ho1 - bloom si taxonomii

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Cognitive Affective Psychomotor

knowledge attitude skills

1. Recall data 1. Receive(awareness) 1. Imitation (copy)

2. Understand 2. Respond (react) 2. Manipulation (followinstructions)

3. Apply (use)3. Value(understand andact)

3. Develop Precision

4. Analyse(structure/elements)

4. Organise personal valuesystem

4. Articulation (combine,integrate related skills)

5. Synthesize(create/build)

5. Internalize valuesystem (adopt

behaviour)

5. Naturalization(automate, becomeexpert)

6. Evaluate (assess, judge in relational

terms)

(Detail of Bloom's Taxonomy Domains: 'Cognitive Domain' - 'AffectiveDomain' - 'Psychomotor Domain' )

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom%27s%20cognitive%20domain

bloom's taxonomy learning domains -detailed structures
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1. bloom's taxonomy - cognitive domain - (intellect -knowledge - 'think')Bloom's Taxonomy 1956 Cognitive Domain is as follows. An adjusted model was produced by Anderson andKrathwhol in 2001 in which the levels five and six (synthesis and evaluation) were inverted (reference: Anderson &

Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of EducationalObjectives, 2001). This is why you will see different versions of this Cognitive Domain model. Debate continues as tothe order of levels five and six, which is interesting given that Bloom's Taxonomy states that the levels must bemastered in order.

In my humble opinion it's possible to argue either case (Synthesis then Evaluation, or vice-versa) depending on thecircumstances and the precise criteria stated or represented in the levels concerned, plus the extent of 'creativethinking' and 'strategic authority' attributed to or expected at the 'Synthesis' level. In short - pick the order whichsuits your situation. ( Further comment about synthesis and evaluation priority .)

cognitive domain

level category or 'level' behaviourdescriptions

examples of activity tobe trained, ordemonstration andevidence to be measured

'key words' (verbs

which describe theactivity to be trainedor measured at eachlevel)

1 Knowledge recall or recogniseinformation

multiple-choice test,recount facts or statistics,recall a process, rules,definitions; quote law or

procedure

arrange, define,describe, label, list,memorise, recognise,relate, reproduce,select, state

2 Comprehension

understand meaning,re-state data in one'sown words, interpret,extrapolate, translate

explain or interpretmeaning from a givenscenario or statement,suggest treatment,reaction or solution togiven problem, createexamples or metaphors

explain, reiterate,reword, critique,classify, summarise,illustrate, translate,review, report, discuss,re-write, estimate,interpret, theorise,

paraphrase, reference,example

3 Application

use or applyknowledge, put theoryinto practice, useknowledge inresponse to realcircumstances

put a theory into practicaleffect, demonstrate, solvea problem, manage anactivity

use, apply, discover,manage, execute, solve,

produce, implement,construct, change,

prepare, conduct, perform, react, respond,role-play

4 Analysis interpret elements,organizational

principles, structure,construction, internal

identify constituent partsand functions of a processor concept, or de-construct a methodology

analyse, break down,catalogue, compare,quantify, measure, test,examine, experiment,
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relationships; quality,reliability of individualcomponents

or process, makingqualitative assessment of elements, relationships,values and effects;measure requirements or needs

relate, graph, diagram, plot, extrapolate, value,divide

5Synthesis(create/build)

develop new uniquestructures, systems,models, approaches,ideas; creativethinking, operations

develop plans or procedures, designsolutions, integratemethods, resources, ideas,

parts; create teams or newapproaches, write

protocols or contingencies

develop, plan, build,create, design, organise,revise, formulate,

propose, establish,assemble, integrate, re-arrange, modify

6 Evaluation

assess effectivenessof whole concepts, inrelation to values,outputs, efficacy,viability; criticalthinking, strategiccomparison andreview; judgementrelating to externalcriteria

review strategic optionsor plans in terms of efficacy, return oninvestment or cost-effectiveness,

practicability; assesssustainability; performaSWOT analysis inrelation to alternatives;

produce a financial justification for a proposition or venture,calculate the effects of a

plan or strategy; performa detailed and costed risk analysis with

recommendations and justifications

review, justify, assess, present a case for,defend, report on,investigate, direct,appraise, argue,

project-manage

2. bloom's taxonomy - affective domain - (feeling,emotions - attitude - 'feel')Bloom's Taxonomy second domain, the Affective Domain, was detailed by Bloom, Krathwhol and Masia in 1964(Taxonomy of Educational Objectives: Volume II, The Affective Domain. Bloom, Krathwohl and Masia.) Bloom'stheory advocates this structure and sequence for developing attitude - also now commonly expressed in the modernfield of personal development as 'beliefs'. Again, as with the other domains, the Affective Domain detail provides a

framework for teaching, training, assessing and evaluating the effectiveness of training and lesson design anddelivery, and also the retention by and affect upon the learner or trainee.

