ERIC Number: ED069732
Record Type: RIE
Publication Date: 1971-Nov
Reference Count: 0
Beyond Behavioral Objectives.
Wight, Albert R.
Some of the problems and arguments related to behavioral objectives are examined, and a modified approach to objectives and measurements that, it is hoped, will be acceptable to both behaviorists and humanists is suggested. The following reasons for opposition to behavioral objectives are explored: (1) meaningful objectives are often discarded because of difficulty in stating them as measurable outcomes; (2) there is confusion of the indicator with the objective; (3) emphasis is on the indicator rather than the goal; (4) there are restrictions on teacher strategy and measurement; (5) pre-determined tasks result in negative student attitude, and (6) measurements exclude self-evaluation and responsibility. An alternative program in which objectives and measurements are treated separately offers the following advantages: (1) objectives can be expanded and defined as necessary for clarification; (2) objectives relevant to student interest are more appealing; (3) measurements are quite likely to be more relevant and less aversive to students; (4) it is easier to see the relationship between the measurement and the objective; (5) objectives do not restrict the teacher or student in selection of learning strategies; (6) more flexibility is allowed in measurement; and (7) opportunities can be capitalized on more easily. (For related documents, see TM 002 183, 185-186.) (AL)
Descriptors: Affective Objectives, Behavioral Objectives, Data Collection, Educational Objectives, Evaluation Criteria, Measurement Techniques, Performance Tests, Student Evaluation, Student Participation
Interstate Educational Resource Service Center, 710 East Second South, Salt Lake City, Utah 84102
Publication Type: N/A
Education Level: N/A
Authoring Institution: Interstate Educational Resource Service Center, Salt Lake City, UT.