Instructional objectives observable behaviour – UGC NET Question

Option D – instructional objectives Instructional objectives, often called behavioural objectives, specify expected learner behaviour in observable and measurable terms after instruction. They clearly state what students should be able to do, under what conditions and with what level of performance. Such objectives guide selection of content, methods and assessment tasks to ensure alignment. Hence, the statements described in the stem are properly called instructional objectives.

Option A:
Option A, remote objectives, is not a standard term in educational planning and does not have a widely accepted meaning in this context. It might vaguely suggest long-term aims, but the stem focuses on specific outcomes at the end of a lesson. Therefore, remote objectives do not fit the description given.

Option B:
Option B, global objectives, usually refers to very broad educational aims that may apply to entire programmes or stages of schooling. They are not typically written in precise, observable terms for a single lesson. Consequently, global objectives are too general for what the question describes.

Option C:
Option C, general objectives, are indeed broader statements that indicate directions for learning but often lack precise criteria for assessment. They may guide curriculum design but do not necessarily describe exactly what students will do at the end of a particular lesson. Thus, general objectives are not as specific as the stem suggests.

Option D:
Option D, instructional objectives, are concise, operational statements that describe observable learner performance after instruction. Because the stem emphasizes “what learners will be able to do in observable terms at the end of a lesson,” this option accurately completes the statement.