affective domain

level category or 'level' behaviourdescriptions

examples of experience,or demonstration andevidence to be

'key words' (verbs whichdescribe the activity to betrained or measured at
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relevant and helpful for certain types of adult training and development, as well as the teaching and development of young people and children, so do explore them all. Each has its uses and advantages.

dave's psychomotor domain taxonomy

psychomotor domain (dave)

level category or 'level'behaviourdescriptions

examples of activity ordemonstration andevidence to bemeasured

'key words' (verbs whichdescribe the activity tobe trained or measuredat each level)

1 Imitationcopy action of another; observe andreplicate

watch teacher or trainer and repeat action,

process or activity

copy, follow, replicate,repeat, adhere

2 Manipulationreproduce activityfrom instruction or memory

carry out task fromwritten or verbalinstruction

re-create, build, perform,execute, implement

3 Precision execute skill reliably,independent of help

perform a task or activitywith expertise and tohigh quality withoutassistance or instruction;able to demonstrate anactivity to other learners

demonstrate, complete,show, perfect, calibrate,control,

4 Articulation

adapt and integrateexpertise to satisfy anon-standardobjective

relate and combine

associated activities todevelop methods to meetvarying, novelrequirements

construct, solve, combine,coordinate, integrate,adapt, develop, formulate,modify, master

5 Naturalization

automated,unconscious masteryof activity and relatedskills at strategiclevel

define aim, approach andstrategy for use of activities to meetstrategic need

design, specify, manage,invent, project-manage

simpson's psychomotor domain taxonomyElizabeth Simpson's interpretation of the Psychomotor domain differs from Dave's chiefly because it contains extratwo levels prior to the initial imitation or copy stage. Arguably for certain situations, Simpson's first two levels,'Perception' and 'Set' stage are assumed or incorporated within Dave's first 'Imitation' level, assuming that you aredealing with fit and healthy people (probably adults rather than young children), and that 'getting ready' or'preparing oneself' is part of the routine to be taught, learned or measured. If not, then the more comprehensiveSimpson version might help ensure that these two prerequisites for physical task development are checked andcovered. As such, the Simpson model or the Harrow version is probably preferable than the Dave model for thedevelopment of young children.


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psychomotor domain (simpson)

level category or 'level' descriptionexamples of activity ordemonstration andevidence to be measured

'key words' (verbs whichdescribe the activity to betrained or measured at

each level)

1 Perception awarenessuse and/or selection of senses to absorb data for guiding movement

recognise, distinguish,notice, touch , hear, feel, etc

2 Set readinessmental, physical or emotional preparation

before experience or task arrange, prepare, get set

3 Guided Response attempt imitate or followinstruction, trial and error imitate, copy, follow, try

4 Mechanism basic proficiency competently respond tostimulus for actionmake, perform, shape,complete

5Complex OvertResponse expert proficiency

execute a complex process with expertise coordinate, fix, demonstrate

6 Adaptation adaptable proficiency alter response to reliablymeet varying challenges adjust, integrate, solve

7 Origination creative proficiencydevelop and execute newintegrated responses andactivities

design, formulate, modify,re-design, trouble-shoot

Adapted and simplified representation of Simpson's Psychomotor Domain ('The classification of educational objectivesin the psychomotor domain', 1972). Elizabeth Simpson seems actually to have first presented her PsychomotorDomain interpretation in 1966 in the Illinois Journal of Home Economics. Hence you may see the theory attributed toeither 1966 or 1972.

harrow's psychomotor domain taxonomy

Harrow's interpretation of the Psychomotor domain is strongly biased towards the development of physical fitness,dexterity and agility, and control of the physical 'body', to a considerable level of expertise. As such the Harrowmodel is more appropriate to the development of young children's bodily movement, skills, and expressive movementthan, say, the development of a corporate trainee's keyboard skills. By the same token, the Harrow model would beperhaps more useful for the development of adult public speaking or artistic performance skills than Dave's orSimpson's, because the Harrow model focuses on the translation of physical and bodily activity into meaningfulexpression. The Harrow model is the only one of the three Psychomotor Domain versions which specifically impliesemotional influence on others within the most expert level of bodily control, which to me makes it rather special.

