Quiz - Objective Man

Making a course objective measurable is indeed one of the challenges in creating a good objective. Measurable objectives are important as they allow for clear assessment and evaluation of student progress. By making objectives measurable, educators can effectively track and measure student performance, identify areas of improvement, and ensure that learning outcomes are achieved. Without measurable objectives, it becomes difficult to determine the effectiveness of the course and the extent to which students have achieved the desired learning outcomes.

Objectives serve as a guide for instructors to assess whether learners have achieved the desired learning outcomes. By setting clear objectives, instructors can determine if learners have successfully grasped the concepts and skills that were intended to be taught. This allows for effective evaluation and feedback, ensuring that the instructional goals have been met. Therefore, the statement that objectives are important in helping the instructor determine whether the learner has learned what they have tried to teach is true.

The statement is true because the affective domain refers to the emotional aspect of learning, which includes beliefs, attitudes, and values. This domain focuses on the learner's feelings, motivations, and emotions related to the subject matter. It involves the development of empathy, appreciation, and ethical responsibility. Therefore, the affective domain is indeed associated with behavior related to beliefs, attitudes, and values that have an emotional component.

Comprehension is not a physiological process but rather a cognitive process. It involves understanding and interpreting information, not just recalling and remembering it. Therefore, the statement that comprehension is a physiological process is incorrect.

The statement suggests that it is easier to write and measure learning in the affective domain compared to the cognitive domain. However, this is incorrect. In reality, it is easier to write and measure learning in the cognitive domain as it deals with knowledge, comprehension, and critical thinking skills that can be objectively assessed through tests, quizzes, and other forms of assessment. On the other hand, the affective domain focuses on attitudes, values, and emotions which are subjective and more challenging to measure accurately. Therefore, the correct answer is false.

The statement suggests that objectives are important for learners, but they should not receive objectives that clearly communicate what they are expected to know and do with the course material. However, this goes against the basic principles of instructional design, which emphasize the importance of clearly defined objectives to guide the learning process. Therefore, the correct answer is False.

The phrase "same sterile urine specimen" does not directly relate to any of the options provided. However, the term "result/product of performance" refers to the outcome or end product of a particular behavior or action. In this context, it can be inferred that the "same sterile urine specimen" is the result or product of a specific performance, possibly in a medical or laboratory setting.

The correct answer is "behavior to be employed/ performed". This answer aligns with the phrase "Demonstrate straight cauterization" in the question. It suggests that the expected outcome of the demonstration is the behavior of straight cauterization, which involves the use or performance of a specific technique or action. The other options, such as "expected degree of attainment" or "intended learner," do not directly relate to the act of demonstrating a behavior.

The given statement is incorrect. Verbs such as adjust, compute, demonstrate, generate, and prone are actually useful in writing objectives of the cognitive domain (application), not synthesis. Synthesis objectives involve creating something new by combining or rearranging existing elements, while application objectives involve using knowledge or skills in new situations.

Verbs such as choose, commit, defend, explain, influence, integrate, and resolve are indeed useful in formulating objectives of the affective domain. These verbs are action-oriented and can be used to describe the desired behaviors, attitudes, and values that individuals should develop in this domain. By using these verbs, educators can clearly articulate the intended outcomes and guide the learning process to foster affective growth and development.

Bloom did not develop taxonomy on educational objectives in 1894. Benjamin Bloom actually developed the taxonomy known as Bloom's Taxonomy in the 1950s. This taxonomy categorizes educational objectives into three domains: cognitive, affective, and psychomotor. Therefore, the correct answer is False.

The term "intended learner" refers to the person or group of people for whom a particular behavior or action is intended. In this context, it suggests that Gu Jun Pyo, MD is considering who the target audience or recipient of his behavior or actions will be. It implies that he is taking into account the specific needs, characteristics, or preferences of the intended learner when determining how to perform or employ a particular behavior.

The correct answer is "expected degree of attainment". This means that performing excellently refers to the level of achievement or success that is anticipated or expected. It is a measure of the desired outcome or result that is aimed for in a particular behavior or performance.

The expected degree of attainment, result/product of performance, intended learner, and behavior to be employed/performed all refer to different aspects of a task or activity. However, the "condition under which the behavior is to be performed" specifically refers to the specific circumstances or environment in which the behavior or task should take place. This could include factors such as time constraints, location, resources available, or any other conditions that are necessary for the behavior to be carried out effectively.

The statement is false because "classify, discuss, estimate, explain, rephrase, and summarize" are not behavioral verbs. They are actually cognitive processes that can be used to achieve the objectives of the cognitive domain. Behavioral verbs are action words that describe observable behaviors, such as "identify," "list," "demonstrate," etc.