GOALS, STANDARDS AND OBJECTIVES

OF EDUCATION

Education is not
preparation for life,
education is life itself.
 STANDARDS

Standards are goals for what students should learn and

thus establish what teachers should teach.
-Content Standards- define what every student should
now and be able to do.
-Performance Standards- explain how students will
demonstrate their proficiency in order to establish
that a standard has been achieved. It is important to
understand that performance standards are
indicators of more general goals and not the goals
themselves
 GOALS AND OBJECTIVES

In educational programming, both goals and

objectives can be defined as statements that reflect
what learners will be able to do at the end of an
instructional sequence; however, there are
significant differences between the two. A goal is an
abstract and general umbrella statement, under
which specific objectives can be clustered. Objectives
are statements that describe in precise,
measurable, and obtainable terms defined and
desired learner objectives.
 EDUCATIONAL OBJECTIVES

The three common types of objectives are:

-LEARNER OBJECTIVES- reflect what the learner should

know or be able to do at the end of the learning period

-INSTRUCTIONAL OBJECTIVES- reflect what the

instructor intends to accomplish

-BEHAVIORAL OBJECTIVES- reflect what the learner

might be expected to do differently (eg, change in
behavior) as a result of what has been learned.
LEARNING OBJECTIVES ARE INTENDED TO
SERVE A NUMBER OF PURPOSES:
-Make clear to instructors and learners what is to be
achieved in each activity.
-Provide a baseline to define how learners changes in
performance should be assessed.
-Provide a basis for part of the evaluation
-Give a clear sense of direction to the educational
process and indicate possible teaching methods.
GUIDING PRINCIPLES IN DETERMINING AND
FORMULATIING LEARNING OBJECTIVES

1. Begin with the end in mind Covey

We must begin our lesson with a clearly defined lesson
objective to have a sense of direction.
2. Share lesson objective with students.
Our lesson ought to begin with a statement and
clarification of our lesson objective.
3. Lesson objectives must be in the two or three
domains-knowledge (cognitive) skill, (psychomotor)
and values (affective).
4.Work on significant and relevant lesson objectives.
Our students will be self-propelled as we teach. The
level of their self-motivation all the more increases
when our lesson objective is relevant to their daily
life, hence, significant.
5. Lesson objective must be aligned with the aims of
education as embodied in the Philippine
Constitution and other laws and on the vision-
mission statements of the educational institution of
which you are a part.
6. Aim at the development of critical and creative
thinking.
7. For accountability of learning, lesson objectives
must be SMART. i.e,
SPECIFIC
MEASURABLE
ATTAINABLE
RESULT-ORIENTED
TIME-BOUND AND TERMINAL
 EDUCATIONAL STANDARDS

Educational standards are the learning goals for

what students should know and be able to do at each
grade level. Educational standards, like Common
Core are not a curriculum. Local communities and
educators choose their own curriculum, which is
detailed plan for day to day teaching. In other words,
the Common Core is what students need to know
about and be able to do, and curriculum is how
students will learn it.
 Educational standards help teachers ensure their
students have the skills and knowledge they need to
be successful by providing clear goals for student
learning.
In general, educational standards are guidelines, best
practices, outcomes, competencies, benchmarks,
expectations, or indicators of some measure of
learning success that an organization may wish to
establish for itself, its member practitioners, and
learners.
 What do standards do?

Provides for an organized and logical means of

identifying and establishing learning objectives.
Provides guidance and direction for practitioners in
the development of learning content.
Indicates successful learning for the learner.
 What are educational standards good for?

Standards do not tell teachers how to teach,but they do

help teachers figure out the knowledge and skills their
students should have so that teachers can build the best
lessons and environments for their classrooms.
Standards also help students and parents by setting clear
and realistic goals for success.
Standards are a first step- a key building block- in
providing our young people with a high quality education
that will prepare them for success.
Standards are not the only thing that is needed for our
childrens success, but they provide an accessible
roadmap for our teachers, parents and students.
 BEHAVIORAL OBJECTIVES

Behavioral objectives that are useful in the classroom

must meet certain criteria. The four essential
elements of a well-written behavioral objective are:
1. Good behavioral objectives are student-oriented. A
behavioral objective, which is student-oriented,
places the emphasis upon what the student is
expected to do, not upon what the teacher will do.
2. Good behavioral objectives describe learning
outcomes. It is the learning outcome that is
important, not the learning activities that should
lead to that outcome.
3. Good behavioral objectives are clear and
understandable.
The first prerequisite for a clear and understandable
objective is explicitness. It should contain a clearly
stated verb that describes a definite action or
behavior and, in most cases, should refer to an object
of that action.
4. Good behavioral objectives are observable.
The evaluation of learning outcomes hinges on the
ability to observe those outcomes. The key to an
observable objective is an observable verb.
TAXONOMY OF EDUCATIONAL OBJECTIVES

It is the classification of the different objectives and

skills that educators set for their students.
To motivate the educators to create a more holistic
form of education.
TAXONOMY OF EDUCATIONAL OBJECTIVES

