Objective is a point which one aims at reaching after certain amount of learning experience. It is derived from the goals (aims) of instruction. Clearly defined objectives would not only help the teachers and learners to understand what exactly they are supposed to do, but also provide the means for evaluating their own achievements. It is therefore the statements of objectives are expected to be specific, observable and presented in operational terms. For example, achieving the national integration is one of the goals of education. But how this goal would be operationalised has to be spelt out in several sub-objectives (in specific terms) inter-related with each other so that their implementation does not cause internal conflict and detract from moving towards the goal. It is very important to note that operationalising a goal will give rise to various issues the solution of which will have to be visualized in the programme (teaching/learning) formulation itself. Therefore, objective is an important factor in any educational process and the absence of which will make the evaluation process meaningless and irrelevant. It is because of this reason only scholars have broadly outlined the educational objectives under three domains, viz., cognitive, affective and psychomotor. Each domain has been further explained in terms of hierarchical levels as given below :
Cognitive - Knowledge, comprehension, application, analysis, synthesis and evaluation.
Affective - Receiving, responding, valuing, organization and characterization.
Psychomotor - Perception, set, guided response, mechanism, complex overt response, adaptation and origination.
Further details of the above items have been dealt with separately. [Also see, Educational Objectives].Objectivity is the characteristic of statements that can be verified by unequivocal means.
Objective Assessment is a procedure for judging a response in an unequivocal means. Selection type items, viz., constant alternatives, multiple choice, multiple facets, re-arrangement, matching and short answer questions are some of the instruments which could be used for objective assessment.
Objective-Referenced Test refers to the criterion referenced test. It is constructed with items to match objectives and without reference to the performance of others on the same measure. In this test, the score of a student is always given with reference to the standard criterion. This test is often referred to as 'Domain Referenced Test'.
Objective Test requires an examinee to provide correct answers which could be objectively marked with the help of the scoring key. This is contrasted with the subjective test the marking of which usually depends on the impression or opinion of the examiners at the time of marking.
Observation Method/Technique is one of the most important techniques available for observing the student's intellectual functioning, emotional and social development, interests, hobbies and habits. The examiner/investigator is expected to plan in advance the entire procedure which could be used in this method for collecting information/data from the examinee. The following are the general expectations:
1] What should be observed?
2] How observation should be recorded?
3] What procedure should be used to ensure accuracy?
4] What relationship should exist between the observer and the
the observed, and how it can be established?In addition to the above, the purpose for which this technique is used, the knowledge of participants/respondents, setting, social behaviour, frequency and duration, etc., also need to be enlightened before hand.
Obtained Score refers to the unconverted score of an examinee. It is also indicated as raw score (e.g., number of correct answers or the number of correct answers minus a certain portion of incorrect answers). [Also see, Raw Score].
One Parameter (Rasch) Model is one of the three families of analytical procedures used for sample free item analysis. It is based o the latent trait (measurement) theory. This model operates on a single scale of person ability and item difficulty. [Also see, Latent Trait Measurement Theory].
Open Book Examination is one in which the examinees are permitted to refer to textbooks, handouts and other reference materials during the examination. The purpose of this type of examination is to reduce the practice of memorizing the answers. It also helps to assess one's retrieval skills. The modification of this is known as 'Restricted Book Examination', wherein the examinee are permitted to refer to a few selected books.
Open Ended Question requires an examinee to provide answers of different facets. He is free to express his views in his own words and format which may or may not be agreeable to others. An example would be 'Essay Type Question'. (Also see, Subjective Question).
Open Time (Take Home) Examination is another form of open book examination. In this system, the examinees are allowed to take the entire examination paper or a section of it to their respective homes for writing the answers as per their convenience and submit the answer papers within a specified date. They have free access to all books and notes. In this examination, the questions are generally of the essay type.
Operational Definition is a definition that is expressed in terms of the procedures (operations) used to measure a trait or object or process (Sattler, 1982, p.640).
Opinion refers to the views not necessarily factual or verifiable. Opinions of the examiners cause the ratings biased very often.
Options or Alternatives are the choices from which the examinee is to select the right answer. The constant alternatives consist of only two options; multiple choice four or five options. When the number of options is more the probability of guessing is less.
Oral Test/Examination is one wherein an examinee is interviewed by an examiner or a group of examiners in a face-to-face situation. The main purpose of this is to assess the oral fluency and ability of an examinee to manipulate the language. It is a time consuming process. The questions are not pre-determined. According to Srivastava (1979, p.53), it usually consists of three parts: 'Conversation' (which helps to establish rapport with the examinee); 'Short Speech' and 'Question'.
Ordinal Scale is a non-equal interval measurement scale which assigns values according to ordinal numbers: first, second, etc., in order to indicate the rank ordering of persons (or other objects of assessment) on the basis of their comparative standing in the group of those examined.
Organising/Organisation is the last but one stage among the five levels of the non-scholastic aspects of learners' growth as stated in the taxonomy of educational objectives under affective domain. It refers to the initial building of a value system requiring (a) basic organization of values, (b) determination of inter-relationships, and (c) selection of priorities. Organize, define, compare, formulate, discuss, etc., are some of the action verbs that would represent this level of affective behaviour.
Origination is the final stage among the seven hierarchical levels of the psychomotor behaviour. It is a process of creating new motor acts of ways of manipulating materials out of understandings, abilities and skills developed in the psychomotor area. As this being a part of the educational objectives, the growth of which needs evaluation.
Outcomes are the statements of general objectives stated in specific terms. They refer to the end product of instruction in terms of observable human accomplishment.
Overachievement "is indicated when a pupil's score on an achievement test is higher than would have been predicted on the basis of the pupil's intelligence or aptitude test score" [Ebel, 1979, p.377].