By
Dr. Rosa Padilla de Casamayor
Educational
Objectives
Bloom's Taxonomy: Why, How, & Top Examples
Educational Objectives
A good teacher makes you think even when you
don’t want to.
(Fisher, 1998,
Teaching
Thinking
)
I believe that teaching is one of the most
delightful and exciting of all human activities
when it is done well and that it is one of the
most humiliating and tedious when it is done
poorly.
(Paul Ramsden)
Instruct the wise and they will be wiser still;
teach the righteous and they will add to their
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Educational Objectives
The educational objective is the achievement which a specific educational instruction is expected to make or accomplish, they specify where you want to be or what you intend to achieve at the end of a process. Nenty, H.J. (1985) Fundamental of Measurement and Evaluation in Education.
It is the outcome of any educational instruction.
It is the purpose for which any particular educational undertaking is carried out.
It is the goal of any educational task (the student acquire the appropriate skills, abilities and competences both mental, physical, social and spiritual as equipment for the individual to live in and contribute to the development of the society)
Educational objective is a statement that implies the goals to be achieved by an instructor at the end of the
Planning by using Goals and objectives
One of the most important and time-consuming planning activities for teachers is the development of daily lesson plans.
Goals and Objectives
Goals are general statement of anticipate outcomes Goals are general intention
Goals are intangible
· Openness towards people from other cultures
· Respect for other cultures · Global-mindedness
· Openness towards people from other cultures
· Respect for other cultures · Global-mindedness
· Knowledge of global issues
· Intercultural knowledge
· Knowledge of global issues
· Intercultural knowledge ·Analytical and critical thinking
·Perspective taking
· Respectful communication · Adaptability
·Analytical and critical thinking
·Perspective taking
· Respectful communication · Adaptability
Components
Skills Knowledge Attitudes
Values
· Valuing Human Dignity · Valuing Cultural Diversity
GLOBAL COMPETENCE
“Skills” are the capacities for carrying out a complex pattern of either thinking
(in the case of a cognitive skill) or behaviour (in the case of a behavioural skill)
in order to achieve a particular goal.
Global Competence requires numerous skills, including the ability to:
communicate in more than one language; communicate appropriately and effectively with people from other cultures or countries; comprehend other people’s thoughts, beliefs and feelings, and see the world from their
perspectives; adjust one’s thoughts, feelings or behaviours to fit new contexts and situations; and analyse and think critically in order to scrutinise and
appraise information and meanings
An individual may have a large range of knowledge,
understanding and skills, but lack the disposition to use them.
An “attitude” may be defined as the overall mind-set which an
individual adopts and typically consists of four components: a
belief or opinion about the object, an emotion or feeling
towards the object, an evaluation (either positive or negative)
of the object, and a tendency to behave in a particular way
towards that object.
Classification of Educational Goals
What are the domains of learning?
Benjamin Bloom’s Taxonomy of Objective
BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES
B
lo
om
’s
T
ax
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Named after the creator, Benjamin Bloom (1950s). A Taxonomy is an arrangement of ideas or a
way to group things together.
1913-1999
He was a teacher, he created a list about how we think about thinking…
Means of expressing qualitatively different kinds of thinking.
Provides a way to organize thinking skills into levels, from the most basic to the higher order levels of thinking.
1990s - Lorin Anderson (former student of Bloom) revisited the taxonomy.
Blooms Taxonomy of Educational Objectives
Blooms Taxonomy of Educational Objectives
The word taxonomy derived from the Greek word ‘taxis’ which means systematic classification. Prof. Benjamin Bloom and his associate, University of Chicago developed and classified the domains of educational objectives. Bloom (1956) presented his taxonomy related to cognitive domain giving emphasis to the hierarchy of cognitive process in attaining knowledge and development of thinking. Later Krathwhol (1964) introduced affective domain and Simpson (1966) developed psychomotor domain. They described the hierarchical development of the three domains of the learner though instruction. This classification objective is known as Blooms taxonomy of educational objectives.