STATING OBJECTIVES
Blooms Taxonomy of Educational Objectives is
the most common basis in formulating our
learning objectives. It uses a multi-tiered scale to
express the level of expertise to achieve each
measurable student outcome. Organizing
measurable student outcomes in this way will
allow us to select appropriate classroom
assessment technique for the course.
 THE TAXONOMY IS DIVIDED INTO
THREE DOMAINS NAMELY:
1. COGNITIVE
2. AFFECTIVE
3. PSYCHOMOTOR
 COGNITIVE DOMAIN

1. Knowledge the student can recall, define,

recognize or identify information presented during
discussion.
Some verbs we may use:
Name
Identify
State
Select
List
Match
 2. Comprehension- the student demonstrate
understanding of information by translating it into a
different form or by recognizing it in translated form.
Some verbs we may use:
Compare
Classify
Decribe
Give examples
Predict
Modify
Distinguish
 3. Application the student can apply the
information in performing concrete actions.
Some verbs we may use:
Demonstrate
Solve
Apply rule
Show
Measure
Compute
Use
Illustrate
 4. Analysis the student can recognize the
organization and structure of body of information,
break this information down into its constituents
parts, and specify the relationships between these
parts.
Some verbs we may use:
Differentiate

Select

Prove

Infer

Define

Analyze
 5. Synthesis- the student can bring to bear
information from various sources to create a product
uniquely his or her own.
List of Action words:
Summarize
Design
Combine
Draw
Relate
Create
Produce
 6. Evaluation the student can apply a standard in
making a judgment on the worth of something.
List of Action words:
Interpret

Explain

Criticize

Justify

Sugest

Support

Conclude
 AFFECTIVE DOMAIN

Blooms taxonomy divides affective objectives into

five categories.
1. Receiving the student demonstrates a
willingness to participate in the activity.
2. Responding the student shows interests in the
objects, phenomena, or activity by seeking it out or
pursuing it for pleasure.
3. Valuing the student internalizes an appreciation
for (values) the objectives, phenomena, or activity.
 4. Organization the student begins to compare
different values, and resolves conflicts between them
to form an internally consistent system of values.
5. Characterization of value the student adopts a
long-term value system that is pervasive, consistent,
and predictable.
 AFFECTIVE DOMAIN

Different Levels:
Level 1: SIMPLE BEHAVIORAL OBJECTIVES
Some verbs we may use:
Find

Gather

Investigate

Make

Do

Use

Recognize

Recall

Examine

Illustrate
 AFFECTIVE DOMAIN

Level 2: Behavior requiring application of more

complex mental operation
Some verbs we may use:
Prove
Analyze

Apply

Construct

Relate

Estimate

State

Suggest

Compare
 AFFECTIVE DOMAIN

Level 3: Behavior showing that students has firm

grasp of major concept or shows original thoughts
Some verbs we may use:
Generalize data

Synthesize

Discuss critically

Integrate

Explain

Justify

Discover
 PSYCHOMOTOR DOMAIN

There are six categories of objectives in the

psychomotor domain. They are:
1. REFLEX MOVEMENTS the student can occur
involuntarily in response to stimuli.
2. BASIC FUNDAMENTAL MOVEMENTS- the student
has innate movement pattern formed from a
combination of reflex movements.
3. PERCEPTUAL ABILITIES- the student can translate
stimulus received through the senses into appropriate
desired movement.
 4. PHYSICAL ABILITIES the student has developed
basic movements that are essential to the development of
more highly skilled movements
5. SKILLED MOVEMENTS the student has developed
more complex movements requiring a certain degree of
efficiency.
6. NONDISCURSIVE COMMUNICTIONS student has
the ability to communicate through body movement.
 The taxonomy of educational objectives is divided
into three domains namely:

1. COGNITIVE- Knowledge based objectives

2. AFFECTIVE- affective-based objectives
(values, interests and attitudes)
3. PSYCHOMOTOR skills-based objectives
 STANDARDS AND COMPETENCIES
IN THE K to 12 CURRICULUM

The Curriculum Guide of the K to 12

Curriculum contains content and
performance standards and
competencies, not objectives. It makes
use of standards-based instruction.
 CONTENT STANDARDS define what students shuld
know and be able to do. These are benchmarks which
identify the expected understandings and skills for a
content standard at different grade levels.
PERFORMANCE STANDARDS describe how well
students need to achieve in order to meet content
standards. They are the levels of proficiency which
the students are expected to demonstrate what they
know and what they are able to do.
 COMPETENCIES are more specific versions of
the standards. They are specific tasks performed
with mastery. They also refer to the ability to
perform activities within an occupation or function
to the standards expected by drawing from ones
knowledge, skills, and attitudes.
 HOW DO STANDARDS AND COMPETENCIES
RELATE TO OBJECTIVES?

The lesson objectives are drawn from the content

and performance standards and competencies
contained in a Curriculum Guide.
Content Standard:
The learner demonstrates understanding of the
importance of good eating habits.
Performance Standard:
The learner observes healthy eating habits daily.
Competencies:
The learner...
-distinguishes healthful from unhealthful foods.
-relates the consequences of eating unhealthful foods.
-practices good eating habits that can help one grow
healthy.
-eats regular meals without skipping breakfast.
-chooses health foods.
 The content and performance are broader
statements than the competencies. The
competencies look like objectives. But objectives
are even more specific than competencies.