Creating learning outcomes & curriculum objectives is not a simple matter. In considering how objectives relate to curriculum, a variety of questions arise, including: (1) What exactly are objectives? (2) What should they be? (3) How are objectives defined & what are the implications of these different definitions? (4) What is the relationship between defining curricular objectives & the practice of teaching?
Some view objectives as a dangerous & ultimately damaging force. If objectives help us to plan & organize how can they be damaging to education? Elliot W. Eisner raises a variety of interesting questions about objectives. As you read Eisner’s article, consider the following questions: (1) What is Eisner’s thesis? (2) How does Eisner view Bobbitt’s idea of curriculum? (3) How does he feel about objectivity & reciprocity?
· EDUCATIONAL OBJECTIVES: HELP OR HINDRANCE? (1967) – ELLIOT W. EISNER – (The Curriculum Studies Reader #10)
In critiquing the idea of norm referencing, Popham, along with others, argued in favour of criterion-based referencing. He also wrote about behavioural objectives. (1) But what is the behavioural view of objectives & how do you feel about this perspective? (2) What does Popham say about precision & measurability? (3) What is Popham’s idea of post-instruction behaviour & how do you feel about this? (4) What is his idea of the taxonomies of educational objectives? (5) How does Popham feel about Bloom? (6) If you were sitting in a café talking to Eisner & Popham about curriculum theory, what would they have to say to one another?
· OBJECTIVES (1972) – W. JAMES POPHAM – (The Curriculum Studies Reader #9)
An additional article on the subject of objectives includes:
· The Use of Objectives in Curriculum Planning by Objectives (1975) – ROBERT L. WISE
