Educational objective domains

EDUCATIONAL

PSYCHOLOGY(Educational Objective Domain)

Dr. Jayesh Patidar

www.drjayeshpatidar.blogspot.com1

….Name and define the six levels in

Bloom's Taxonomy for the Cognitive

Domain ....

Educational Psychology

Developed by W. Huitt (1998)2www.drjayeshpatidar.blogspot.com

Writing Instructional Objectives

Instructional objectives, including behavioral

objectives, can be written for any of the domains

of instruction

• Cognitive

• Affective

• Psychomotor

3www.drjayeshpatidar.blogspot.com

The Cognitive Domain

Bloom's Taxonomy of the Cognitive Domain

(started in 1948 and completed in 1956) was one

of the most influential statements about levels of

knowing.

The official title of the book is Taxonomy of

educational objectives: The classification of

educational goals. Handbook I: Cognitive

domain with the text having 4 other authors

(M. Englehart, E. Furst, W. Hill, and D

Krathwohl).



he major idea of the taxonomy is that what

educators want students to know (and,

therefore, statements of educational objectives)

can be arranged in a hierarchy from less to

more complex.

The taxonomy contains six levels, with

sublevels identified for each.



A mnemonic device for remembering the six

levels:

Killing

Cats

Almost

Always

Seems

Evil

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation



Knowledge

Student recalls or

recognizes information,

ideas, and principles in the

approximate form in which

they were learned.



Knowledge

Write

List

Label

Name

State

Define



KnowledgeThe student will define the 6

levels of Bloom's taxonomy

of the cognitive domain.



ComprehensionStudent translates,

comprehends, or interprets

information based on prior

learning.



Explain

Summarize

Paraphrase

Describe

Illustrate

Comprehension



The student will explain

the purpose of Bloom's

taxonomy of the cognitive

domain.

Comprehension



Application

Student selects, transfers,

and uses data and

principles to complete a

problem or task with a

minimum of direction.



Application

Use

Compute

Solve

Demonstrate

Apply

Construct



ApplicationThe student will write an

instructional objective for

each level of Bloom's

taxonomy.



Analysis

Student distinguishes,

classifies, and relates the

assumptions, hypotheses,

evidence, or structure of a

statement or question.



Analysis

Analyze

Categorize

Compare

Contrast

Separate



AnalysisThe student will compare

and contrast the cognitive

and affective domains.



Synthesis

Student originates,

integrates, and combines

ideas into a product, plan

or proposal that is new to

him or her.



Synthesis

Create

Design

Hypothesize

Invent

Develop



Synthesis

The student will design a

classification scheme for

writing educational

objectives that combines

the cognitive, affective, and

psychomotor domains.



EvaluationStudent appraises,

assesses, or critiques on a

basis of specific standards

and criteria.



Evaluation

Judge

Recommend

Critique

Justify



Evaluation

The student will judge the

effectiveness of writing

objectives using Bloom's

taxonomy.



In general, research over the last 40 years has

confirmed the taxonomy as a hierarchy with the

exception of the last two levels.

It is uncertain at this time whether synthesis

and evaluation should be reversed (i.e.,

evaluation is less difficult to accomplish than

synthesis) or whether synthesis and evaluation

are at the same level of difficulty but use

different cognitive processes.



I believe the latter is more likely as it relates to the

differences between creative and critical thinking.

Knowledge

Comprehension

Application

Analysis

Synthesis Evaluation

Creative Thinking Critical Thinking


The Affective Domain

ReceivingBeing aware of or attending to

something in the environment

RespondingShowing some new behaviors as

a result of experience

ValuingShowing some definite

involvement or commitment

Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives.

Handbook II: Affective domain. New York: David McKay. 27www.drjayeshpatidar.blogspot.com

The Affective Domain

Organization

Integrating a new value into

one's general set of values,

giving it some ranking among

one's general priorities.

Characterization

by Value

Acting consistently with the new

value; person is known by the

value.


The Psychomotor Domain

Perception

Process of becoming aware of

objects, qualities, etc by way of

senses. Basic in situation-

interpretation-action chain

leading to motor activity.

SetReadiness for a particular kind

of action or experience; may be

mental, physical or emotional.

Simpson, J. S. (1966). The classification of educational objectives, psychomotor

domain. Office of Education Project No. 5-85-104. Urbana, IL: University of Illinois.29www.drjayeshpatidar.blogspot.com


MechanismLearned response becomes

habitual; learner has achieved

certain confidence and

proficiency or performance.

Guided

Response

Overt behavioral act under

guidance of an instructor, or

following model or set criteria.



Adaptation Altering motor activities to

meet demands of problematic

situations.

Complex

Overt

Response

Performance of motor act

considered complex because of

movement pattern required.



Origination

Creating new motor acts or

ways of manipulating

materials out of skills, abilities

and understandings developed

in the psychomotor area.


Writing Instructional Objectives

While it is possible to write instructional

objectives of all types for each of the three

domains, the vast majority are written for

the cognitive domain.

The major exceptions include preschool,

physical education, and perhaps fine arts

courses such as sculpturing and drama.


Thank you

www.drjayeshpatidar.blogspot.com 34

Educational objective domains

Education

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