Ch3-3. Goals and Objectives

QUESTIONS 1.What are the three characteristics that Mager insists be included in a behavioral, or an instructional, objective? Why are they important for clear objectives? What two characteristics have I added? Why were they added? Do you think they are necessary to ensure that objectives be as unambiguous as possible? 2.Are behavioral objectives related to behavioral psychology? 3.Some types of learning goals are difficult to express as objectives. Do you feel that the attempt to clarify such outcomes in some form of objectives should be abandoned? Why or why not?

Table 3.3 Outline of the Affective Domain Taxonomy (outlined from Krathwohl et al. 1956) 1.0 Receiving (Attending) 1.1 Awareness 1.2 Willingness to receive 1.3 Controlled or selected attention 2.0 Responding 2.1 Acquiescence in responding 2.2 Willingness to respond 2.3 Satisfaction in respond 3.0 Valuing 3.1 Acceptance of a value 3.2 Preference for a value 3.3 Commitment

4.0 Organization 4.1 Conceptualization of a value 4.2 Organization of a value system 5.0 Characterization by a value or value complex 5.1 Generalized set 5.2 Characterization

Table 3.4 Outline of a Taxonomy of Reading Objectives (from Bennett 1972) 1.0 Literal comprehension 1.1 Recognition 1.11 Recognition of details 1.12 Recognition of main ideas 1.13 Recognition of a sequence 1.14 Recognition of comparison 1.15 Recognition of cause-and-effect relationships 1.16 Recognition of character traits 1.2 Recall 1.21 Recall of details 1.22 Recall of main ideas 1.23 Recall of a sequence 1.24 Recall of comparison 1.25 Recall of cause-and-effect relationships 1.26 Recall of character traits

2.0 Reorganization 2.1 Classifying 2.2 Outlining 2.3 Summarizing 2.4 Synthesizing 3.0 Inferential comprehension 3.1 Inferring supporting details 3.2 Inferring main ideas 3.3 Inferring sequence 3.4 Inferring comparisons 3.5 Inferring cause-and-effect relationships 3.6 Inferring character traits 3.7 Predicting outcomes 3.8 Interpreting figurative language

4.0 Evaluation 4.1 Judgments of reality or fantasy 4.2 Judgments of fact or opinion 4.3 Judgments of adequacy and validity 4.4 Judgments of appropriateness 4.5 Judgments of worth, desirability, and acceptability 5.0 Appreciation 5.1 Emotional response to content 5.2 Identification with characters or incidents 5.3 Reactions to the author’s use of language 5.4 Imagery

Table 3.5 Mager’s (1975) Words to Watch WORDS OPEN TO MANY INTERPRETATIONS WORDS OPEN TO FEWER INTERPRETATIONS To knowTo write To understandTo recite To really understandTo identify To appreciateTo sort To fully appreciateTo solve To grasp the significance ofTo construct To enjoyTo build To believeTo compare To have faith inTo contrast