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Component of the curriculum: AIMS, GOALS, and OBJECTIVE

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Needs analysis refer to the activities involved in gathering information that will serve as the basis for the developing a curriculum that will meet the learning needs of particular group of students. One way to use this information is to apply what has been learned in the need analysis for the formulating of program goals and objectives.

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Aims are general statement that provides direction or intent to educational actions. Aims are usually written in amorphous terms using words like: learn, know, understand, appreciate and these are not directly measurable. Aims may serve as organizing principles of educational direction for more than one grade.

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There are definitions of the goals, namely:

1. Goals are general statements of the program’s purposes.

2. Goals should usually focus on what the program hopes to accomplish in the future, and particularly on what the students should be able to do when they leave the program.

3. Goals can serve as one basis for developing more precise and observable objectives.

4. Goals should never be viewed as permanent, that is, they should never become set in cement.

Goals are broad statements of what the students will be able to do when they have completed the course. A curriculum will often be organized around the goals of the program. Thus the goals and syllabuses of a program may be related

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Instructional objectives will be defined here as specific statements that describe the particular knowledge, behaviors, and / or skill that the learner will be expected to know perform at the end of a course or program.
Instructional objectives are specific, measurable, short-term, observable student behaviors to ensure your students to reach your goals.

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the following are more like curriculum goals or instructional goals:
By the end of the course, the student will be able to:

1. Understanding conversational English.

2. Correctly underline sentences that function as examples within 600 word passages of 11th grade reading 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 presentations 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 author and title with 90% accuracy.

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They are specific because they have the three essential characteristics, that is, they include three components:

1. Performance (what the learner will be able to do)

2. Conditions (important conditions under which the performance is expected to occur)

3. Criterion (the quality or level of performance that will be considered acceptable)

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Three type of Objective according to Bixler

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Three type of Objective according to Bixler

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Cognitive

This includes knowledge or information recall, comprehension or conceptual understanding, the ability to apply knowledge, the ability to analyze a situation, the ability to synthesize information from a given situation, and the ability to evaluate a given situation.

Affective

Affective refers to attitudes, appreciations and relationships among others.

Psychomotor

Psychomotor dealt with physical skills.

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Objectives should specify four main things:

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Objectives should specify four main things:

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1. Audience - Who? Who is this aimed at?

2. Behavior - What? What do you expect them to be able to do? Use action verbs to describe an overt, observable behavior.

3. Condition - How? Under what circumstances will the learning occur?

4. Degree - How much?

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Goals and objectives are very important because they do the following:

1. Help direct the choice of curricular contents and the assignment of relative priorities to various components of curriculum.

2. Suggest what learning methods will be most effective.

3. Enable evaluation of learners and the curriculum. Thus, permitting demonstration of the effectiveness of curriculum.

4. Suggest what evaluation methods are appropriate.

5. Clearly communicate to other such as learners, faculty, program directors, department chairs, and individual from other institution.

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Goals and objectives create the foundation for lesson plans. If they are written well, an instructor will have an effective and meaningful structure for discussion, activities, and assessment. Goals and objectives serve as a reminder that teaching is not an end in itself, but the means to an end.