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    Bloom'S Taxonomy of Educational Objectives For Knowledge-Based

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    Qasim Hotiana
    The document outlines Bloom's Taxonomy, which categorizes learning objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills development and includes remembering, understanding, applying, analyzing, evaluating, and creating. The Affective domain describes the way people react emotionally and includes receiving, responding, valuing, organizing, and characterizing by a value system. The Psychomotor domain includes physical movement, coordination, and use of the motor-skill areas and ranges from basic perception to skilled movements, mechanisms, adaptation, and origination.

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    Bloom'S Taxonomy of Educational Objectives For Knowledge-Based

    Uploaded by

    Qasim Hotiana
    115 views24 pages
    The document outlines Bloom's Taxonomy, which categorizes learning objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills development and includes remembering, understanding, applying, analyzing, evaluating, and creating. The Affective domain describes the way people react emotionally and includes receiving, responding, valuing, organizing, and characterizing by a value system. The Psychomotor domain includes physical movement, coordination, and use of the motor-skill areas and ranges from basic perception to skilled movements, mechanisms, adaptation, and origination.

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    The document outlines Bloom's Taxonomy, which categorizes learning objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills development and includes remembering, understanding, applying, analyzing, evaluating, and creating. The Affective domain describes the way people react emotionally and includes receiving, responding, valuing, organizing, and characterizing by a value system. The Psychomotor domain includes physical movement, coordination, and use of the motor-skill areas and ranges from basic perception to skilled movements, mechanisms, adaptation, and origination.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    115 views24 pages

    Bloom'S Taxonomy of Educational Objectives For Knowledge-Based

    Uploaded by

    Qasim Hotiana
    The document outlines Bloom's Taxonomy, which categorizes learning objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive domain involves knowledge and intellectual skills development and includes remembering, understanding, applying, analyzing, evaluating, and creating. The Affective domain describes the way people react emotionally and includes receiving, responding, valuing, organizing, and characterizing by a value system. The Psychomotor domain includes physical movement, coordination, and use of the motor-skill areas and ranges from basic perception to skilled movements, mechanisms, adaptation, and origination.

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    © All Rights Reserved
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    Download as ppt, pdf, or txt
    of 24

    BLOOM'S TAXONOMY OF

    EDUCATIONAL OBJECTIVES
    FOR KNOWLEDGE-BASED
    GOALS
    1.Knowledge
    2.Comprehension
    3.Application
    4.Analysis
    5.Synthesis
    6.Evaluation

    1. Knowledge

    1. Knowledge

    Remembering previously
    learned material. The
    skill may involve recall of
    a wide range of material,
    from specific facts to
    complete theories,.

    2. Comprehension

    1. Knowledge
    2. Comprehension

    The ability to grasp


    meaning of material.
    This skill may be
    shown by translating
    material from one form
    to another, by
    interpreting material
    and by estimating
    future trends.

    3. Application

    1.
    2.
    3.

    The ability to use learned


    material in new and
    concrete situations. This
    may include the
    application of such
    things as rules,
    methods,
    concepts,
    Knowledge
    Comprehension
    principles, laws and
    Application
    theories.

    4. Analysis

    1.
    2.
    3.
    4.

    The ability to break down


    material into its
    component parts so that
    its organizational
    structure may be
    understood.

    Knowledge
    Comprehension
    Application
    Analysis

    5. Synthesis

    1.
    2.
    3.
    4.
    5.

    The ability to put parts


    together to form a new
    whole. This may involve
    the production of a
    unique communication ,
    a plan of operations, or
    Knowledge
    a set of abstract
    Comprehension
    Application
    Analysis
    relations
    Synthesis

    6. Evaluation
    The ability to judge the
    value of material for a
    given purpose. The
    judgements are to be
    based on definite criteria.
    1.
    2.
    3.
    4.
    5.
    6.

    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    BLOOM'S TAXONOMY OF
    EDUCATIONAL OBJECTIVES
    FOR AFFECTIVE GOALS
    1.Receiving
    2.Responding
    3.Valuing
    4.Organisation
    5.Characterisation by
    value

    1. Receiving
    Demonstrates a
    willingness to engage in
    the learning process

    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    AFFECTIVE
    Receiving

    2. Responding
    Shows interest in the
    objects, phenomena, or
    activity by seeking it out
    or pursuing it for
    pleasure
    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    AFFECTIVE
    Receiving
    Responding

    3. Valuing
    Internalizes an
    appreciation for (values)
    the objectives,
    phenomena, or activity
    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    AFFECTIVE
    Receiving
    Responding
    Valuing

    4. Organization
    Begins to compare
    different values, and
    resolves conflicts
    between them to form an
    internally consistent
    system of values

    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation

    5. Characterisation
    by value
    Adopts a long-term value
    system that is
    "pervasive, consistent,
    and predictable"
    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation
    Characterisation by value

    BLOOM'S TAXONOMY OF
    EDUCATIONAL OBJECTIVES FOR
    SKILLS-BASED GOALS as developed by
    Simpson (1972)
    1.Perception
    2.Set
    3.Guided Response
    4.Mechanism
    5.Complex overt Response
    6.Adaptation
    7.Organization

    1. Perception
    Uses sensory cues to
    guide actions E.g. Copying a work
    of art

    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    PSYCHOMOTOR
    Perception

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation
    Characterisation by value

    2. Set
    Demonstrates a
    readiness to take action
    to perform the task or
    objective - Creating work on one's own,
    after taking lessons, or reading about it.

    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    PSYCHOMOTOR
    Perception
    Set

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation
    Characterisation by value

    3. Guided Response
    Knows steps required to
    complete the task or
    objective - Working and reworking
    something, so it will be "just right."

    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    PSYCHOMOTOR
    Perception
    Set
    Guided Response

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation
    Characterisation by value

    4. Mechanism
    Performs task or
    objective in a somewhat
    confident, proficient,
    and habitual manner
    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    PSYCHOMOTOR
    Perception
    Set
    Guided Response
    Mechanism

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation
    Characterisation by value

    5. Complex Overt Response


    Performs task or
    objective in a confident,
    proficient, and habitual
    manner BUT more
    quickly & accurately
    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    PSYCHOMOTOR
    Perception
    Set
    Guided Response
    Mechanism
    Complex overt Response

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation
    Characterisation by value

    6. Adaptation
    Performs task or
    objective as above, but
    can also modify actions
    to account for new or
    problematic situations Producing a video that involves music, drama, colour,
    sound, etc.
    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    PSYCHOMOTOR
    Perception
    Set
    Guided Response
    Mechanism
    Complex overt Response
    Adaptation

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation
    Characterisation by value

    7. Origination
    Creates new tasks or
    objectives incorporating
    learned ones
    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    PSYCHOMOTOR
    Perception
    Set
    Guided Response
    Mechanism
    Complex overt Response
    Adaptation
    Organization

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation
    Characterisation by value

    BLOOM'S TAXONOMY OF EDUCATIONAL


    OBJECTIVES FOR Cognitive, Affective and SkillsBASED GOALS

    COGNITIVE
    Knowledge
    Comprehension
    Application
    Analysis
    Synthesis
    Evaluation

    PSYCHOMOTOR
    Perception
    Set
    Guided
    Response
    Mechanism
    Complex overt
    Response
    Adaptation
    Organization

    AFFECTIVE
    Receiving
    Responding
    Valuing
    Organisation
    Characterisation
    by value

    Thank you
    very much
    for your
    attention!

    R.H. Dave's (1970):


    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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