This is Set 2 of 60 in the smartvidya question bank on Teaching Aptitude (UGC NET Paper 1, Unit I). Part I: Teaching: concept, objectives and levels. This set covers Aims, goals and objectives; general and specific instructional objectives.
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Set 2: Objectives of Teaching
1. Which of the following is the broadest and most long-term statement of educational intent?
(a) Aim
(b) Learning outcome of a single lesson
(c) Specific objective
(d) Behavioural objective
Ans. (a) Aim — Explanation: Aims are broad, long-term and philosophical; goals and objectives become progressively narrower and more specific. [Ref: Aims, goals and objectives]
2. The correct order from the broadest to the most specific is
(a) goals, aims, objectives
(b) aims, goals, objectives
(c) objectives, goals, aims
(d) objectives, aims, goals
Ans. (b) aims, goals, objectives — Explanation: Aims are the widest statements, goals are narrower, and objectives are the most specific and measurable. [Ref: Aims, goals and objectives]
3. Instructional objectives should be stated in terms of
(a) textbook chapters
(b) teacher's activities
(c) topics to be covered
(d) expected learner behaviour
Ans. (d) expected learner behaviour — Explanation: Instructional objectives describe what the learner should be able to do after instruction, so they are written in terms of learner behaviour. [Ref: Writing instructional objectives]
4. Which verb is most suitable for writing a behavioural objective?
(a) Understand
(b) Know
(c) List
(d) Appreciate
Ans. (c) List — Explanation: Action verbs such as list, identify or calculate describe observable behaviour; words like understand or know are vague and hard to measure. [Ref: Writing instructional objectives]
5. The approach to writing objectives that insists on observable and measurable learner behaviour was popularised by
(a) Jean Piaget
(b) Robert F. Mager
(c) Rabindranath Tagore
(d) Maria Montessori
Ans. (b) Robert F. Mager — Explanation: Robert Mager's book "Preparing Instructional Objectives" (1962) stressed objectives that state observable performance, conditions and criteria. [Ref: Mager (1962)]
6. According to Mager, a well-stated objective has three parts, namely
(a) aim, goal and purpose
(b) input, process and output
(c) performance, condition and criterion
(d) content, method and aid
Ans. (c) performance, condition and criterion — Explanation: Mager's objectives state what the learner will do, under what conditions, and to what standard of acceptable performance. [Ref: Mager (1962)]
7. "Given a map of India, the student will mark ten state capitals correctly within five minutes." The phrase "within five minutes" is the
(a) performance
(b) condition
(c) aim
(d) criterion
Ans. (d) criterion — Explanation: The criterion sets the standard of acceptable performance, here a time limit and accuracy; "given a map" is the condition. [Ref: Mager (1962)]
8. The three domains of educational objectives are
(a) physical, mental and spiritual
(b) individual, social and national
(c) oral, written and practical
(d) cognitive, affective and psychomotor
Ans. (d) cognitive, affective and psychomotor — Explanation: Bloom and his associates classified objectives into the cognitive (knowing), affective (feeling) and psychomotor (doing) domains. [Ref: Taxonomy of educational objectives]
9. Developing a positive attitude towards the environment is an objective of the
(a) affective domain
(b) perceptual domain
(c) cognitive domain
(d) psychomotor domain
Ans. (a) affective domain — Explanation: Attitudes, values, interests and appreciation belong to the affective domain. [Ref: Taxonomy of educational objectives]
10. The ability to draw a neat diagram of the heart falls mainly under the
(a) psychomotor domain
(b) cognitive domain
(c) social domain
(d) affective domain
Ans. (a) psychomotor domain — Explanation: Drawing is a skill involving coordination of hand and eye, so it belongs to the psychomotor domain. [Ref: Taxonomy of educational objectives]
11. Recalling the date of an important historical event is an objective of the
(a) cognitive domain
(b) affective domain
(c) conative domain
(d) psychomotor domain
Ans. (a) cognitive domain — Explanation: Recall of facts is the knowledge (remembering) level of the cognitive domain. [Ref: Taxonomy of educational objectives]
12. General instructional objectives differ from specific learning outcomes in that general objectives
(a) are written only for the affective domain
(b) have no relation to the curriculum
(c) are broader and are broken down into specific observable outcomes
(d) are always measured directly by a single test item
Ans. (c) are broader and are broken down into specific observable outcomes — Explanation: Following Gronlund, a general objective such as "understands concepts" is clarified through specific outcomes like "defines", "explains" or "gives examples". [Ref: Gronlund, stating objectives]
