Taxonomy of educational objectives - Bloom’s
taxonomy
Prepared by
SABARISH-P
M.Sc., M.Ed.,
JRF & NET
Assistant
professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
The overall
purpose of process of education is to bring about worth-while changes in the
behavior pattern of pupils. Instructional objectives have the directive role to
play in this process. For teaching to result worth-while behavior changes, a
clear understanding of educational objectives is essential. Since modern
evaluation is all objective based, a comprehensive statement of educational
objectives in terms of expected pupil-behavior become desirable. More over if
the educational policies set forth in statement on education and national
objectives are to be implemented, the aims and purpose must be stated in terms
of behavior to be expected from student who have indeed achieve them.
Ø Taxonomy of Educational Objectives
Taxonomy
of educational objectives means classification of educational objectives.
Ø Bloom’s Taxonomy of Educational
Objectives
A committee of colleges, lead by Benjamin Bloom in
1956, identified three domains of educational objectives/activities:
1) Cognitive: Knowledge
2) Affective: growth
in feelings or emotional areas (Attitude)
3) Psychomotor: manual
or physical skills (Skills)
Cognitive
Domain
The
cognitive domain is concerned with ‘knowing’ and it includes activities such as
remembering and recalling knowledge, thinking, problem solving and creativity.
The
cognitive domain involves knowledge development. This includes the recall or
recognition of specific facts, procedural patterns, and concepts that serve in
the development of intellectual abilities. There are six major categories,
which are listed in order below, starting from the simplest behavior to the
most complex. The categories can be thought of as degrees of difficulties. That
is, the first one must be mastered before the next one can take place.
Cognitive
Domain – Objectives
· Knowledge
Recall data or information.
Examples: Recalls an equation, recalls Newton’s
laws. Recite a policy. Quote prices from memory to a customer, Knows the safety
rules.
Key
Words/Action verbs/Specifications: defines,
describes, identifies, knows, labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states.
· Comprehension
Understand the meaning.
Comprehension represents the lowest level of understanding. It refers to a type of understanding such
that the individual knows what is being communicated and can make use of the material or idea being
communicated.
Translation,
interpretation, and
extrapolation of instructions and problems.
State a problem in one's own words.
Examples: Rewrites the principles of test writing.
Explain in oneís own words the steps for performing a complex task. Translates
an equation into a computer spreadsheet.
Key
Words/Action verbs/Specifications:
Comprehends, converts, defends, distinguishes, estimates, explains, extends,
generalizes, gives Examples, infers, interprets, paraphrases, predicts, rewrites,
summarizes, translates.
·
Application
Use
a concept in a new situation.
Applies
what was learned in the classroom into new situations.
Examples:
Use a equation to solve a problem. Apply equations of motion to calculate the speed, distance, time etc..
KeyWords/Actionverbs/Specifications:
applies, changes, computes, constructs, demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
·
Analysis
Separates material or concepts into component parts
so that its organizational structure may be understood.
Analysis of Elements, Analysis of Relationships & Analysis of Organizational principles
Examples: Troubleshoot a piece of equipment by using
logical deduction. Gathers information from a department and selects the
required tasks for training.
KeyWords/Actionverbs/Specifications:
analyzes, breaks down, compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes, identifies, illustrates, infers,
outlines, relates, selects, separates.
·
Synthesis
Builds a structure or pattern from diverse elements.
Put parts together to
form a whole, with emphasis on creating a new meaning or structure.
Examples: Production of
a unique communication, production of a plan, Derivation of relations, Design a machine to perform a specific task..
KeyWords/Actionverbs/Specifications:
categorizes, combines, compiles, composes, creates, devises, designs, explains,
generates, modifies, organizes, plans, rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes, tells, writes.
·
Evaluation
Make judgments about
the value of ideas or materials.
Examples: Select the
most effective solution. Justify a new project.
KeyWords/Actionverbs/Specifications:
appraises, compares, concludes, contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains, interprets, justifies, relates,
summarizes, supports.
Affective
Domain
This domain includes
the manner in which we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes. The five major
categories are listed from the simplest behavior to the most complex:
The classification of
Educational objective in Affective Domain is given by Bloom and Krathwohl
(1964).
The educational
objectives under this domain emphasis feeling, emotions of an individual.
Affective
domain – Objectives (remember R2VOC)
Receiving
Responding
Valuing
Organization
Characterization
by
a value or value complex
·
Receiving
Awareness, willingness to hear, selected attention.
Willing to receive or to attend to certain phenomena
or stimuli
Examples: Listen to others with respect. Listen for
and remember the name of newly introduced people.
KeyWords/Actionverbs/Specifications:
asks, chooses, describes, follows, gives, holds, identifies, locates, names,
points to, selects, sits, erects, replies, uses.
·
Responding
Active participation on the part of the
learners.
Attends and reacts to a particular phenomenon.
Learning outcomes may emphasize compliance in responding, willingness to
respond, or satisfaction in responding (motivation).
Responding to a particular stimuli.
Willingness to respond.
Satisfaction in response.
