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1. Remembering - e.g., list or label
2. Understanding - e.g., explain and summarize
3. Applying - e.g., use and apply
4. Analysis - e.g., categorized and contrast
5. Evaluation - no longer the highest skills
6. Creating - the new highest skills (Huitt, 2001; Fidelson, 2016).
1. Knowledge - concern with remembering and retrieving,
e.g., identify, recall, recognize
2. Comprehension - concern with grasping or constructing meaning, e.g., explain, illustrate, discuss
3. Application - concern with applying sound information, e.g., operate, employ, exhibit
4. Analysis - concern with breaking down information,
e.g., analyze, contrast, dissect
5. Synthesis - concern with putting all elements together,
e.g., compose, formulate, develop
6. Evaluation - concern with appraising, and critiquing,
e.g., validate, criticize, judge
(Wilson, 2016)
• Objectives dealing with recollection and recognition (Bloom et al., 1956)
• Categories arranged to increasing difficulty
• From simple to complex - concrete to abstract" (Krathwohl, 2002)
The Hierarchal Categories of Affective Domain
• Objectives that deals with behavior manifestations
• e.g., values, attitudes, feelings, etc. (Bloom et al., 1956).
Bloom’s Taxonomy
• Develop by Dr. Bloom and his students in 1956
• Provide classification of the educational objectives
• Tools for educators to define goals for students
• Framework for teachers and research workers dealing with curriculum development and evaluation to facilitate the exchange of information (Bloom et al., 1956).
1. Receiving - the willingness to learn,
e.g., attend and perceive
2. Responding - the high motivation to learn,
e.g., contribute and cooperate
3. Valuing - the beliefs and attitudes of worth,
e.g., respect and justice
4. Organization - the prioritization of conceptualized values,
e.g., systematize and integrate
5. Characterization - the highest of internalization; philosophies,
e.g., practice and acting
(Wilson, 2016)
• Cognitive: thinking
• Affective: feelings or emotional
• Psychomotor: manual skills (Wilson, 2016)
References
Adams, N. (2015). Bloom's taxonomy of cognitive learning objectives. Journal Of The Medical Library Association, 103(3), 152-153 2p. doi:10.3163/1536-5050.103.3.010
Anderson L., & Krathwohl D. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. White Plains, NY: Longman
Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. White Plains, NY: Longman
Fidelson, E. (2016). Contrasting the Bloom Taxonomy. University of Phoenix, NSG535 Curriculum Development
Harrow, A. (1972) A Taxonomy of Psychomotor Domain: A Guide for Developing Behavioral Objectives. New York: David McKay.
Krathwohl, D. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory into Practice, 41(4)
Wilson, L. O. (2016). Three domains of learning – cognitive, affective, psychomotor. The Second Principle. Retrieved from http://thesecondprinciple.com/instructional-design/threedomainsoflearning/
The Hierarchal Categories of Psychomotor Domain (Wilson, 2016).
1. Reflex movements - involuntary segmental movement
2. Fundamental movements - basic movements and behaviors
3. Perceptual abilities - visual and tactile bodily movement
4. Physical Abilities - the endurance, strength, reaction-response
5. Skilled movements - learned from skilled movements
6. Nondiscursive communication - expressive movement like posturing