ABSTRACT
A perusal of many of the texts relating to learning objectives (or, as they are alternatively named, behavioural or performance objectives) indicates that there is now a standardized nomenclature which differentiates sharply the three concepts of aims, goals and objectives.
Aims are general statements representing ideals or aspirations. Thus, the Schools Council defined the aim of humanities teaching as ‘to forward understanding, discrimination and judgement in the human field’. The Business and Technician Education Council (BTEC) described its fundamental aim as ensuring ‘that students on BTEC courses develop the necessary competence in their careers in their own, employers’ and the national interest’. The National Research Council (USA), in its 1989 report 2 on mathematics education, hoped to achieve the aims of ‘making mathematics education significant for all Americans’ and ‘improving significantly students’ mathematical achievement’.
Goals described the actual ‘destination’ of learning, in general terms. Thus the goal of BTEC (in relation to its aim outlined above) is the provision of a series of appropriate courses leading to BTEC awards.
Objectives are statements, often of a quantifiable, operational nature, indicating events from which mastery of desired activities may be correctly inferred. An objective is defined by Mager as ‘an intent communicated by a statement describing a proposed change in a learner – a statement of what the learner is to be like when he has successfully completed a learning experience. It is a description of a pattern of behaviour we want the learner to be able to demonstrate’. 3