Examples: Participates in class
discussions. Gives a presentation. Questions new ideals, concepts,
models, etc. in order to fully understand them. Know the safety rules and
practices them.
KeyWords/Actionverbs/Specifications:
answers, assists, aids, complies, conforms, discusses, greets, helps, labels,
performs, practices, presents, reads, recites, reports, selects, tells, writes.
·
Valuing
The worth or value a
person attaches to a particular object, phenomenon, or behavior. This
ranges from simple acceptance to the more complex state of
commitment. Valuing is based on the internalization of a set of specified
values, while clues to these values are expressed in the learner's overt
behavior and are often identifiable.
Acceptance
of Value.
Eg.
Pupils develop a positive attitude to incorporate non violent behavior to his
life.
Performance
for a value.
Eg.
Pupil performs non violent behavior in different situations.
Commitment.
Eg.
Pupil tries to convince others the worth of non violence in modern era.
KeyWords/Actionverbs/Specifications:
completes, demonstrates, differentiates, explains, follows, forms, initiates,
invites, joins, justifies, proposes, reads, reports, selects, shares, studies,
works.
·
Organization
Organizes
values into priorities by contrasting different values, resolving conflicts
between them, and creating a unique value system.
The emphasis is on comparing, relating, and
synthesizing values.
Organization of values into a system.
The determination of interrelationship among them.
Examples: Recognizes the need for balance
between freedom and responsible behavior. Accepts responsibility for ones
behavior. Explains the role of systematic planning in solving
problems. Accepts professional ethical standards. Creates a life plan
in harmony with abilities, interests, and beliefs. Prioritizes time effectively
to meet the needs of the organization, family, and self.
KeyWords/Actionverbs/Specifications: adheres,
alters, arranges, combines, compares, completes, defends, explains, formulates,
generalizes, identifies, integrates, modifies, orders, organizes, prepares,
relates, synthesizes.
·
Characterization
Has a value system that controls their
behavior. The behavior is pervasive, consistent, predictable, and most
importantly, characteristic of the learner.
Internalization
of values.
Adopt belief system and philosophy.
Values become part of behavior.
Examples: Shows
self-reliance when working independently. Cooperates in group
activities (displays teamwork). Uses an objective approach in problem
solving. Displays a professional commitment to ethical practice on a
daily basis. Revises judgments and changes behavior in light of new evidence.
Values people for what they are, not how they look.
KeyWords/Actionverbs/Specifications:
acts, discriminates, displays, influences, listens, modifies, performs,
practices, proposes, qualifies, questions, revises, serves, solves, verifies.
Psychomotor
Domain
The psychomotor domain includes physical movement,
coordination, and use of the motor-skill areas. Development of these skills
requires practice and is measured in terms of speed, precision, distance,
procedures, or techniques in execution. The six major objectives are listed
from the simplest behavior to the most complex:
Dave (1989) of NCERT has proposed a taxonomy of
psychomotor domain as follows.
Psychomotor
domain Objectives (remember IMPAN)
Imitation
Manipulation
Precision
Articulation
Naturalization
·
Imitation
Imitation of an action or performance.
Observing and patterning behavior after someone
else. Performance may be of low quality.
Example: Copying a work of art.
·
Manipulation
Manipulation of an act. This includes
differentiating various movements and selecting the proper one.
Being able to perform certain actions by following
instructions and practicing
Example: Creating work on one's own, after taking
lessons, or reading about it.
·
Precision
Precision in reproduction in a given act. This
includes accuracy, exactness in performance.
Example: Working and reworking something, so it will
be “just right.”
·
Articulation
Articulation among different acts. This includes
coordination, sequence harmony among the acts.
Coordinating a series of actions, achieving harmony
and internal consistency
Example: Producing a video that involves music,
drama, color, sound, etc.
·
Naturalization
Performing an act with the least psychic energy.
Having high level performance become natural,
without needing to think much about it.
Examples: Yesudas singing a melody, Sachin playing cricket, etc.
Note:
Instructional
Objective: An instructional objective is a
statement that describes what the pupil will do, or be able to do if the
instruction has been completed. It is a learning product that teacher hopes
will result from the instruction. It is the terminal behavior expected of the
pupil at the end of a period/instruction.
Example: The pupil acquires knowledge about force.
The pupil understands the term work and displacement.
Specification/Expected
behavioural change/Specific objectives/: The observable
measurable behavioural changes are called specific
objectives/specification. The statement of an objective can be further
clarified by defining it in terms of observable behavioural changes.
Example: The pupil recalls newtons first
law. (Recall is the action verb)
:
The pupil explains the equation
of work. (Explain is the action
verb)
|
Ø Specifications or Specific Outcomes
of Learning (SOL)
·
Specifications
are measurable and observable change of behavior in pupil
·
SOL are expressed in Operational terms.
Ø How to write Instructional
objectives ? (Subject+verb+object)
·
Instructional objectives consist of
three components
·
Performer/Subject: Pupil
·
Behavior expected/verb : A
transitive verb (Action verb)
Eg: Recall, recognize,
identifies etc.
·
Related Learning material(object)
Eg. A term, a concept,
a part etc.
Eg: The pupil
recalls newtons first law
