Which of the following shows the correct sequence of steps in developing a…
2026
Which of the following shows the correct sequence of steps in developing a lesson plan?
Answer: A. Objectives – Content – Methods – Evaluation — Concept — a lesson plan is built end-first, then means. Planning any lesson is a means–end process: the intended learning outcome is the end, while subject…
- A.
Objectives – Content – Methods – Evaluation
- B.
Methods – Objectives – Evaluation – Content
- C.
Content – Evaluation – Methods – Objectives
- D.
Evaluation – Methods – Content – Objectives
Show answer & explanation
Correct answer: A
Concept — a lesson plan is built end-first, then means.
Planning any lesson is a means–end process: the intended learning outcome is the end, while subject matter, teaching method and assessment are the means selected to reach and verify it. Tyler’s rationale states the four planning questions in a fixed order — what purposes should be sought, what learning experiences serve those purposes, how those experiences are organised and transacted, and how attainment is judged. Every later decision is therefore derived from the one before it, and never the reverse.
Applying the principle to the four steps
Objectives — state in behavioural terms what the learner should be able to do at the end of the lesson (“the pupil will classify…”, “the pupil will explain…”). This is the criterion everything else is measured against.
Content — select and organise the subject matter that can actually carry those objectives. The objective decides which facts, concepts and examples are relevant and how much depth is needed.
Methods — choose the teaching method, learning activities and aids best suited to transacting that content with those learners (lecture, demonstration, discussion, project, chart, model).
Evaluation — judge through recapitulation questions, exercises, observation or a test whether the objectives stated in step 1 were actually attained, and use the result to re-plan.
So the developmental order is Objectives → Content → Methods → Evaluation.
Cross-check — why the other orders break their own basis
Sequence | Decision made before its own basis exists |
|---|---|
Methods → Objectives → Evaluation → Content | The teaching method is fixed before the objective it is supposed to serve, and the content that the method must carry is settled last of all. |
Content → Evaluation → Methods → Objectives | Assessment is designed before the method through which learning is to happen, and objectives are derived from the content instead of the content from the objectives. |
Evaluation → Methods → Content → Objectives | The test is framed first, although there is as yet no stated learning outcome that the test could be built to measure. |
A quick self-test on any planning order: delete its first step and see whether the rest can still be decided. Delete the objectives and content, method and evaluation all lose their criterion; delete the evaluation and the first three still stand on their own. That asymmetry is exactly why objectives come first and evaluation last, with evaluation feeding back into the objectives of the next lesson.