TARGET SETTING

B. Appropriate Targets

1. Competencies, objectives, outcomes

2. Characteristics of objectives (SMARTER) - Specific, Measurable, Achievable, Relevant, Time-Bound, Efficient, and Result-oriented

3. Learning domains and taxonomies

• Cognitive - The cognitive domain aims to develop the mental skills and the acquisition of knowledge of the individual. The cognitive domain encompasses of six categories which include knowledge; comprehension; application; analysis; synthesis; and evaluation. Knowledge includes the ability of the learner to recall data or information. This is followed with comprehension. Which assesses the ability of the learner to understand the meaning of what is known. This is the case where a student is able to explain an existing theory in his or her own words (Anderson et al, 2011). This is followed by application which shows the ability of the student to use abstract knowledge in a new situation.

• Bloom's Taxonomy (Bloom, et al., 1964)

• Revised Bloom's Taxonomy (Anderson and Krathwohl, 2001)

• Affective - includes the feelings, emotions and attitudes of the individual. The categories of affective domain include receiving phenomena; responding to phenomena; valuing; organization; and characterization (Anderson et al, 2011). The sub domain of receiving phenomena creates the awareness of feelings and emotions. As well as the ability to utilize selected attention. This can include listening attentively to lessons in class. The next sub domain of responding to phenomena involves active participation of the learner in class or during group discussion (Cannon and Feinstein, 2005).

• Psychomotor - The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.