WRITING INSTRUCTIONAL OBJECTIVES IN BEHAVIOURAL TERMS ACCORDING TO BLOOM’S TAXONOMY

There are various method of writing objectives of instructional process. But almost all the modern
educationists and scholars agree that writing the objectives in behavioural terms is the best way of
writing instructional objectives. Writing of instructional objectives in behavioural terms helps, guide
and directs the teacher in teaching-learning process. Behavioural objectives are stated in terms of
terminal behaviour which the students should demonstrate when the objectives are realised. Some
of the history of writing objectives in behavioural terms is given below:

1. Drucker (1954) proposed that the management activities must be explained and
elaborated in relation to objectives. Thus/ Drucker laid stress on the behavioural aspect
of objectives.
2. It was Boom (1956) who attempted to write the objectives in behavioural terms of
objectives.
3. Robert Mager (1962) tried to frame the objectives cognitive and affective domains in
behavioural terms.
4. Robert Miller (1962) devised a method for writing objectives of psychomotor domain
in behavioural terms.
5. Harrow (1964) developed a technique for writing objectives of psychomotor domain
in behavioural terms.
6. RCEM (1972) developed an approach for writing objectives in behavioural terms.
7. NCERT (1972) also developed a method and procedure for writing the objectives of
instructional process in behavioural terms.

Bloom’s Taxonomy divides the way people learn into three domains: cognitive, Affective and
Psychomotor. One of these is the cognitive domain, which emphasizes intellectual outcomes. This
domain is further divided into categories or levels. The key words used and the type of questions
asked may aid in the establishment and encouragement of critical thinking, especially in the higher
levels.

According to Benjamin Bloom and his colleagues, there are six levels of cognition:

Knowledge: rote memorisation, recognition, or recall of facts.

Comprehension: Understanding what the facts mean.
Application: Correct use of the facts, rules, or ideas.
Analysis: Breaking down information into component parts.
Synthesis: Combination of facts, ideas, or information to make a
new whole.
Evaluation: Judging of forming an opinion about the information or
situation.

Cognitive Objectives
 Cognitive objectives are designed to increase an individual's knowledge.
Cognitive objectives relate to understandings, awareness, insights (e.g.,
"Given a description of a planet, the student will be able to identify that
planet, as demonstrated verbally or in writing." or "The student will be
able to evaluate the different theories of the origin of the solar system as
demonstrated by his/her ability to compare and discuss verbally or in
writing the strengths and weaknesses of each theory."). This includes
knowledge or information recall, comprehension or conceptual
understanding, the ability to apply knowledge, the ability to analyze a
situation, the ability to synthesize information from a given situation,
the ability to evaluate a given situation, and the ability to create
something new.

Ideally, each of these levels should be covered in each course and, thus,
at least one objective should be written for each level. Depending on the nature of the course, a few of
these levels may need to be given more emphasis than the others. Below are examples of objectives
written for each level of Bloom’s Taxonomy and activities and assessment tools based on those
objectives. Common key verbs used in drafting objectives are also listed for each level.

Level Level Keywords Example Example Example

Attributes Objective Activity Assessment

“By the end Have students Use the

Rote list, recite, of this group up and following
memorization, define, name, course, the perform simple question on
1: Knowledge recognition, or match, student will experiments to the an exam or
recall of facts. quote, recall, be able to class showing how homework.
identify, recite one of the laws of “Recite
label, Newton’s motion works. Newton’s
recognize three laws of three laws of
motion.” motion.”
Group
students into
pairs and
have each
pair think of
“By the end words that Assign the
Understanding describe, of this describe students to
what the facts explain, course, the motion. After write a
mean. paraphrase, student will a few simple
2:Comprehension restate, give be able to minutes, ask essay that
original explain pairs to explains
examples of, Newton’s volunteer what
summarize, three laws of some of their Newton’s
interpret, motion in descriptions law
discuss his/her own and write of motion
words.” these mean in
descriptions his/her own
on the board. words.
 After
presenting
the kinetic
energy
equation in On a test,
“By the end
Correct use calculate, class, have define a
of this
of predict, the students projectile and
course, the
3: Application the facts, apply, solve, pair off for ask the
student will
rules, or illustrate, just a few students to
be able to
ideas. use, minutes and “Calculate the
calculate the
demonstrate, practice kinetic energy
kinetic
determine, using it so of the
energy of a
model that they feel projectile.”
projectile.”
comfortable
with it before
being
assessed.

