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    Teaching and Educational Development Institute Teaching and Educational Development Institute Bloom S Taxonomy of Educational Objectives

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    This document summarizes Bloom's taxonomy of educational objectives, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and thinking skills, organized into six levels from basic recall to evaluation. The affective domain deals with attitudes, organized into five levels from awareness to character development. The psychomotor domain concerns physical skills, though it was never fully developed by Bloom. The document provides examples of verb lists to help write learning objectives for each of the three domains.

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    Teaching and Educational Development Institute Teaching and Educational Development Institute Bloom S Taxonomy of Educational Objectives

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    widdyhidayah
    36 views10 pages
    This document summarizes Bloom's taxonomy of educational objectives, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and thinking skills, organized into six levels from basic recall to evaluation. The affective domain deals with attitudes, organized into five levels from awareness to character development. The psychomotor domain concerns physical skills, though it was never fully developed by Bloom. The document provides examples of verb lists to help write learning objectives for each of the three domains.

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    This document summarizes Bloom's taxonomy of educational objectives, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and thinking skills, organized into six levels from basic recall to evaluation. The affective domain deals with attitudes, organized into five levels from awareness to character development. The psychomotor domain concerns physical skills, though it was never fully developed by Bloom. The document provides examples of verb lists to help write learning objectives for each of the three domains.

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    Download as txt, pdf, or txt
    36 views10 pages

    Teaching and Educational Development Institute Teaching and Educational Development Institute Bloom S Taxonomy of Educational Objectives

    Uploaded by

    widdyhidayah
    This document summarizes Bloom's taxonomy of educational objectives, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and thinking skills, organized into six levels from basic recall to evaluation. The affective domain deals with attitudes, organized into five levels from awareness to character development. The psychomotor domain concerns physical skills, though it was never fully developed by Bloom. The document provides examples of verb lists to help write learning objectives for each of the three domains.

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    Teaching and Educational Development Institute Teaching and Educational Development

    Institute
    Bloom�s taxonomy of
    educational objectives
    Teaching and Educational Development Institute Teaching and Educational Development
    Institute
    Bloom�s taxonomy of
    educational objectives

    This material is largely drawn from a handout from Dr Robert Kleinsasser (School
    of Languages and Comparative Cultural Studies, UQ). He acknowledges that the
    verb lists come from the Washington State Board of Vocational Education. The
    verb lists will be very useful when you write your own learning goals (which are a
    kind of educational objective).

    Bloom�s domains

    Three domains:

    �
    cognitive (about knowing)
    �affective (about attitudes, feelings)
    �
    psychomotor (about doing)
    Formulated by Bloom and coworkers. Cognitive and affective domains were
    completed and published in the 1950s. Psychomotor was never published,
    although others have tried. It is arguably a bit out of date (from the mid �50s and

    at present being re-examined), but helpful.

    Cognitive domain

    A hierarchy of six levels (the hierarchy is what is most under question at


    present):

    �
    knowledge: the recall of specific items
    �
    comprehension: can recall, but can do a little more (e.g. paraphrase, define,
    discuss to some extent)
    �
    application: all of the above, but can take information of an abstract nature and
    use it in concrete situations
    �
    analysis: can break down a communication into its constituent parts, revealing
    the relationships among them
    �
    synthesis: can pull together many disorganised elements or parts so as to
    form a whole
    �
    evaluation: makes judgements about the value of materials or methods.
    � Teaching and Educational
    Development Institute

    The University of Queensland

    Prepared by Geoff Isaacs


    TEDI, 1996

    Teaching & learning support > Assessment > Bloom�s taxonomy of educatioal
    objectives > 2
    Teaching and Educational Development Institute Teaching and Educational Development
    Institute
    Verbs to help in writing objectives in the cognitive domain

    knowledge comprehension application analysis synthesis evaluation


    know
    define
    memorise
    repeat
    record
    list
    recall
    name
    relate
    review
    tell
    restate
    discuss
    describe
    recognise
    explain
    express
    identify
    locate
    report
    operate
    schedule
    shop
    sketch
    translate
    interpret
    apply
    employ
    use
    demonstrate
    dramatise
    practise
    illustrate
    criticise
    diagram
    inspect
    debate
    inventory
    question
    relate
    solve
    examine
    distinguish
    analyse
    differentiate
    appraise
    calculate
    experiment
    test
    compare
    contrast
    create
    design
    setup
    organise
    manage
    prepare
    compose
    plan
    propose
    design
    formulate
    arrange
    assemble
    collect
    construct
    choose
    assess
    estimate
    measure
    judge
    appraise
    evaluate
    rate
    compare
    value
    revise
    score
    select