As ever, choose the framework that best fits your situation, and the needs and aims of the trainees or students.


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psychomotor domain (harrow)

level category or 'level' description

examples of activityor demonstration and

evidence to bemeasured

'key words' (verbswhich describe theactivity to be trainedor measured at eachlevel)

1 Reflex Movement involuntary reaction respond physicallyinstinctively react, respond

2BasicFundamentalMovements

basic simplemovement

alter position, move, perform simple action

grasp, walk, stand,throw

3 PerceptualAbilities basic responseuse than one ability inresponse to differentsensory perceptions

catch, write, explore,distinguish using senses

4 Physical Abilities fitnessdevelop strength,endurance, agility,control

endure, maintain,repeat, increase,improve, exceed

5 Skilled Movements complex operationsexecute and adaptadvanced, integratedmovements

drive, build, juggle, play a musicalinstrument, craft

6 Non-discursiveCommunication

meaningfullyexpressive activityor output

activity expressesmeaningfulinterpretation

express and conveyfeeling and meaningthrough movement andactions

Adapted and simplified representation of Harrow's Psychomotor Domain (1972). (Non-discursive means intuitivelydirect and well expressed.)

Learning Domains or Bloom's Taxonomy


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The Three Types of Learning

There is more than one type of learning . A committee of colleges, led by Benjamin Bloom, identifiedthree domains of educational activities:

Cognitive : mental skills ( Knowledge ) Affective : growth in feelings or emotional areas ( Attitude ) Psychomotor : manual or physical skills ( Skills )

Since the work was produced by higher education, the words tend to be a little bigger than we normallyuse. Domains can be thought of as categories. Trainers often refer to these three domains as KSA(Knowledge, Skills, and Attitude). This taxonomy of learning behaviors can be thought of as "the goalsof the training process." That is, after the training session, the learner should have acquired new skills,knowledge, and/or attitudes.

The committee also produced an elaborate compilation for the cognitive and affective domains, butnone for the psychomotor domain. Their explanation for this oversight was that they have littleexperience in teaching manual skills within the college level (I guess they never thought to check withtheir sports or drama department).

This compilation divides the three domains into subdivisions, starting from the simplest behavior to themost complex. The divisions outlined are not absolutes and there are other systems or hierarchies thathave been devised in the educational and training world. However, Bloom's taxonomy is easilyunderstood and is probably the most widely applied one in use today.

Cognitive Domain(1)

The cognitive domain involves knowledge and the development of intellectual skills. This includes therecall or recognition of specific facts, procedural patterns, and concepts that serve in the developmentof intellectual abilities and skills. 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.

Category Example and Key Words

Knowledge : Recall data or information.

Examples : Recite a policy. Quote prices from memory to a customer. Knowsthe safety rules.

Key Words : defines, describes, identifies, knows, labels, lists, matches, names,outlines, recalls, recognizes, reproduces, selects, states.

Comprehension : Understand Examples : Rewrites the principles of test writing. Explain in one ?s own words
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the meaning, translation,interpolation, and interpretationof instructions and problems.State a problem in one's own

words.

the steps for performing a complex task. Translates an equation into a computer spreadsheet.

Key Words : comprehends, converts, defends, distinguishes, estimates,

explains, extends, generalizes, gives Examples , infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Application : Use a concept ina new situation or unprompteduse of an abstraction. Applieswhat was learned in theclassroom into novel situationsin the work place.

Examples : Use a manual to calculate an employee ?s vacation time. Apply lawsof statistics to evaluate the reliability of a written test.

Key Words : applies, changes, computes, constructs, demonstrates, discovers,manipulates, modifies, operates, predicts, prepares, produces, relates, shows,solves, uses.

Analysis : Separates material or concepts into component partsso that its organizationalstructure may be understood.Distinguishes between factsand inferences.

Examples : Troubleshoot a piece of equipment by using logical deduction.Recognize logical fallacies in reasoning. Gathers information from adepartment and selects the required tasks for training.

Key Words : 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 awhole, with emphasis oncreating a new meaning or structure.

Examples : Write a company operations or process manual. Design a machineto perform a specific task. Integrates training from several sources to solve a

problem. Revises and process to improve the outcome.