13. Which of these is a well-written specific learning outcome?
(a) The student will calculate the area of a triangle from its base and height
(b) The student will really understand triangles
(c) The teacher will explain triangles
(d) The student will appreciate the beauty of geometry fully
Ans. (a) The student will calculate the area of a triangle from its base and height — Explanation: It names an observable action (calculate) by the learner and the content, so it can be assessed directly. [Ref: Writing instructional objectives]
14. The main purpose of stating objectives before teaching is to
(a) impress the inspecting officer
(b) guide the selection of content, methods and evaluation
(c) fill the lesson plan format
(d) reduce the teacher's workload
Ans. (b) guide the selection of content, methods and evaluation — Explanation: Clear objectives give direction to the choice of learning experiences, teaching methods and assessment tools. [Ref: Importance of objectives]
15. Objectives, learning experiences and evaluation are related in such a way that
(a) objectives are framed after the examination
(b) each depends on and influences the other two
(c) learning experiences are chosen after evaluation only
(d) evaluation is independent of objectives
Ans. (b) each depends on and influences the other two — Explanation: In the tri-polar view, objectives decide learning experiences, and evaluation checks whether objectives are attained, which in turn improves the other two. [Ref: Bloom's tri-polar view of education]
16. An objective such as "to develop scientific temper among students" is best described as
(a) a criterion of performance
(b) a specific behavioural objective
(c) a test item
(d) a general educational goal
Ans. (d) a general educational goal — Explanation: Scientific temper is a broad, long-term goal; it needs to be broken into specific observable outcomes for classroom teaching. [Ref: Aims, goals and objectives]
17. Which of the following is an example of a nurturant (indirect) effect of teaching?
(a) Copying notes from the board
(b) Solving the exercise given in the textbook
(c) Development of cooperation through group work
(d) Memorising the formula taught in class
Ans. (c) Development of cooperation through group work — Explanation: Nurturant effects arise indirectly from the learning environment, such as cooperation or independence, while instructional effects are the direct targets of the lesson. [Ref: Joyce and Weil, Models of Teaching]
18. "The student will appreciate classical music" is a poorly framed behavioural objective mainly because
(a) it belongs to the psychomotor domain
(b) "appreciate" is not directly observable
(c) music cannot be taught
(d) it has a time limit
Ans. (b) "appreciate" is not directly observable — Explanation: Affective objectives need observable indicators, such as "chooses to listen" or "discusses features", to be assessed. [Ref: Writing instructional objectives]
19. The term "entering behaviour" refers to
(a) the final achievement after the course
(b) what the learner already knows and can do before instruction
(c) the admission procedure of the institution
(d) how students enter the classroom
Ans. (b) what the learner already knows and can do before instruction — Explanation: Entering behaviour is the learner's prior knowledge, skills and readiness, which the teacher must assess before planning instruction. [Ref: Glaser's basic teaching model]
20. Robert Glaser's Basic Teaching Model has four components. Which of the following is one of them?
(a) Merit list
(b) Admission test
(c) Annual report
(d) Instructional objectives
Ans. (d) Instructional objectives — Explanation: Glaser's model comprises instructional objectives, entering behaviour, instructional procedures and performance assessment. [Ref: Glaser's basic teaching model]
21. The ultimate aim of teaching in a democracy is generally accepted to be
(a) producing clerks for offices
(b) passing examinations with high marks
(c) memorising textbooks
(d) all-round development of the learner's personality
Ans. (d) all-round development of the learner's personality — Explanation: Education commissions and policies stress holistic development, covering intellectual, social, emotional, physical and moral aspects. [Ref: Aims of education]
22. Outcome-based education (OBE) begins by
(a) selecting textbooks first
(b) conducting the final examination
(c) defining the outcomes students should achieve at the end of a programme
(d) fixing the timetable first
Ans. (c) defining the outcomes students should achieve at the end of a programme — Explanation: OBE works backwards from clearly defined programme and course outcomes to design teaching and assessment. [Ref: Outcome-based education]
23. Designing a course by first deciding the desired results, then the evidence of learning, and then the learning activities is called
(a) backward design
(b) spiral design
(c) linear programming
(d) forward chaining
Ans. (a) backward design — Explanation: Wiggins and McTighe's backward design moves from desired results to acceptable evidence and finally to learning experiences. [Ref: Wiggins and McTighe, Understanding by Design]
24. Specific objectives of a lesson are expected to be achieved
(a) only over the entire life of the learner
(b) only after the learner leaves the institution
(c) within the period or unit of instruction
(d) without any teaching
Ans. (c) within the period or unit of instruction — Explanation: Specific objectives are immediate and limited to a lesson or unit, whereas aims are long-term. [Ref: Aims, goals and objectives]
25. Which word in an objective indicates the highest cognitive demand?
(a) Recall
(b) Design
(c) Name
(d) Match
Ans. (b) Design — Explanation: Designing something new involves creating, the highest level of the revised Bloom's taxonomy; naming, recalling and matching are lower-level tasks. [Ref: Anderson and Krathwohl (2001)]
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These questions are prepared for practice from standard textbooks, the UGC NET Paper 1 syllabus and official sources on Indian education schemes. Check the latest notifications for dates and figures of government schemes before an examination.