FORMULATION OF SPECIFIC OBJECTIVES IN BEHAVIORAL TERMS

Presented by sanjay singh

INTRODUCTION

Instructional objectives are not the same as "instructor goals". which tell what the instructor intends to do; nor are they the same as "course goals", which are general statements telling about the course.
Behavioural objectives are much more specific and are student centred. It is unfortunate if what an instructor states as goals and that which the same instructor does (implementation of tests and implied objectives) are two separate matters, because it creates an unwanted dichotomy that confuses students Objectives are specific, outcome based, measurable and describe the learners behavior after instruction..

.. Specific

Outcome based

Objectives are very specific. This means that they should describe precisely what the learner is expected to do. Objectives are outcome based. This means that the objective is going to state what the learner should be able to do after the instruction is complete. The process of how the instruction happens is not considered in an objective.

. Measurable

Objectives are measurable. This means that objectives should describe learning outcomes that can be measured; objectives should be seen or heard.
Objectives describe student behaviors. This means that objectives should relate what the student should be able to do after the instruction.

.....Describe student behavior

TO ACQUIRE THE KNOWLEDGE OF FACTS, TERMS, CONCEPTS ETC. IN COMMERCE

SPECIFICATION OF OBJECTIVE: To demonstrate the achievement of above objective, the pupil: i. Recalls facts, terms, concepts, principles etc. in commerce. ii. Recognizes facts, terms, trends etc. in commerce. iii. Reads information from various forms of representation of data i.e. maps, charts, diagrams, graphs etc. in commerce

TO DEVELOP AN UNDERSTANDING OF FACTS, ASSUMPTIONS, HYPOTHESES, ETC. IN COMMERCE

SPECIFICATION OF OBJECTIVE: To
demonstrate the achievement of above objective, the pupil:
Classifies Compares and contrasts. Identifies relationships. Cites illustrations. Detect errors and corrects them. Explains. Give reasons or advances arguments. Interprets data presented in different forms

i. ii.

iii.
iv. v. vi. vii. viii.

TO APPLY THE ACQUIRED KNOWLEDGE AND ITS UNDERSTANDING TO UNFAMILIAR SITUATIONS

SPECIFICATION OF OBJECTIVE: To demonstrate the

achievement of the above objective, the pupil: Analyses the unfamiliar situations or problems and: Finds out what is given and what is required. Recalls knowledge relevant to the situation. Judges the sufficiency or insufficiency, adequacy or inadequacy of data or any other evidence for solving the problem. Establishes relationships. Suggests alternative methods for solving a particular problem. Selects the most appropriate method of attack. Draws inferences and make generalizations. Makes predictions regarding the probable outcome of a given situation.

i.

ii. iii. iv.

v.
vi.

TO ACQUIRE PRACTICAL SKILLS ESSENTIAL FOR THE STUDY OF COMMERCE SPECIFICATION OF OBJECTIVE: TO demonstrate the achievement of above objective, the pupil: i. Draw maps, charts, tables, diagrams, graphs etc. from the given data. ii. Translates data from one form of presentation to another. iii. Prepares models

TO DEVELOP INTEREST IN THE SUBJECT AND PROBLEM RELATED TO COMMERCE

SPECIFICATION OF OBJECTIVE: To demonstrate the

achievement of above objective, the pupil: Voluntarily studies literature related to commerce and tries to know about the inherent issues and problems. Closely observes commercial processes and changes at local, national and international levels. Participates in excursions, visits and field trips to places of commercial activities ( e.g. chambers of commerce etc.) Enjoys attending and participating in debates, discussions on commercial problems. Enjoys writing articles and preparing pamphlets, brochures, etc. on topics related to commerce.

i.

ii.

iii.

iv.

v.