taxonomy of objectives

TAXONOMY OF

OBJECTIVES

Presented By:

Karen Porquillo

BLOOM’S TAXONOMY OF COGNITIVE

DOMAIN

TAXONOMY

Taxis = arrangement

Nomos = science

- the science of

arrangements

- it is nothing but a fancy

word for classification.

BENJAMIN BLOOM(1913-1999)

BENJAMIN BLOOM

- Is An American Jewish born on

February 21, 1913 and died

September 13, 1999

- An Educational Psychologists

BENJAMIN BLOOM

- Interested in the Classification of

Educational Objectives

- Most known for Theory of

Mastery Learning

DEFINITION

Bloom’s taxonomy is a

classification system used to

define and distinguish different

levels of human cognition—i.e.,

thinking, learning, and

understanding.

Bloom’s taxonomy was

originally published in 1956 by a

team of cognitive psychologists at

the University of Chicago. The

book was named as “Taxonomy

of Educational Objectives”.

PURPOSE OF BLOOM’S TAXONOMY

To help academics

avoid duplicative or

redundant efforts in

developing different tests

to measure the same

educational objectives.

3 DOMAINS OF LEARNING OBJECTIVES

1. Cognitive - mental skills (knowledge)

2. Affective - growth in feelings or

emotional areas (attitude or self)

3. Psychomotor - manual or physical

skills (skills)

Educators have primarily

focused on the Cognitive model,

which includes six different

classification levels: Knowledge,

Comprehension, Application,

Analysis, Synthesis, and

Evaluation.

- Recall data or

information.

KNOWLEDGE

Example: Define a term. Know the safety rules.

Key Words: arranges, defines, describes, identifies, knows,

labels, listsTechnologies: Bookmarking, Flash Cards, Internet Search, Reading

EXAMPLE, KEY WORDS & TECHNOLOGIES FOR LEARNING

(ACTIVITIES)

-Understand the meaning,

translation, interpolation, and

interpretation of instructions and

problems. State a problem in one's

own words.

COMPREHENSION

Example: Rewrites the principles of

test writing. Translates an equation

into a computer spreadsheet

Key Words: comprehends, rewrites,

translates, examples, defends,

converts, predicts

Technologies: Create an analogy,

taking notes, story telling, participating

in cooperative learning


(ACTIVITIES)

- Use a concept in a new situation

or unprompted use of an

abstraction. Applies what was

learned in the classroom into

novel situations in the work place.

APPLICATION

Example: Apply laws of statistics to evaluate the reliability of a written

test.Key Words: applies, changes,

computes, constructs, demonstrates

Technologies: collaborative learning, blog, practice


(ACTIVITIES)

- Separates material or concepts

into component parts so that its

organizational structure may be

understood. Distinguishes

between facts and inferences.

ANALYSIS

Example: Gathers information from a

department and selects the required

tasks for training.

Key Words: analyzes, breakdown,

compares, selects, illustrates, relates

Technologies: debating, questioning

what happened, run a test


(ACTIVITIES)

- Builds a structure or pattern

from diverse elements. Put parts

together to form a whole, with

emphasis on creating a new

meaning or structure.

SYNTHESIS

Example: Write a company operations or process manual.

Designs a machine to perform a specific tasks.

Key Words: categorizes, combines, writes, designs, explains, generalizes, tells

Technologies: Essay, Networking


(ACTIVITIES)

-Make judgments about the

value of ideas or materials..

EVALUATION

Example: Summarizing the results

of the test. Explain and justify a

new budget.

Key Words: appraises, compares,

justifies, summarizes,

discriminates

Technologies: Survey, Blogging


(ACTIVITIES)

LORIN ANDERSON

ANDERSON’S TAXONOMY

- Is also known as the revised Bloom’s

taxonomy.

- Lorin Anderson, a former student of

Bloom, and David Krathwohl revisited

the cognitive domain in the mid-

nineties and made some changes,

with perhaps the three most prominent

ones being (Anderson, Krathwohl,

Airasian, Cruikshank, Mayer, Pintrich,

Raths, Wittrock, 2000)

ANDERSON’S TAXONOMY

1.changing the names in the

six categories from noun to

verb forms

2. rearranging them.

3. creating a processes and

levels of knowledge matrix.

REMEMBERING

-Recall or retrieve previous learned

information.-Can the student recall

or remember the information?

Example:Recite a policy. Quote

prices from memory to a

customer. Knows the safety rules.

Key Words: defines, describes,

identifies, knows, labels, lists,

matches, names, outlines, recalls,

recognizes, reproduces, selects,

states.

EXAMPLE AND KEY WORDS

UNDERSTANDING-Comprehending the meaning,

translation, interpolation, and

interpretation of instructions

and problems.

-Can the student explain ideas

or concepts?

Example: Explain in one's own

words the steps for performing

a complex task.

Key Words: comprehends,

converts, defends,

distinguishes, estimates,

explains, predicts, rewrites,

summarizes, translates


APPLYING

-Use a concept in a new

situation or unprompted use of

an abstraction.

-Can the student use the

information in a new way?

Example: Use a manual to

calculate an employee's

vacation time.

Key Words: applies, changes,

computes, manipulates,

modifies, operates, predicts,

prepares, produces, shows,

solves, uses


ANALYSING- Separates material or

concepts into component

parts so that its

organizational structure may

be understood.