Key Words : categorizes, combines, compiles, composes, creates, devises,designs, explains, generates, modifies, organizes, plans, rearranges,reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.

Evaluation : Make judgmentsabout the value of ideas or materials.

Examples : Select the most effective solution. Hire the most qualified candidate.Explain and justify a new budget.

Key Words : appraises, compares, concludes, contrasts, criticizes, critiques,defends, describes, discriminates, evaluates, explains, interprets, justifies,relates, summarizes, supports.

Affective Domain (2)

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 thesimplest behavior to the most complex:

Category Example and Key Words
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Receiving Phenomena :Awareness, willingness to hear,selected attention.

Examples : Listen to others with respect. Listen for and remember the name of newly introduced people.

Key Words : asks, chooses, describes, follows, gives, holds, identifies, locates,

names, points to, selects, sits, erects, replies, uses.

Responding to Phenomena :Active participation on the partof the learners. Attends andreacts to a particular

phenomenon. Learningoutcomes may emphasizecompliance in responding,willingness to respond, or satisfaction in responding(motivation).

Examples : Participates in class discussions. Gives a presentation. Questions newideals, concepts, models, etc. in order to fully understand them. Know the safetyrules and practices them.

Key Words : 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 fromsimple acceptance to the morecomplex state of commitment. Valuing is basedon the internalization of a set of specified values, while clues tothese values are expressed inthe learner ?s overt behavior andare often identifiable.

Examples : Demonstrates belief in the democratic process. Is sensitive towardsindividual and cultural differences (value diversity). Shows the ability to solve

problems. Proposes a plan to social improvement and follows through withcommitment. Informs management on matters that one feels strongly about.

Key Words : completes, demonstrates, differentiates, explains, follows, forms,initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies,works.

Organization : Organizesvalues into priorities bycontrasting different values,resolving conflicts betweenthem, and creating an uniquevalue system. The emphasis ison comparing, relating, andsynthesizing values.

Examples : Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one ?s 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 tomeet the needs of the organization, family, and self.

Key Words : adheres, alters, arranges, combines, compares, completes, defends,explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes,

prepares, relates, synthesizes.

Internalizing values(characterization): Has a valuesystem that controls their

behavior. The behavior is pervasive, consistent, predictable, and mostimportantly, characteristic of the learner. Instructionalobjectives are concerned withthe student's general patterns of

Examples : Shows self-reliance when working independently. Cooperates in groupactivities (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 whatthey are, not how they look.

Key Words : acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.


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patterns. Proficiency isindicated by a quick, accurate,and highly coordinated

performance, requiring a

minimum of energy. Thiscategory includes performingwithout hesitation, andautomatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit atennis ball or throw a football,

because they can tell by the feelof the act what the result will

produce.

fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.

NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.

Adaptation : Skills are well

developed and the individualcan modify movement patternsto fit special requirements.

Examples : Responds effectively to unexpected experiences. Modifies instruction

to meet the needs of the learners. Perform a task with a machine that it was notoriginally intended to do (machine is not damaged and there is no danger in performing the new task).

Key Words : adapts, alters, changes, rearranges, reorganizes, revises, varies.

Origination : Creating newmovement patterns to fit a

particular situation or specific problem. Learning outcomesemphasize creativity basedupon highly developed skills.

Examples : Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.

Key Words : arranges, builds, combines, composes, constructs, creates, designs,initiate, makes, originates.

Other Psychomotor Domains

As mentioned earlier, the committee did not produce a compilation for the psychomotor domain model, but others have. The one discussed above is by Simpson (1972). There are two other popular versions:

Dave's: (4)

Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art.

Manipulation: 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: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be "just right."

Articulation: Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that involves music, drama, color, sound, etc.

Naturalization: Having high level performance become natural, without needing to think much about it. Examples : Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc.
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Harrow's: (5)

Reflex movements - Reactions that are not learned. Fundamental movements - Basic movements such as walking, or grasping. Perception - Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination. Physical abilities - Stamina that must be developed for further development such as strength

and agility. Skilled movements - Advanced learned movements as one would find in sports or acting. No discursive communication - Effective body language, such as gestures and facial

expressions.

Reference

1. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. NewYork: David McKay Co Inc.

2.Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, theClassification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Co.,Inc.

3. Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain.Washington, DC: Gryphon House.

4. Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.)Educational Innovators Press.

5. Harrow, Anita (1972) A taxonomy of psychomotor domain: a guide for developing behavioral objectives. New York: David McKay.
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