Evaluation should incorporate the teacher students, and parents.
When leaner and their parents are involved in establishing instructional objectives, the possibilities of achieving the state objective will be enhanced, as what is taught and learnt in school are so varied, curriculum experts have been able to classify educational objective into domains are cognitive, affective, and psychomotor domains. Each domain is further divided into different levels.
The categorization and classification of objectives is usually
referred to as the taxonomy of education of objective (bloom 1956, krathwhol 1964). The three domains are of great significance in the delimitation of aims, goals, and objectives as well as in selecting learning experience and content. This must of the objectives state by teachers in our schools as well as those found in our educational literature fall into the cognitive, affective or psychomotor domains.
Evaluation of leaning outcome will be classified
into three. 1. Cognitive domain- knowledge and understanding 2. Affective domain attitude, habits and values 3. Psychomotor domain social skills.
1. KNOWLEDGE: This is the ability to remember previously
learned materials.
This may involve the recall and recognition of materials been
used in learning. Examples, the learners will be able to mention the 36 states in Nigeria.
2. COMPREHENSION: This is the ability to grasp meaning of
material. This may shown by translating material from one form to another interpreting and extrapolating for example, learners can translate words ten numbers or differentiate between seed germination and flower pollination. We can see that these learning outcomes go one step beyond the simple remembering of material to the level of comprehension.
3. APPLICATION: This is the ability to use learned material in
a new situation.
It involved the application of such things as rules, formula,
materials, concepts, laws, principles, theories etc to solve problems. For example, learners will be able to prepare birthday cake.
4. ANALYSIS: This is the ability to breal down material into its
component part That its organization structures may be understood. It may involve identification of parts, and analysis of relationship between parts, etc for example, learners will be able to deduce the role of oxygen in cellular respiration from a simple equation on internal respiration. Analysis requires an understanding of both the content and structural form of the material. 5. SYNTHESIS: At this level students are required to combine different parts of an element together to form a whole Onukwo (2002) noted that it involves joining new unit to form new whole of restructuring old unit to form wholes. Some terms that can be used in sating objective at this level include, design generate, reconstructs, Fevise, combine rewrite compose, organize compile etc. Example of objectives state at this level are, at the end of the lesson, the students should be able to, 1. Design a test tube print 2. Compile the steps involves in solving or calculating the mean of a set of date 6. EVALUATION: Evaluation is the highest level of the cognitive domain. It is also the most complex level. Evaluation refers to the process of passing value judgment on the worth of a programmer or instruction and equipment etc such value judgment or decision is based on information or example of terms that can be used in stating objectives at this level data. Include justify, criticize, argue, consider, decide, support, appreciate and define etc. Example of objective at this level are at the end of the lesson, the students should be able to. 1. Criticize the use of objectives in teaching 2. Justify the use and relevance of measures of central tendency. 3. Augue against the teaching of measurement and evaluation in university and colleges of education.
UNDER AFFECTIVE DOMAIN
1. Receiving level 2. Responding level 3. Valuing level 4. Organization level 5. Characterization level The affective domain deals with the learners attitudes, interests, anxiety, motivation, self concept and appreciation.
RECEIVING LEVEL: This is the simplest and lowest
willingness to attend to particular phenomena. The awareness of feeling and emotions as well as the ability to utilize. Example participating in a group discussion. The learner gains satisfaction in reacting to the discussion, starting of objective at the level include, choose, select, give, ask, identify, describe, locate, use, develop, listen and show etc.
RESPONDING LEVEL: This level refers to the active
participation on the part of the learners and feeling of satisfaction in response. For example, learner will be able to ask and answer questions meaningfully during the discussion session.
VALUING LEVEL: This is concerned with the intrinsic worth
or value a student attached to a particular object, phenomenon or behavior so that motivation is heightened and belief emerge behavior that is consistent and state enough to make the values clearly identifiable. For example, learners will be able to pick up a novel to read during free period even when others are playing.
VALUE SYSTEM: For example, a learner will be able to help
his needy classmate with his extra writing material.
CHARACTERIZATION LEVEL: Characterization by values or
value complex concerns the value in such a way that he or she develops his or her own character. Such person may describe as well behaved or not discipline. Some terms used in starting objectives at this level are: act, practice, perform, influence, display, qualify, verify and question etc.
PSYCHOMOTOR DOMAIN (ANITA HARROW, 1972)
Objectives in this domain are concerned with the acquisition of skills. It involves the co-ordination of muscular activities in order to acquined skills which can be applied to perform stated tasks. This domain will involve reflex movements, physical abilities, skilled movements and no-verbal communications.\
responses to stimuli which form the basis for all types of behavior involving body movement.
Basic fundamental movements: these are the inherent
movement patterns built upon simple reflex movements.
PERCEPTUAL ABILITIES: These are concerned with the use of
sense organs to obtain cues those quid motor activities. There is an ability that enables the learner to interpret stimuli so that he can adjust to the movements.
They include visual, auditory and tactile discrimination.
PHYSICAL ABILITIES: These involve strength, endurance
speed, agility, dexterity, and flexibility. They are the abilities that form the essential foundation for skilled movement.
SKILLED MOVEMENTS: These involve co-ordinate movements
in games, sports, playing musical instruments and the arts. They are components of any efficiently performed complex movements and these require learning and practice.
NON- VERBAL COMMUNICATION: These include facial
movements, gerunds postures and creative expressions. They are the non-discursive communication, advanced behaviors involved in the type of communication relating to graceful movement.
CONCLUSION
Education is one great instrument which can make a society
everything the human society needs to survive and prosper in a given society is with the society. It takes quality educational system to evolve quality human resource to discover them and utilize them to transfer life. Evaluation and measurement had brought about a desirable change in the learners cognitive, effective and psychomotor behavior to accomplished educational goals. BIBLIOGRAPHY Keziah A. Achuonye and Lawrence I Ajoku, foundations of curriculum development and implementation