Selection of Objectives and Kinds of Objectives - defined with examples

Selection of objectives

Objectives can be selected from:

  1. the organizational topic, subtopic, theme, subject, subject dimension or category, disposition, process, ...
  2. previous skills or objectives.
  3. the teaching-learning experience, both the student's and teacher's experiences.
  4. curriculum documents, standards, school, district, state, national.
  5. new ideas related to the scope and sequence of a topic, standard, or big idea from a problem that arises or identifiction of content that wasn't previously identified or foreseen.

Kinds of Objectives

General objectives

A statement reflecting the purposes of a particular unit or level of the school program, such as elementary, middle level, or high school.

  • Students will be critical consumers of literature.
  • Students will be mathematically literate.
  • Students will understand and use science content, processes, and inquiry to make sound personal and social decisions.

Specific objectives

A statement reflecting a short-range or more immediate purpose involved in a specific teaching-learning activity, such as unit or daily plan.

  • Students will complete pages 121-122 with 85% or better.
  • Students will count on when rolling two dice (die 1 = 4, die 2 = 3. Student will think or say 4 and count 5, 6, 7. Then move game piece) while playing Race to the Finish.

Instructional objectives

Clarify for the teacher what the student WILL do (instructional purpose). This clarification can guide the design and selection of meaningful content, activities, and resources as well as guide the learners' progress. This is based on the belief that students need to be told how they are to be active in order for them to learn.

  • Today we will learn how to play the game - Race to the Finish.
  • To count onyou start with one of the numbers (the bigger is better) and count on the value of the other number. For example - to add two dice. Roll the two dice, select the larger number, say or think it, and count on (die 1 = 4, die 2 = 3. Think or say 4 and count 5, 6, 7).

As the task becomes more complicated an instructional object can be thought of as becoming a scoring guide or rubric. One example is the use of scoring guides or rubrics with Six or more Traits Writing as instructional objectives.

Behavioral objectives

Were origninally used for changing or developing behavior when the philosophy was that only obsewrvable behavior could be measured, therefore what happened inside the brain was irrelevant. To list ... To write .... To state... Today these may be also be called performance objectives.

Performance Objectives

Performance objectices have five components:

  1. what is done,
  2. who is to do it,
  3. when is it to be done,
  4. what level of proficiency, and
  5. with what.
  • Given paper and pencil the student will write solutions for 30 basic facts of addition in less than one minute, with 100% accuracy, by Friday the 13th.
  • After reading the story the student will write answers to five literal comprehension questions by recall or rereading the story within the class period on Friday 13, 2013, with 80% accuracy.

Expressive objectives

Are used to personalize instruction to meet a wide range of possible outcomes.

  • The student will go on a nature walk and record observations of three organisms they choose.

Domain Referenced Objectives

Are objectives that relate to one or more of the three general domains of learning.

  1. cognitive;
  2. affective and;
  3. psychomotor.

All activities involve all, however not all are usually identified depending on the instructional focus. Which is usually cognitive. Hence, the popularity of Bloom's taxonomy when domains are usually referenced.

See taxonomies information.

See samples of literature objectives and concepts.

See information and examples of facts, concepts, and generalizations.


Dr. Robert Sweetland's Notes ©