Taxonomy of educational objectives

TAXONOMY OF EDUCATIONAL OBJECTIVES

Buere, Michelle A. BSED-III

An Instructional Objective consist of behavior that specifies a learning outcome:

Action Verb: Observable & Measurable

list, tell, draw & compute

Action Verb: Unobservable & not measurable

know, understand, appreciate & develop

TAXONOMY OF EDUCATIONAL OBJECTIVES

by BloomCognitive Domain

Six levels of complexity range from the knowledge level(simplest) to the evaluation(most complex)

Most complexEvaluation highest

Synthesis Analysis

Application

Comprehension

Knowledge

Simplest lowest

TAXONOMY OF EDUCATIONAL OBJECTIVES: COGNITIVE DOMAIN

• Knowledge

Ask the student to recall facts,

terminologies, principles or rules.

Some action verbs:

tell list match

define name

label

identify state recite

.

Ex.

• Tell the most important parts of a flower.

• List the three major food groups.

• State the setting of the story.

• Define the process of digestion

• Comprehension

Require the student to

understand words, sentences,

paragraphs, graphs, charts & other

visual materials.

Some action verb:

explain rewrite extend

estimate paraphrase convert

infer predict interpret

Ex.

• Explain the process of circulation of the

blood.

• Estimate the cost of production of books.

• Predict the ending of the story.

• Infer the meaning of the poem.

• Application

Require the students to use

concepts & principles to new

situations.

Some action verb:

compute operate manipulate

solve draw change

use demonstration employ

Ex.

• Compute the rate of interest when given

these facts.

• Demonstrate how to operate a computer.

• Draw the parts of the eye.

• Analysis

Ask the student to break down the whole to

its components or elements.

Some action verb:

break out separate out subdivide

differentiate analyze select

distinguish point out relate

• .

Ex.

• Relate the ending of the story to the beginning of

the fable.

• Point out the main character of the story.

• Distinguish the relevant from irrelevant details in

the passage.

• Synthesis

Ask the student to put together

various component or elements in order

to create a new whole.

Some action verb:

compose design

reconstruct

rewrite reorganize

categorize

formulate create classify

Ex.

• Rewrite the ending of the story.

• Categorize these words into abstract &

concrete.

• Compose a haiku about raindrops.

• Evaluation

Require the students to make the

judgement based on available or

information.

Some action verb:

appraise criticize judge

compare defend conclude

contrast justify support

Ex.

• Judge the worth of the literary peace

according to the criteria previously discussed.

• Justify the use of parable in the President’s

speech.

• Compare the economic conditions of the

country during the Spanish regime & New

Republic.

• REVISED BLOOM’S TAXONOMY

In 2001, it was published by L.

Anderson & D. R Krothwahl to make

the 1956 Taxonomy relevant to 21st

century.

Divided into two-dimension:

Knowledge Dimension & Cognitive

Process Dimension.

KNOWLEDGE DIMENSION

o Factual- basic facts, terminology, specific

details

o Conceptual– interrelationships, generalization

o Procedural- processes, sequential steps

o Metacognitive- insights, meanings

COGNITIVE PROCESS DOMAIN

Remembering– retrieving, recognizing, recalling

Understanding– constructing meaning from oral, written & graphic information

Applying– carrying out/using procedure through executing/implementing the new information learned.

Analyzing- breaking material into its constituent parts through differentiating, organizing & attributing.

Evaluating- making judgements based on criteria & standards through checking & critiquing.

Creating- putting elements together to form a coherent/functional whole through generating, planning or producing.

• Affective Domain- reflect feelings,

emotions & values

Receiving(attending)

Include awareness of some stimulus,

willingness to receive stimulus & controlled

attention.

Behaviors: listen, observe, follow, accept, attend

Responding

Required to demonstrate active participation mote than passive listening/attending.

Behavior: comply, perform, practice, assisst

Valuing- acceptance of value, preference of a value & commitment.

Behavior: accept, prefer, appreciate, believe, commit

Organization- includes conceptualization of a value & organization of a value system.

Behavior: adhere, generalize, integrate, accept

Characterization by a value / value complex

-students behave consistently with their value system. They say what they do.

Behavior: display, perform, practice, act

• PSYCHOMOTOR DOMAIN

Reflex Movements

-involuntary movements that

include segmental reflexes,

intersegmental reflexes &

suprasegmental reflexes.

• Segmental reflexes: spinal movement

• Intersegmental reflexes: more than one

spinal movement

• Suprasegmental reflexes: complex multi-

neural channels to integrate & limb

musculature w/ fixed position.

• Basic Fundamental Movements

• More complex/ skilled motor movements

• Locomotor, nonlocomotor & manipulative

movement

• Bending, pushing, pulling, stretching,

twisting

• Perceptual Abilities

-send message to the brain for interpretation & affect motor movements.

• Kinesthetic abilities: folding paper, moving fingers, moving legs, raising arms

• Visual Abilities: reading instructions, watching TV, examining graphs

• Auditory Abilities: hearing words, listening

to explanations

• Tactile Discrimination: discriminating

different textures of clothe & identifying

objects through touching.

• Physical Abilities those when developed properly enable

smooth & efficient movement.

include endurance, strength, flexibility, agility & dexterity.

exiting a vehicle, running 220m., completing an obstacle course, etc.

• Skilled Movements

Concerned w/ games, sports, dances, &

the arts.

Tossing, kicking, bouncing, & catching.

• NONDISCURSIVE COMMUNICATION

Expressed through body movement & interpretative

movement.

Facial expressions(grinning, pouting), postures, &

expressive dance routines.

Category Action Verbs

Reflex Movements To relax, to tense, to stretch, to flex

Fundamental Movements To jump, to walk, to run, to hop, to crawl

Perceptual Movements To catch, to write, to eat, to bend

Physical Abilities To move precisely, to stop, to start

Skilled Movement To skate, to drive, to dance the cha-cha, to play basketball

Nondiscursive Communication To mimic, to pout, to gesture, to grin to scowl, to stand

Tell what level of complexity each of the following action verbs belongs. Use these categories.

Knowledge Analysis

Comprehension Synthesis

Application Evaluation

1. predict 6. distinguish

2. list 7. design

3. infer 8. name

4. demonstrate 9. criticize

5. identify 10. explain