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Bloom’s Taxonomy
Characterizing
by value or
value concept
Organizing
Valuing
Responding
Receiving
Affective
Domain
Psychomotor
Domain
Organization
Adapting
Mechanizing
Guide, responding
Setting
Perceiving
Cognitive
Domain
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Taxonomy
Bloom's Taxonomy is a
classification of thinking
organised by level of
complexity. It gives
teachers and students
an opportunity to learn
and practice a range of
thinking and provides a
simple structure for
many different kinds of
questions and thinking.
Is a systematic process of thinking & learning
Helps form challenging questions to help students gain knowledge & critical thinking skills
Assists in development of goals, objectives & lesson plans
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Bloom’s Taxonomy revised
Bloom’s Taxonomy: Cognitive Domain
Cognitive Domain:
knowledge or memory
Cognitive Domain:
Comprehension
Comprehension is defined as the ability to grasp the meaning of material. This
may be shown by translating material from
one form to another (words or numbers), by
interpreting material (explaining or
summarizing), and by estimation future trends (predicting consequences or effects). These learning
outcomes go one step beyond the simple remembering of material and represent the lowest
level of understanding.
Resta
ting in
your ow
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Cognitive Domain:
Application
The ability to use learned material in new and concrete situations. It’s observed when students use methods, theories, or concepts in new situations. Students don’t simply interpret a graph.
Instead , th ey m ay con stru ct a new gra ph usin g th e da ta. O r, th ey may use a le arn
ed form
ula to s olve an e qua tion
. The
key em
pha sis is that stud ents use and abs tract
idea, th
eory
, or p rinc
ipal in
a ne
w, conc
rete situ
ation
to s
olve a p
roblem
Verbs: apply, relate, develop, translate, use operate, organize employ, restructure, interpret
demonstrate, illustrate, practice, calculate, show, exhibit, dramatize
Cognitive Domain:
Analysis
Determining how the parts relate to one another or how they interrelate, or how the parts relate to an overall
structure or purpose. Verbs: analyze, compare, probe, examine, contrast categorize,
differentiate,
investigate, detect survey classify,
deduce, experiment discriminate, etc
The ability to break down material into its component parts so that its organizational structure may be understood;
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Cognitive Domain:
Synthesis
The ability to put parts together to form a form a coherent
or unique new whole; this may involve the production of a
unique communication (thesis or speech), a plan of
operations (research proposal), or a set of abstract
relations (scheme for classifying information).
Verb Examples Associated:
Cognitive Domain:
Evaluation
The ability to judge the value of material for a given purpose; the judgments are to be based on definite internal and/or external criteria.
Verb Examples Associated:
Judge, assess, compare,
conclude, argue attach, choose, defend,
The Affective or Feeling Domain:
The focus of the affective domain is on the learner’s interest, attitudes,
and values
Attitudinal-based domain, consisting of five levels,
The Affective or Feeling Domain:
The taxonomy in the affective domain expressed as interests, attitudes, appreciation, values, and emotional sets or biases. (Krathwohl et al, 1964). The descriptions of each step in the taxonomy culled from Krathwohl’s Taxonomy of Affective Domain (1964) are given as follows: 1.Is being aware of or sensitive to the existence of certain ideas, material or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.
2.Is committed in some small measure to the ideas, materials or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.
3.Is relating the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.
There are five levels in the affective domain moving through the lowest order processes to the highest:
1. Receiving
The lowest level; the student passively pays attention. Without this level no learning can occur. This refers to the learner’s sensitivity to the existence of stimuli – awareness, willingness to receive, or selected attention.
2. Responding
This refers to the learners’ active attention to stimuli and his/her motivation to learn – acquiescence, willing responses, or feelings of satisfaction.
3. Valuing
The student attaches a value to an object, phenomenon, or piece of information. The student associates a value or some values to the knowledge they acquired.