Present the
students with
different
situations
involving Give the
energy and students an
ask the assignment
students to that asks
“By the end categorize them outline
Breaking classify, of this the energy the basic
down outline, course, the as either principles of
4: Analysis information break down, student will kinetic or kinetic and
into categorize, be able to potential potential
component analyze, differentiate then have energy. Ask
parts. diagram, between them explain them to point
illustrate potential in detail why out the
and they differences
kinetic categorized it between the
energy.” the way they two as well as
did, thus how they are
breaking related.
down what
exactly
makes up
kinetic and
potential
energy.

Level Level Keywords Example Example Example

Attributes Objective Activity Assessment
 Tie each
By the end of lecture or
this section discussion to Give the
of the course, the previous students a
design, the student lectures or project in
formulate, will be able discussions which they
5: Synthesis Combining build, invent, to design an before it, must design
parts to make create, original thus helping an original
a new whole. compose, homework the students homework
generate, problem assemble all problem
derive, dealing with the discreet dealing with
modify, the principle classroom the principle
develop of sessions into of
conservation a unified conservation
of energy.” topic or of energy.
theory.
“By the end
of the course, Have
the student different
choose, will be able groups of
support, to determine students On a test,
relate, whether solve the describe a
determine, using same dynamic
defend, conservation problem system and
Judging the judge, grade, of energy or using ask the
6:Evaluation value or compare, conservation different students
worth contrast, of methods, which method
of information argue, momentum then have they would
or ideas. justify, would be each group use to solve
support, more present the the problem
convince, appropriate pros and and why.
select, for cons of the
evaluate solving a method they
dynamics chose.
problem.”

An example of behavioural objectives on the topic ‘Pollution’ is given below:

Sr. no Objectives Objectives in Behavioural terms

1. Knowledge Students will be able to define the term ‘Pollution’

2 Comprehension Students will be able to name different types of

Pollution.
3. Application Students will be able to predict the causes of Pollution.

4. Analysis Students will be able to analyse the effects of pollution.

5. Synthesis Students will be able to discuss the cause of and effects Of

pollution.

6. Evaluation Students will be able to identify the causes and effects Of

pollution and also able to criticise it rationality.
 AFFECTIVE DOMAIN:

Bloom's Taxonomy second domain, the Affective Domain, was detailed by Bloom,
Krathwhol and Masia in 1964 (Taxonomy of Educational Objectives: Volume II, The Affective
Domain. Bloom, Krathwohl and Masia.) Bloom's theory advocates this structure and sequence
for developing attitude - also now commonly expressed in the modern field of personal
development as 'beliefs'. Again, as with the other domains, the Affective Domain detail
provides a framework for teaching, training, assessing and evaluating the effectiveness of
training and lesson design and delivery, and also the retention by and affect upon the learner
or trainee.
Affective Objectives
Affective objectives are designed to change an individual's attitude. Affective
objectives refer to attitudes, appreciations, and relationships (e.g., "Given the
opportunity to work in a team with several people of different races, the
student will demonstrate an positive increase in attitude towards non-
discrimination of race, as measured by a checklist utilized/completed by non-
team members.").

Example:

LEVEL CATEGORY OR BEHAVIOUR EXAMPLES OF EXPERIENCE, OR 'KEY WORDS' (VERBS WHICH DESCRIBE THE
'LEVEL' DESCRIPTIONS DEMONSTRATION AND EVIDENCE TO ACTIVITY TO BE TRAINED OR MEASURED AT
BE MEASURED EACH LEVEL)

Receive open to experience, listen to teacher or trainer, ask, listen, focus, attend, take part,
1. willing to hear take interest in session or discuss, acknowledge, hear, be
learning experience, take open, to, retain, follow,
notes, turn up, make time for concentrate, read, do, feel
learning experience,
participate passively
Respond react and participate actively in group react, respond, seek clarification,
2. participate actively discussion, active interpret, clarify, provide other
participation in activity, references and examples,
interest in outcomes, contribute, question, present, cite,
enthusiasm for action, become animated or excited, help
question and probe ideas, team, write, perform
suggest interpretation
attach values and decide worth and relevance argue, challenge, debate, refute,
3. Value express personal of ideas, experiences; accept confront, justify, persuade,
opinions or commit to particular criticise,
stance or action

reconcile internal qualify and quantify build, develop, formulate, defend,

4. Organize or conflicts; develop personal views, state modify, relate, prioritise, reconcile,
conceptualize value system personal position and contrast, arrange, compare
values reasons, state beliefs

