Taxonomy of Objectives PDF

Prepared by: Janelle T. Buco, MLIS Learning Objectives: Differentiate between the cognitive, affective, and psychomotor domains of learning Appreciate the importance of aligning instructional strategies with specific learning objectives Construct clear and measurable learning objectives...

Prepared by: Janelle T. Buco, MLIS Learning Objectives: Differentiate between the cognitive, affective, and psychomotor domains of learning Appreciate the importance of aligning instructional strategies with specific learning objectives Construct clear and measurable learning objectives using Bloom’s taxonomy for a given educational scenario. 3 Domains of Learning Cognitive (knowledge) Affective (values) Psychomotor (skill) Cognitive Objectives that deal with the recall or recognition of knowledge and the development of intellectual abilities and skills Learning in this aspect refers to the mental processes like memorization and ability to think, analyze and solve problems Affective Deal with the development of attributes like genuine interest, desirable attitudes, values and commitment as learning outcomes  Psychomotor Deal with physical and kinesthetic skills This domain is characterized by progressive levels of behaviors from observation to mastery of a physical skill. Benjamin Bloom Lorin Anderson Bloom’s Taxonomy of Cognitive Domain Knowledge of terminology and conventions, trends and sequences, classification and categories, criteria and methodologies, principles, theories and structures Knowledge or Recall Ex. To identify the capital of the Philippines Relate to the translation, interpretation and extrapolation Comprehension Ex. To interpret a table showing the population density of the world Use of abstractions in particular situations. Application Ex. To predict the probable effect of a change in temperature on a chemical Objectives relate to breaking a whole into parts Analysis Ex. To deduce facts from hypothesis Putting together of elements and parts so as to form a whole. Synthesis Ex. To produce an original piece of art Judgments about the value of material and methods for given purposes Evaluation Ex. To recognize fallacies in an argument Anderson’s Taxonomy of Cognitive Domain Remembering: Can the student recall or remember the Define, duplicate, list, memorize, recall, repeat, reproduce, state information? Understanding: Can Classify, describe, discuss, explain, identify, locate, recognize, report, select, the student explain ideas or translate, paraphrase concepts? Applying: Can the Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, students use the information in a schedule, sketch, solve, use, write new way? Analyzing: Can the Appraise, compare, contrast , criticize, differentiate discriminate, distinguish, student distinguish between the examine, experiment, question, test. different parts? Evaluating: Can the student justify a stand or Appraise, argue, defend, judge, select, support, value, evaluate decision? Creating: Can the student create new product or point of Assemble, construct, create, design, develop, formulate, write. view? Krathwohl's Taxonomy of Affective Domain David Krathwol Demonstrated by behaviors The taxonomy of objectives is ordered according to the principle of internalization Internalization of a value begins with awareness of the value. This value awareness leads to a point where the value becomes internalized and it becomes part and parcel of a person’s character, consequently guiding or controlling his/her behavior  Krathwohl's Taxonomy of Affective Domain Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples: to differentiate, to accept, to listen (for), to respond to. Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim. Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate. Organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples: to discuss, to theorize, to formulate, to balance, to examine. Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve. Anita Harlow’s Taxonomy of the Psychomotor Domain It is organized according to the degree of coordination including involuntary responses as well as learned capabilities Simple reflexes begin at the lowest level of the taxonomy, while complex neuromuscular coordination's make up the highest levels Anita Harlow’s Taxonomy of the Psychomotor Domain It is organized according to the degree of Non- discursive coordination including involuntary responses as communication well as learned capabilities Skilled Movements Simple reflexes begin at the lowest level of the taxonomy, while complex neuromuscular Physical Activities coordination's make up the highest levels Perceptual Basic Fundamental Movement Reflex Movements Anita Harlow’s Taxonomy of the Psychomotor Domain