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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