Internalize or adopt belief system self-reliant; behave act, display, influence, solve,
5 characterise and philosophy consistently with personal practice
values value set
 Writing Objectives of Affective Domain in Behavioural Terms:

List of action verbs related to affective domain:

Sr. no. Objectives Associated Action Verbs

Receiving Observe, accept, attend, prefer, listen, perceive, beware,
select etc
2. Responding Discuss, derive, record label, practice, use, develop, state,
complete, list, write, answer etc.
3. Valuing Choose, recognise, complete, accept, participate, develop,
increase, attain, decide, indicate, influence etc.
4. Organising Determine, associate, form, judge, relate, find, select,
change, complete, correlate, compare etc.
5. Characterising Verify, identify, accept, demonstrate, characterise, change,
decide, judge, discriminate, revise, develop etc..

While writing objectives in behavioural terms above stated action verbs should be used.
Thus the behaviour of the learner after the learning can be explicitly stated.
Another example of objectives in behavioural term of affective domain on the topic
‘Democracy’ is given below:

Sr. No. Objectives Objectives in Behavioural Terms

1. Receiving The Students will be able to perceive the meaning of

‘Democracy’.
2. Responding The students will be able to state various types of
Democracy
3. Valuing
The students will be able to recognize the role of
4. Organising democracy in different countries and in everyday life.
The students will be able to compare the different kinds of
5. Characterising government with democracy.
The students will develop a democratic outlook.

3. Bloom's taxonomy - psychomotor domain - (physical - skills - 'do')

The Psychomotor Domain was ostensibly established to address skills development
relating to manual tasks and physical movement, however it also concerns and covers
modern day business and social skills such as communications and operation IT
equipment, for example telephone and keyboard skills, or public speaking. Thus, 'motor'
skills extend beyond the originally traditionally imagined manual and physical skills, so
always consider using this domain, even if you think your environment is covered
adequately by the Cognitive and Affective Domains. Whatever the training situation, it is
likely that the Psychomotor Domain is significant. The Dave version of the Psychomotor
Domain is featured most prominently here because in my view it is the most relevant and
helpful for work- and life-related development, although the Psychomotor Domains
suggested by Simpson and Harrow are more relevant and helpful for certain types of adult
training and development, as well as the teaching and development of young people and
children, so do explore them all. Each has its uses and advantages.

Psychomotor Objectives
Psychomotor objectives are designed to build a physical skill (e.g.,
"The student will be able to ride a two-wheel bicycle without assistance
and without pause as demonstrated in gym class."); actions that
demonstrate the fine motor skills such as use of precision instruments or
tools, or actions that evidence gross motor skills such as the use of the
body in dance or athletic performance.

EDUCATIONAL OBJECTIVES IN THE PSYCHOMOTOR DOMAIN.

1. REFLEX MOVEMENTS: Responding to a stimulus involuntarily, without conscious

thought. Examples: Ducking to avoid being hit by an oncoming object; shifting weight to
help maintain one's balance
2. BASIC-FUNDAMENTAL MOVEMENTS: Making basic voluntary movement directed
toward a particular purpose. Examples: Walking; Holding a pencil.
3. PERCEPTUAL ABILITIES: Responding appropriately to information received through the
senses. Examples: Following a moving object with one's eyes; maintaining eye-hand
coordination.
4. PHYSICAL ABILITIES: Developing general abilities in the areas of endurance, strength,
flexibility, and ability. Examples: Running a long distance; exercising with weights;
changing direction quickly.
5. SKILLED MOVEMENTS: Performing a complex action with some degree of proficiency or
mastery. Examples: Swimming; throwing a football, sawing a piece of wood.
6. NONDISCURSIVE COMMUNICATION: Communicating feelings and emotions through
bodily actions. Examples: Doing pantomime; dancing to communicate the mood of a
musical piece.

An example behavioural objective of Psychomotor domain in terms of action verbs on the

topic ‘structure of the Earth’ is given below:
Sr. No. Objectives Objective in Behavioural Terms

1. Reflex Movements Students will be able to make a mental picture of internal

structure of Earth.

2. Basic fundamental movements

The students will be able to catch, hold and disintegrate the
model of earth.
3. Physical activities The students will be able to understand that he can move on the
exterior surface of the earth and would appreciate it.

4. Perceptual abilities The students will be able to identify the different parts of internal
structures of Earth.

5. Skilled Movements
Students will be able to make a model of internal structure of the
Earth.
6. Non-discursive communication Students will be able to draw a sketch of different parts of
structure of the Earth.