The R.C.E.M.

System
As it has already been mentioned that Robert Mager's scheme of writing
objectives in behavioural terms has some limitations. Keeping in view
the limitations of Mager's scheme, Regional College of Education,
Mysore (R.C.E.M) developed its own scheme which is known as
R.C.E.M. System. In Mager's scheme, more emphasis is laid on the
product, while process is more important in R.C.E.M. system. In this
system, mental abilities are also considered more important. Mysore's
this institute of Mysore adopted Bloom's Taxonomy as its base. Bloom
has divided cognitive objectives into six objectives, but R.C.E.M.
system has changed Bloom's six cognitive objectives into four objectives
only. The later three objectives of Bloom, i.e. analysis, synthesis and
evaluation have been named as 'creativity', in R.C.E.M. System. All the
mental abilities, involved in these four objectives, have been placed into
17 categories. Hence, we see that all the activities of human learning
have been divided into 17 mental abilities. These mental abilities are
used in writing objectives in behavioural terms. The objectives and
mental abilities used in this system are described in the table given on
the next page.
Classification of Objectives according to the R.C.E.M. System
Example:
Following are some examples of writing objectives in behavioural terms
according to R.C.E.M. System—
1. Cognitive Objective. The pupils have the ability to recall the
definition of the term 'Motivation'.
2. Understanding Objective. The pupils have the ability to differentiate
'teaching' and 'training'.
 3. Application Objective. The pupils have an ability to infer results on
the basis of presented data.
4. Creativity Objectives. The pupils have an ability to analyse the
characteristics of 'teaching'.
Characteristics of R.C.EM. System
R.C.E.M. system has some characteristics which are as follows:
1. Writing or converting objectives into behavioural terms is easy.
2. The construction of test-items is convenient.
3. This system lays more stress on mental activities.
4. This system has been developed in and according to Indian
conditions.
5. All the educational objectives can be written in behavioural terms in
this system.
6. The objectives in behavioural terms are more specific and definite.
7. R.C.E.M. system gives more importance to the learning process than
learning outcome.
Limitations of R.C.E.M. System R.C.E.M. system has some
limitations which are as follows:
1. If we see the table of objectives, it would be clear that there is no
balance between the various mental activities for different objectives. In
cognitive objectives there are two, in understanding objectives, there are
seven, in application objective, there are five and in creativity objective
there are three mental activities.
2. It is a difficult task to associate various elements of the content with
the various mental activities.
3. Guilford has suggested 120 mental abilities, while this system has
suggested only 17 mental abilities. 4. This system is more useful for
cognitive objectives only because use of a single design for cognitive,
affective and psychomotor objectives does not seem to be appropriate.