4. Organizing
The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned.
5. Characterizing
LEVEL DEFINITION EXAMPLE
RECEIVING. Being aware of or attending to something in the environment Individual would read a book passage about civil rights.
RESPONDING. This means people responding to phenomena. It involves the active participation of the people. Example: a student participating in group discussions.
VALUING. Showing some definite involvement or commitment The individual might demonstrate this by voluntarily attending a lecture on civil rights.
ORGANIZATION. Integrating a new value into one’s general set of values giving it some ranking among one’s general priorities The individual might arrange a civil rights rally
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Affective Domain
Active verbs for affective domain:
Appreciate,
accept, assist,
attempt,
challenge,
combine,
defend,
demonstrate (a
belief in),
discuss, dispute,
embrace, follow,
hold, integrate,
share, join,
Skills-based domain, consisting of six levels, encompassing physical skills or the performance of actions:
The Psychomotor or Kinesthetic Domain
Psychomotor
objectives are those specific to discreet physical functions, reflex actions and interpretive
movements.
Traditionally, these types of objectives are concerned with the physically
encoding of
information, with movement and/or with activities where the gross and fine muscles are used for expressing or
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It refers to the development of manipulative, sensory and motor skills.
LEVELS OF PSYCHOMOTOR DOMAIN (Dean Hauenstein, 1998)
Perception or Observing. Use of sense organs to guide motor activities.
1. Perception
The ability to use sensory cues to guide motor activity. This ranges
from sensory stimulation, through clue selection, to translation. Example: Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball.
Key words. Listen, Describe, Look, Observe, Find, Measure, Record.
2. Set
Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). Examples: Assemble, Demonstrate, Imitate, Construct, Execute, Manipulate.
3. Guided response
The early stages in learning a complex skill that includes imitation and
trial and error. Adequacy of performance is achieved by practicing.
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4. Mechanism
This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed
with some confidence and proficiency. Examples: Use a personal
computer. Repair a leaking tap. Drive a car.
5. Complex clear response
The skillful performance of motor acts that involve complex movement
patterns. It means a person’s ability to perform complex patterns of
action. Example: typing without even looking.
6. Adaptation
Skills are well developed and the individual can modify movement
patterns to fit special requirements. This means to adapt one’s behavior
in case of special events. Example- a drive slows his car speed when driving on mountains
7. Origination
Creating new movement patterns to fit a particular situation or specific
problem. This means to form new ways or patterns for a situation.
Example- a musician makes a sad song for dead people.
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WHY USE BLOOM’S TAXONOMY?
Some of the reasons for employing Bloom’s Taxonomy include:
Accurately measuring students’ abilities requires an understanding of the different levels of cognition that are critical for learning.
It is important to establish intended learning outcomes in professor/student interactions so that both parties understand the purpose of the interactions.
Developing intended student learning outcomes according to Bloom’s Taxonomy helps students understand what is expected of them.
Using Bloom’s Taxonomy to develop intended student learning outcomes helps professors to plan and deliver appropriate instruction.
Developing intended student learning outcomes using Bloom’s
Taxonomy helps faculty to design and implement appropriate assessment tasks, measures, and instruments.
Having intended student learning outcomes based on Bloom’s
Assignment 3
1. Using Bloom’s taxonomy of cognitive objectives, to which level do each of the following statements apply?
a. The student will memorize multiplication facts through drill and practice
b. The students will follow the scientific method to perform a science experiment
c. The student will read a short story and identify the literary elements
d. The students will be asked to write a summary of the book they read that week
e. The student will decide if a math word problem is good or bad by noting if there is too much, too little, or the right amount of information
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Assignment 3
2. Draw the mind map for hierarchical diagram of the Bloom’s taxonomy.
3. Explain the level of cognitive domain.
4. Specify objectives corresponding to each of the domains.
5. What are the components of comprehension level?, What is application?
6. With examples of action verbs, explain evaluation?