- Can the student distinguish

between the different parts?

Example: Troubleshoot a piece

of equipment by using logical

deduction

Key Words: analyzes, breaks

down, compares,

contrasts, diagrams,

deconstructs, differentiates,

discriminates


EVALUATING- Make judgments about

the value of ideas or

materials.

- Can the student justify

a stand or decision?

Example: Select the most

effective solution. Hire the most

qualified candidate.

Key Words: appraises,

compares, defends, describes,

discriminates, evaluates


CREATING

-Builds a structure or

pattern from diverse

elements.

-Can the student create new

product or point of view?

Example: 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,

organizes


DAVID KRATHWOHL

The affective domain (David

Krathwohl, Bloom, Masia, 1973)

includes the manner in which we

deal with things emotionally, such

as feelings, values, appreciation,

enthusiasms, motivations, and

attitudes.

AFFECTIVE DOMAIN

-Receiving

-Responding

-Valuing

-Organization

-Characterization by Value Set

FIVE MAJOR CATEGORIES

-Awareness, willingness to

hear, selected attention.

RECEIVING

Example: 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


-Active participation on

the part of the

learners. Attends and

reacts to a particular

phenomenon.

RESPONDING

Example: Participates in class

discussions. Gives a presentation.

Key Words: answers, assists, aids,

complies, conforms, discusses,

greets, helps, labels, performs,

practices, presents, reads, recites,

reports, selects, tells, writes.


-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

Example: Shows the ability to

solve problems. Proposes a plan

to social improvement and follows

through with commitment.

Key Words: completes,

demonstrates, differentiates,

explains, follows


-Organizes values into priorities by contrasting

different values, resolving conflicts between them, and

creating an unique value system. The emphasis is on

comparing, relating, and synthesizing values.

ORGANIZATION

Example: Accepts responsibility for

one's behavior. Prioritizes time

effectively to meet the needs of the

organization, family, and self.

Key Words: adheres, alters,

arranges, combines, compares,

completes, defends, explains


-Has a value system

that controls their

behavior.

INTERNALIZING VALUES

Example: Cooperates in group

activities (displays teamwork).

Values people for what they are,

not how they look.

Key Words: acts, discriminates,

displays, listens, modifies,

performs, practices, proposes,

qualifies, questions, revises,

solves, verifies.


Anita Harrow's taxonomy for the

psychomotor domain is organized

according to the degree of

coordination including involuntary

responses as well as learned

capabilities.

PSYCHOMOTOR DOMAIN

HARROW’S TAXONOMY OF OBJECTIVES

-Reactions that are not

learned, such as a

involuntary reaction

REFLEX MOVEMENTS

Example: instinctive

response

Key Words: react,

respond


-Basic movements

such as walking, or

grasping.

FUNDAMENTAL MOVEMENTS

Example: perform a simple

task

Key Words: grasp an object,

throw a ball, walk


-Response to stimuli

such as visual,

auditory, kinesthetic, or

tactile discrimination.

PERCEPTUAL ABILITIES

Example: track a moving

object, recognize a pattern

Key Words: catch a ball,

draw or write


- Stamina that must be developed for further development such as strength and agility.

PHYSICAL ABILITIES (FITNESS)

Example: gain strength,

run a marathon

Key Words: agility,

endurance, strength


- Advanced learned

movements as one

would find in sports or

acting.

SKILLED MOVEMENTS

Example: Using an advanced

series of integrated movements,

perform a role in a stage play or

play in a set of series in a sports

game.

Key Words: adapt, constructs,

creates, modifies


- Use effective body

language, such as

gestures and facial

expressions.

NONDISCURSIVECOMMUNICATION

Example: Express one's self

by using movements and

gestures

Key Words: arrange,

compose, interpretation


Formulating good lesson

objectives is important to

good teaching.

Unfortunately, formulating

SMART lesson objectives is

one common problem

among beginning teachers.

HOW TO WRITE LESSON OBJECTIVES

1. It describes student

performance.

2. An objective is about

ends rather than means.

CHARACTERISTICS OF OBJECTIVES (MAGER):

3. An objective describes the

conditions under which the

performance occurs on the

job.

4. An objective describes the

standard of acceptable

performance.

CHARACTERISTICS OF OBJECTIVES (MAGER):

In short, an objective will

describe the a) what the

student should be able to do

(performance), b) the

conditions under which

doing will occur (condition)

c) the criteria by which the

performance will be judged

(acceptable performance).

From the given example:

Performance – to

disassemble the keyboard

down to the frame.

Condition – Given a Model

12 keyboard and a standard

tool kit.

Criterion of Acceptable

Performance – within ten

Activity:

1. Performance – to identify

the stated performance

(no criterion of acceptable

performance and condition)

Activity:

2. Not a lesson objective;

the performance described

is the instructional process

of the teacher.

C.A.P.- in an hour

Condition – given a light

microscope

3. To cover rules of subject

verb agreement is not a

good objective. Rules of

subject verb agreement is

content not an objective.

C.A.P. – end of the semester

Performance- to cover rules

of subject verb agreement

4. Condition – Given a

Model XXX System, a

standard tool kit and at least

one symptom of a common

malfunction

Performance – return the

system to normal operation