Educational objective domains

EDUCATIONAL
PSYCHOLOGY
(Educational Objective Domain)

Dr. Jayesh Patidar
www.drjayeshpatidar.blogspot.com
1

Educational Psychology

….Name and define the six levels in
Bloom's Taxonomy for the Cognitive
Domain ....

Developed by W. Huitt (1998)

2

Writing Instructional Objectives
Instructional objectives, including behavioral
objectives, can be written for any of the domains
of instruction

• Cognitive
• Affective
• Psychomotor


3

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).

4

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.


5

A mnemonic device for remembering the six
levels:

Killing
Cats

Knowledge
Comprehension

Almost

Application

Always

Analysis

Seems
Evil

Synthesis
Evaluation


6


Knowledge

Student recalls or
recognizes information,
ideas, and principles in the
approximate form in which
they were learned.


7


Knowledge

Write
List
Label
Name
State
Define


8


Knowledge

The student will define the 6
levels of Bloom's taxonomy
of the cognitive domain.


9


Comprehension

Student translates,
comprehends, or interprets
information based on prior
learning.


10


Comprehension

Explain
Summarize
Paraphrase
Describe
Illustrate


11


Comprehension

The student will explain
the purpose of Bloom's
taxonomy of the cognitive
domain.


12


Application

Student selects, transfers,
and uses data and
principles to complete a
problem or task with a
minimum of direction.


13


Application

Use
Compute
Solve
Demonstrate
Apply
Construct


14


Application

The student will write an
instructional objective for
each level of Bloom's
taxonomy.


15


Analysis

Student distinguishes,
classifies, and relates the
assumptions, hypotheses,
evidence, or structure of a
statement or question.


16


Analysis

Analyze
Categorize
Compare
Contrast
Separate


17


Analysis

The student will compare
and contrast the cognitive
and affective domains.


18


Synthesis

Student originates,
integrates, and combines
ideas into a product, plan
or proposal that is new to
him or her.


19


Synthesis

Create
Design
Hypothesize
Invent
Develop


20


Synthesis

The student will design a
classification scheme for
writing educational
objectives that combines
the cognitive, affective, and
psychomotor domains.


21


Evaluation

Student appraises,
assesses, or critiques on a
basis of specific standards
and criteria.


22


Evaluation

Judge
Recommend
Critique
Justify


23


Evaluation

The student will judge the
effectiveness of writing
objectives using Bloom's
taxonomy.


24

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.

25

I believe the latter is more likely as it relates to the
differences between creative and critical thinking.

Creative Thinking
Synthesis

Critical Thinking
Evaluation
Analysis

Application
Comprehension

Knowledge


26

The Affective Domain
Receiving

Responding

Valuing

Being aware of or attending to
something in the environment

Showing some new behaviors as
a result of experience
Showing some definite
involvement or commitment

Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives.
27
Handbook II: Affective domain. New York: David McKay.

The Affective Domain
Organization

Characterization
by Value

Integrating a new value into
one's general set of values,
giving it some ranking among
one's general priorities.
Acting consistently with the new
value; person is known by the
value.


28

The Psychomotor Domain
Perception

Set

Process of becoming aware of
objects, qualities, etc by way of
senses. Basic in situationinterpretation-action chain
leading to motor activity.
Readiness for a particular kind
of action or experience; may be
mental, physical or emotional.

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

29

domain. Office of Education Project No. 5-85-104. Urbana, IL: University of Illinois.


Guided
Response

Mechanism

Overt behavioral act under
guidance of an instructor, or
following model or set criteria.
Learned response becomes
habitual; learner has achieved
certain confidence and
proficiency or performance.

30

Complex
Overt
Response

Performance of motor act
considered complex because of
movement pattern required.

Adaptation

Altering motor activities to
meet demands of problematic
situations.


31


Origination

Creating new motor acts or
ways of manipulating
materials out of skills, abilities
and understandings developed
in the psychomotor area.


32

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.


33

Thank you


34

Educational objective domains

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