Definitions of Educational Terms: Aims, Goals, Objectives, Outcome, Output, Benchmarch, Standard, Competency.

1. Presented by Hiba Armouche

2. Aims
Goals
Objectives
Outcomes
Output
Standards
Benchmarks
Competencies

3. Sequencing Aims, Goals,
and Objectives
AGO
Aim
Goal 1 Goal 2
Objective
1.1
Objective
1.2
Objective
2.2
Objective
2.3
Objective
2.1

4.  An aim means foresight in advance of
the end or possible termination.
 Aims are general statements that provide
direction or intent to educational action.
 Aims are generally written in amorphous terms using
the words know, appreciate, understand...
and these are not directly measurable.

5. 1- Educate students who can communicate effectively
2- Educate students who work well as members of teams.
3- Educate students who are skilled in analysis and
critical thinking.
4- Educate children who are flexible in face of change.

6.  Usually the translation from aims to goals is made
in the context of subject matter disciplines for
example in mathematics, language, science, and
other subjects.
 Goals are statements of educational
intentions which are more specific
than aims.
 Goals are linked to the course description
e.g. it tells what the course is about.

7. Goals
The goal of a
learning activity
is like a target.

8.  An objective describes an intended result of instruction,
rather than the process of instruction itself.
 An objective is a description of a performance you
want learners to be able to exhibit before you consider
them competent.
 Behaviors for educational objectives fall into three categories,
called domains.
 Specific measurable objectives tell what the learner will be
able to do upon successful completion of the course
(Begin with the end in mind).

9. 1 - Cognitive domain : Dealing with intellectual abilities.
2- Affective domain : Relating to the expression of feelings.
3- Psychomotor domain: The easiest objectives to write
as the behavior is easily observed and monitored.

10. On a paper and pencil test, students
will add fractions with different
denominators up to 12, with at least
80% accuracy.

11. Objectives
The objectives
are the arrows
that help the
learner reach
the target and
demonstrate
mastery.

12. How Are goals and objectives
Different?
Goals Objectives
Broad statements Specific
General intentions. Precise
Intangible Tangible
Abstract Concrete
Generally hard to measure. Measurable

13.  Standard is a level or degrees of quality which is
considered acceptable.
 Standards are guidelines that serve multiple
purposes in education.
 Standards are the what of education while
curriculum and instruction are the how.
 Standards provide an accessible roadmap for teachers,
parents, and students.
 Standards are helpful criteria to evaluate the quality
of academic programs and instructions.

14.  Benchmarks provide detail in identifying the knowledge
and skills that students should acquire in the classroom.
 Benchmarks provide a learning target for a span
of grades.
While standards are broad definitions, the supporting
benchmarks provide detail in identifying the knowledge and
skills that students should acquire in the classroom.

15.  Standards in Math
2 – Students can understand and apply concepts
in estimation.
3- Students can solve a variety of math problems.
1- Students can understand and apply a variety of math
concepts.

16.  Grade 3 – 5 Benchmarks in Math
1- Students can understand and apply a variety of math concepts.
A- Students can understand and apply number
properties and operations.
B- Students can understand and apply concepts
in geometry.
C- Students can understand and apply concepts
in measurement.

17. 2- Students can understand and apply concepts of estimation.
A – Students can understand and apply concepts
and procedures of standard rounding,
order of magnitude, and number sense.

18. Outcomes and Outputs
 An outcome is a final product or end result; consequence;
issue; result.
 An outcome is a level of performance or achievement
 Outcomes are the actual impacts, benefits or changes
to your students, usually stated in terms of new knowledge,
skills or behaviors.
 It is a level of performance or achievement. It may be
associated with the process of the output.

19.  Processes deliver outputs. What pops out of the end
of a process is an output. It is usually stated as a
number.
 Outputs are measures of the volume of a project's activity:
products created or delivered, people served, activities and
services carried out; the "things" of a project. They are almost
always expressed in numerical formats.

20. Outcomes are the "people" part of
the project. What was the change
or benefit to people because of the
outputs. They are almost always
expressed as a statement of change
or benefit to your target.

21. 1 - At the end of an activity or a course, students will
demonstrate information literacy skills.

22.  Competencies are the outcome
of integrated learning experiences,
in which skills, abilities, and
knowledge are focused on the
performance of a task.

23. Examples
1- The teacher knows the ways in which learning takes
place, and knows the appropriate levels of intellectual,
physical, and emotional development of the students
he/she teaches.
2-The teacher Knows the history of his/her discipline.
3-The teacher knows the specific uses of technology in
his/her discipline.

24. 5- The teacher uses a variety of methods to teach
students, including cooperative learning techniques,
to promote content knowledge, critical thinking, and
problem-solving skills.
4- The teacher practices effective classroom
management (Pedagogical skill).

25.  Aim can be defined as the thing that you hope to achieve
by doing something.
 Goals are statements of educational intention which
are more specific than aims.
 Objectives represent the aspirations or what is
intended to be achieved.

26. Aim Goal Objective Outcome
What is
intended to
achieve
What is
intended to
achieve
What is
intended to
achieve
What is
achieved
Summary

27. An objective is a measurable, observable
behavior of less than a day's duration; a
goal is the outcome of a series of
successfully completed objectives
possibly measured over a series of days;
while an aim is an expression of a
long-term purpose, usually over the
course of one or more years.

28. Objectives represent the aspirations or what is
intended to be achieved
Learning outcomes represent what is achieved and
assessed at the end of a course of study. Outcomes
are the actual impacts, benefits or changes to your
students. usually stated in terms of new knowledge,
skills, behaviors
Processes deliver outputs. What pops out of the end of
a process is an output. It is usually stated as a number.

29.  Standards are guidelines that serve
multiple purposes in education.
 Benchmarks provide a
learning target for a span of grades.

30.  Competencies are the outcome of integrated
learning experiences, in which skills, abilities,
and knowledge are focused on the
performance of a task.

31. Thank You