    Affective domain

    A hierarchy of five levels (the hierarchy is what is most under question at


    present):

    �
    receiving: is willing to notice a particular phenomenon
    �
    responding: makes response, at first with compliance, later willingly and with
    satisfaction
    �
    valuing: accepts worth of a thing
    �
    organisation: organises values; determines interrelationships; adapts
    behaviour to value system

    �
    characterisation: generalises certain values into controlling tendencies;
    emphasis on internal consistency; later integrates these into a total philosophy
    of life or world view.
    � Teaching and Educational
    Development Institute

    The University of Queensland

    Prepared by Geoff Isaacs


    TEDI, 1996

    Teaching & learning support > Assessment > Bloom�s taxonomy of educatioal
    objectives > 3
    Teaching and Educational Development Institute Teaching and Educational Development
    Institute
    Some verbs to help in writing objectives in the affective domain

    receiving responding valuing organisation characterisation


    observe
    be conscious
    realise
    be sensitive
    attend
    listen
    discriminate
    be alert
    preferassume
    cooperate
    contribute
    volunteer
    willing
    comply
    obey
    look
    engage
    display
    practice
    respond
    prefer
    accept
    devote
    is loyal to
    exhibit
    consider
    participate
    extend
    enrich
    explore
    continuing desire
    grow
    feel
    participate
    assume reponsibility
    enable
    initiate
    examine
    crystallise
    form judgement
    relate
    weigh
    is realistic
    judge
    regulate
    ready
    revise
    change
    view
    approach
    plan
    arrive
    relay
    examine
    judge
    is consistent

    � Teaching and Educational


    Development Institute

    The University of Queensland

    Prepared by Geoff Isaacs


    TEDI, 1996

    Psychomotor domain

    The psychomotor domain concerns things students might physically do. Although
    no taxonomy of this domain was compiled by Bloom and his coworkers, several
    competing taxonomies have been created over the years since Bloom�s original
    books. The one summarised here is based on work by Harrow [Harrow, A.
    (1972). A Taxonomy of the Psychomotor Domain: A Guide for Developing
    Behavioral Objectives. New York: McKay], as summarised in Barry, K. and King,

    L. (1993) Beginning Teaching. Wentworth Falls, NSW: Social Science Press.


    The levels of this domain are categorised as:

    �
    reflex: objectives not usually written at this �low� level
    �
    fundamental movements: applicable mostly to young children (crawl, run,
    jump, reach, change direction)
    �
    perceptual abilities: catch, write, balance, distinguish, manipulate
    �
    physical abilities: stop, increase, move quickly, change, react
    �
    skilled movements: play, hit, swim, dive, use
    �
    non-discursive communication: express, create, mime, design, interpret.
    Teaching & learning support > Assessment > Bloom�s taxonomy of educatioal
    objectives > 4
    Teaching and Educational Development Institute Teaching and Educational Development
    Institute
    The last two categories seem likely to be well applicable to programs in
    the creative and professional areas. Clinical skills such as palpation
    arguably legitimately qualify as psychomotor skills in the skilled movement
    category, while painting, drawing and acting, for example, will at least in
    part fall into the non-discursive communication category.

    The psychomotor domain and its relevant verbs and categories have been
    less well articulated, at all levels of education, than the cognitive and
    affective domains. However, it is important that you do not ignore
    objectives in this area should there be relevant skills in your course.

    Reference

    Bloom, B.S. (Ed.). (1956-1964). Taxonomy of Educational Objectives. New York:


    David McKay Company Inc.

    This reference contains the original two volumes detailing the taxonomies
    for the cognitive and affective domains (see below).

    Note

    This material is presented as a source of ideas. It is not intended as the only way

    to write objectives nor even a completely valid one. Bloom�s taxonomy dates from
    the 1950' and has been under debate ever since.

    � Teaching and Educational


    Development Institute

    The University of Queensland

    Prepared by Geoff Isaacs


    TEDI, 1996

    Teaching & learning support > Assessment > Bloom�s taxonomy of educatioal
    objectives > 5

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