know what to aim for
- confuses them
- is not allowed
- wastes time
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Answer: (a) helps them know what to aim for. Clear goals guide learning.
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