CRITERIA FOR WRITING INSTRUCTIONAL OBJECTIVES (SIO and GIO)

GENERAL INSTRUCTIONAL OBJECTIVE (GIO)

It is based on Entry and Terminal behaviour.

Criteria for writing GIO:

1.      The statement of objective should contain non-active verb:

                  For Example: 

                        1. The pupil acquires the knowledge of the structure of the flower.

2. The pupil applies the knowledge to classify flowers based on sex, size, shape, colours, etc.

                        3. The pupil develops the skills of drawing and labeling.

Here the verbs ‘acquires’, ‘applies’, and ’develops’ are non-active verbs which we cannot measure or observe directly. 

2.      The statement should indicate a worthwhile objective:

By worthwhile/valuable objective what we mean is that the objectives is directed towards desirable progressive changes and could be achieved by way of teaching.

3.      The statement should be in the form of student’s achievement and not in the form of teacher’s intention/purpose:

For Example, it is not advisable to write: ‘To develop understanding about functions of various parts of flower among the pupil’. It is better to write as “The pupil develops the understanding about functions of various parts of the flower” 

4.      The objective should be written in the form of the achievement of every single learner and not in the form of achievement of a group of learners:

For Example, it is advisable to write as “The pupils develop the skills of drawing and labeling”. Instead of it is better to write as “The pupil develops the skills of drawing and labeling”.

5.      The statement of objective should contain only one ability to be developed or achieved or modified:

For Example, to write ‘the pupil acquires and applies his knowledge to classify the flowers’ is wrong usage. A better version of it is:

                        1. The pupil acquires the knowledge of the structure of the flower.

2. The pupil applies the knowledge to classify flowers based on sex, size, shape, colours, etc.

SPECIFIC INSTRUCTIONAL OBJECTIVE (SIO)

It refers to the observable and measurable behavioural changes as a result of realizing an objective. It is also called performance objective, behavioural objective, and measurable objectives. It is the behavioural modification part. The specific instructional objectives are written in behavioural terms / for behavioural modification.

Criteria for writing GIO:

1.      The statement of specification should contain an action verb:

                  For Example:

                        1.  The pupil recalls the parts of the flower.

      2.  The pupil identifies the main parts of flower

Here the verbs ‘recalls’, and ‘identifies’ are active verbs which we can measure or observe directly. 

2.  The statement of specification should contain two parts: Modification      part and Content part:

         For Example, in the specific objective, the pupil recalls the function of the flower; recalls is the modification part and function of the flower is the content part.

3.   The other criteria which are applicable to statement of GIO are applicable here also:

      They are:

a.      The statement of specification should indicate a worthwhile/valuable specification.

b.      The statement of specification should be in the form of pupil’s achievement.

c.       The statement of specification should be written in the form of the achievement of every single learner.

d.     The specification should contain only one behaviour to be developed or modified.

e.      The statement of specification should reflect the general characteristics warranted/necessary namely specificity, observability and measurability. 

SPECIFIED BEHAVIOURAL PART WORDS

Knowledge: recalls, recognizes, knows, reminds, states, shows, observes, remembers, memorizes, identifies, recollects, defines, etc.

Understanding: grasps, understands, comprehends, distinguishes, selects, isolates, detects, compares, illustrates, realizes the importance, explains, extends, sees the relationship, observe the differences, gives examples, rewrites, matches, interprets, classifies, rectifies, verifies, identifies the relationship, locates, contrasts, enumerates, explains, describes, prepares, generalizes, comprehends, figure outs, relates, find outs, categorizes, sees, discovers, etc.

Application: gives reason, applies, infers, computes, predicts, calculates, suggests, demonstrates, modifies, uses, solves, workouts, adopts, evaluates, estimates, criticizes, justifies, utilizes, concludes, operates, analyses, syntheses, recites, discusses, displays, etc.

Skill: draws, constructs, dissects, appreciates, skills, writes, judges, concludes, fastens, fixes, grinds, heats, mixes, mends, measures, makes, builds, creates, expresses, detects, discovers, designs, tells, listens, practices, acts, reads, speaks, prepares, solves, respects, organizes, collects, admires, produces, generates, assembles, manufactures, formulates, senses, composes, crafts, etc.