The objective requires the learner to apply learned knowledge and procedures to complete a practical task. Changing the oil in a car requires more than recalling information: the learner must select and use tools, perform the correct sequence of steps, and successfully complete the procedure within a specified performance standard.
In the traditional Bloom's taxonomy, Application involves using learned information, principles, procedures, or methods in an actual or new situation. Knowledge focuses primarily on recall of facts or information. Synthesis requires combining elements to create a new structure or product, while Evaluation involves judging information, approaches, or outcomes according to established criteria.
The objective is also well structured because it includes an observable behavior—changing the oil—conditions or resources—using necessary tools—and a measurable performance criterion—completion in less than one hour. These characteristics make it possible to assess the learner directly.
For instructional designers, aligning objective verbs with the required level of cognition is essential because the instructional activity and assessment should require learners to demonstrate the same type of performance described in the objective.
Study Guide Topics: Instructional Design; Bloom's taxonomy; application; learning objectives; performance assessment.
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