Goals

and
Objectives
 Goals
• General statements concerning desirable
and attainable program purposes and
aims based on perceived language and
situation needs (Brown 1995).
 Goals
• Goals are broad, generalized statements
about what is to be learned. Think of
them as a target to be reached, or "hit."
 OBJECTIVES
• Objectives are tools we use to make
sure you reach our goals.
• They are the arrows you shoot towards
your target (goal).
 Units of Progression
Goals
Objective 1 Objective 2

Objective 3 Goal Objective 1 Objective 2 Objective 3

Graves, 2000
 SMART OBJECTIVES
Objective should be defined clearly: Who is involved? What do I want to accomplish?
S SPECIFIC Why am I doing this? What are the requirements/constraints?

The progress should be tracked and the outcome could be measured: How much,
M MEASURABLE how many, how will I know when my goal is accomplished?

A ACHIEVABLE
Objective should be reasonable enough to be accomplished.
It should not be out of reach or below standard performance.

R RELEVANT Objective should be realistic and it should meet the needs:

Is my objective consistent with my goal(s)?.

T TIME-BOUND Objective should have a time limit:

I will complete this step in a month/day/year.
 Examples of Goals and Objectives
GOAL
• To develop the students’ ability to read more
comprehensibly and effectively.
OBJECTIVES
• To develop effective strategies for dealing with unknown
words.
• To be able to distinguish fact from opinion.
• To build confidence in dealing with a wide range of texts
(different genres)
 Which is which?
By the end of the course, the students will be able to:
1. Understand conversational English.
2. Correctly underline sentence that function as examples within 600
word passages of 11th grade level on general science topics three
out of four times.
3. Develop oral language skills that will prepare them to participate
in class discussions, make oral presentation before an audience,
and respond to questions, as well as continue to improve through
self-evaluation of speech.
4. Find and write down the library call numbers for 10 books found
in the card catalog when supplied with only the authors and title
with 90 percent accuracy.
 Common Types of Objectives
Physical skills: actions which demonstrate the fine or
Psychomotor gross motor skills, e.g. use of precision instruments or the
use of the body in dance or athletic performance

This includes knowledge or information recall,

Cognitive comprehension or conceptual understanding, the
ability to apply knowledge ..(Bloom’s Taxonomy)

Affective attitudes, appreciations, relationships

 Which is which?
Psychomotor? Cognitive ? Affective?
1. Given a description of a planet, the student will be able to identify
that planet, as demonstrated verbally or in writing.
2. The student will be able to ride a two-wheel bicycle without
assistance and without pause as demonstrated in gym class.
3. 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.
4. The student will be able to evaluate the different theories of the
origin of the solar system .
 ABCD of OBJECTIVES
A AUDIENCE Who? Who is this aimed at?

B BEHAVIOUR What? What do you expect them to be able to do?

How? Under what circumstances will the learning occur?

C CONDITION
What will the student be given to accomplish the learning?

How much? Must a specific set of criteria be met? Do

D DEGREE you want total mastery (100%), do you want them to
respond correctly 80% of the time, etc.
 CHUNK THE OBJECTIVE
"Given examples and non-examples of constructivist
activities in a college classroom, the student will be
able to accurately identify the constructivist examples
and explain why each example is or isn't a
constructivist activity in 20 words or less." COLOUR CODES
Audience - Green
Behavior - Red
Condition - Blue
Degree - Pink
 CHUNK THE OBJECTIVE
Cognitive
"Given examples and non-examples of constructivist
activities in a college classroom, the student will be
able to accurately identify the constructivist examples
and explain why each example is or isn't a
constructivist activity in 20 words or less." COLOUR CODES
Audience - Green
Behavior - Red
Condition - Blue
Degree - Pink
 CHUNK THE OBJECTIVE
1. Given a standard balance beam raised to a standard height, the student (attired in standard
balance beam usage attire) will be able to walk the entire length of the balance beam (from
one end to the other) steadily, without falling off, and within a six second time span."
2. "Given a sentence written in the past or present tense, the student will be able to re-write the
sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her
yesterday.)."
3. "Given two cartoon characters of the student's choice, the student will be able to list five
major personality traits of each of the two characters, combine these traits (either by melding
traits together, multiplying together complimentary traits, or negating opposing traits) into a
composite character, and develop a short (no more than 20 frames) storyboard for a cartoon
that illustrates three to five of the major personality traits of the composite character."
4. "Given the opportunity to work in a team with several people of different races, the student
will demonstrate a positive increase in attitude towards non-discrimination of race, as
measured by a checklist utilized/completed by non-team members."

Audience – Green Behavior – Red Condition – Blue Degree - Pink

 OBJECTIVES IN A NUTSHELL
• Objectives are specific, measurable, short-term, observable student behaviors.

• Objectives are the foundation upon which you can build lessons and
assessments that you can meet your overall course or lesson goals.
• The purpose of objectives is not to restrict spontaneity or constrain the vision
of education in the discipline.

• Different archers have different styles, so do different teachers. Thus, you can
shoot your arrows (objectives) many ways. The important thing is that they
reach your target (goals) and score that bulls eye!