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Revised Bloom's Taxonomy (Anderson & Krathwohl, 2001)

• Objectives are more modern and outcome-centered.

The Hierarchal Categories of Cognitive Domain

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).

The Cognitive Domain

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)

Bloom’s Taxonomy

Bloom Taxonomy

Embodies cognitive, psychomotor, and affective functioning.

Essential to students' education

Guide learners to their learning goals.

Assist student to be skilled and competent.

The Affective Domain

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)

The Three Domains of Learning

• Cognitive: thinking

• Affective: feelings or emotional

• Psychomotor: manual skills (Wilson, 2016)

The Psychomotor Domain

• Objectives that deals with motor skills (Bloom et al., 1956).

The Cognitive Process Dimension (Anderson & Krathwohl, 2001)

• Defines four types of knowledge in learning (Adams, 2015).

1. Factual Knowledge - the separate and isolated

2. Conceptual Knowledge - the sophisticated and organized

3. Procedural Knowledge - the skills and process

4. Metacognitive Knowledge - the knowledge of oneself

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/

Explain Any Topic

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

By: Eric Fidelson

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