Taxonomy of Educational Objectives

Taxonomy of Educational Objectives

An instructional objective consists of behavior that specifies a learning outcome.

A classification scheme categorizes a wide range of learning outcome into more manageable clusters that share some common dimensions.

Is a useful guide for developing a comprehensive list of instructional objectives.

Dr. Benjamin Bloom

3 DomainsA. Cognitive Domain

- consists of objectives that relate to mental or thinking processes. Mental activity such as memorizing, reading problem solving, analyzing, synthesizing and drawing conclusion.

6 Levels of complexity rangeEvaluation

Synthesis

Analysis

Application

Comprehension

Knowledge Simplest

Most Complex

Lowest Level

Highest Level

6 levels of complexity range

1. KNOWLEDGE – involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure or setting.

Some action verbs that describes learning outcomes at this level are as follows: Tell List Match

Define Name LabelIdentify State Recite

Some Examples of instructional objectives at the knowledge level are:

1. Tell the most important parts of a flower2. List the three major food groups.3. State the setting of the story.

2. COMPREHENSION – refers to a type of understanding such that the individual can make use of the material or the idea being communicated without necessary relating to other materials or seeing its fullest implications.

Some action verbs that describe learning outcomes at thislevel are as follows:

Explain Rewrite ExtendEstimate Paraphrase ConvertInfer Predict Interpret

Some examples of comprehension objectives are:

1. Explain the process of circulation of the blood.2. Estimate the cost of production of the book.3. Predict the ending of the story.

3. ANALYSIS – the breaking up of communication or text into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between the ideas expressed are made explicit.

Some action verbs that describes learning outcomes at this level are as follows:

Break down Separate out SubdivideDifferentiate Analyze SelectDistinguish Point out Relate

Some examples of analysis objectives are:

1. Point out the main characters in the story.2. Distinguish the relevant from irrelevant details in the

passage. 3. Relate the ending of the story to the beginning of the

fable.

4. Application – The use of abstractions which my be technical principles, ides, and theories in particular and concrete situations.

Some action verbs that describes learning outcomes at this level are as follow:

Compute Operate ManipulateSolve Draw ChangeUse Demonstrate Employ

Some examples of application objectives are:

1. Compute the rte of interest when given these facts.

2. Solve 2-step word problem.3. Draw the parts of the eyes.

5. SYNTHESIS – the putting together of elements and parts to form whole. This involves the process of working with pieces, parts, elements, etc., and arranging and combining the constitute a pattern or structure not clearly seen or observed before.

Some action verbs that describes learning outcomes at this level are as follows:

Compose Formulate RewriteDesign Reorganize CreateReconstruction Categorize Classify

Some examples of synthesis objectives at this level are:

1. Rewrite the ending of the story.2. Compose a haiku about raindrops.3. Classify animals according to their habitat.

6. EVAUATION –the judgements about the value of the material and methods for given purposes. Evaluation involves quantitative and qualitative judgements about the extent to which materials and methods satisfy criteria.

Some action verbs that describes learning outcomes at this level are as follows:

Appraise Criticize JudgeCompare Defend ConcludeContrast Justify Support

Some examples of evaluation objectives at this level are:

1. Justify the use of parables in the President’s speech.

2. Judge the worth of the literary piece according to the criteria previously discussed.

3. Compare the economic conditions of the country during the Spanish regime and the New republic.

B. Affective Domain

- describes instructional objectives that reflect feelings, emotions, and values.

Taxonomy of educational objectives for affective domain

Receiving

Responding

Valuing

Organization

Characterization by values or Value - Complex

1. Receiving At this level, the concern is for the learners to be sensitive to the existence of certain phenomena and stimuli, that is, he is willing to receive or attend to them.

3 category of receivingAwareness – learners is conscious of something that accounts

for situation, phenomenon, object, or state of affairs.Willingness to receive – the behavior is willingness to tolerate a given stimulus, not to avoid it. Controlled or Selected attention – the learners controls the attention so that the favored stimulus is selected and attended to, despite competing and distracting stimuli.

2. Responding At this level, the concern is with responses that go beyond merely attending to the phenomenon. One is doing something with the phenomenon besides merely perceiving it.

3. ValuingBehavior categorized at this level is consistent and stable to have taken on the characteristics of a belief or an attitude.

4. OrganizationIs intended as the proper classification for objectives that describe the beginnings of the building of a value system.

5. Characterization by Value or Value – Complex At this level of internalization, the values already have a place in the individual's values hierarchy. They are organized into some kind of internally consistent system which controls the behavior of the individual.

3. Psychomotor Domain

• Involve reflex, basic, perceptual, skilled, and non-discursive (non-verbal) communication. This domain includes basic movements such as walking, running, jumping, and skilled movements related to dances, sports, and other performing arts.

• It involves abilities that can be directly observed.

Taxonomy for Psychomotor Domain1. PERCEPTION – It is the process of becoming aware of objects, qualities, or relations by using the sense organs. 2. SET – it is a preparatory adjustment of readiness for particular kind of action in experience. 3. GUIDED RESPONSE – is the overt behavioral act of an individual under the guidance of an instructor or in response to self – evaluation where the student has a model or criteria with which to judge personal performance. 4. MECHANISM – at this level, the student has achieved a certain confidence and degree of proficiency in the performance of the act.5. COMPLEX OVERT RESPONSE – at this level, the individual can perform a motor act. Skill has been attained.6. ADAPTATION – at this level, motor activities are altered to meet the demands of a new problematic situation requiring physical response.

7. ORIGINATION – involves in creating new motor acts or ways of manipulating materials based on understandings, abilities, and skills developed in the psychomotor are.

CRITERIA OF SELECTING APPROPRIATE OBJECTIVES

1. Objectives should include all important outcomes of the course or subject matter.

2. The objectives should be in harmony with the content standards of the state and with the general goals of the school.

3. The objectives should be in harmony with the sound principles of learning.

4. The objectives should be realistic in terms of the abilities of the students, time and the available facilities.

CLEAR STATEMENT OF INSTRUCTIONAL OBJECTIVES

First, state the general objectives of instruction as intended learning outcomes. Second, list under each objective a sample of the specific types of performance that the students should be able to demonstrate when they have achieved the objective.

Example: Understands the scientific principles

a. Describes the principle in their own words.b. Identifies examples of the principle.c. States reasonable hypotheses based on the

principle.d. Uses the principle n solving problem.e. Distinguishes between two given principles.f. Explains the relationships between the given

principles.

MATCHING TEST ITEMS TO INSTRUCTIONAL OBJECTIVES

Rules to follow in constructing test items:

1. Always remember that they should match the instructional objectives.

2. The learning outcomes and the learning conditions specified in the test items should match with the learning outcomes and conditions stated in the objectives.

1. Objective: Discriminate fact from opinion from Pres. Benigno C. Aquino’s first State of the Nation Address (SONA)

Test item: From the SONA speech of President Aquino give five (5) examples of facts and five (5) examples of opinions.

2. Objective: Recall the names and capitals of all the different provinces of Regions I and II in the Philippines. Test item: List the names and capitals of two provinces in Region I and three provinces in Region II.

3. Objective: List the main event in chronological order, after reading the short story A VENDETTA

by Guy de Maupassant. Test item: From the short story A VENDETTA by Guy

de Maupassant, list the main event in chronological order.

4. Objective: Circle the nouns and pronouns from the given list of the words.

Test item: Give five examples of pronouns and five examples for verbs.

5. Objective: Make a freehand drawing about Region II using your map as a guide. Test item: Without using your map, draw the map of Region II.

Thank you!