Pagent

BLOOM'S TAXONOMY

CLASSIFICATION OF INSTRUCTIONAL OBJECTIVES

Learning outcome is defined as the type of behavior the student is expected to exhibit as a result of the learning objectives have been organized into three areas or domains: cognitive, affective, and psychomotor. The cognitive domain includes those behaviors of objectives dealing with intellectual outcomes such as knowledge, understanding, and thinking skills. The affective domain includes those objectives that emphasize feelings and emotions such as interest, appreciation, attitudes, etc. The psychomotor domain deals with those objectives that emphasize motor skills such as doing, practicing, demonstrating, etc. With each of these three domains, categories or levels for classifying objectives are described in hierarchical order from the simplest to the most complex learning/behavioral outcomes. Below is a description with examples of behaviors that may be used for each category within each domain. Please note that the categories are numbered consecutively throughout the three domains, one through fifteen. Within each domain, the lowest number indicates the lowest category or level with the highest number indicating the highest category or level.

Code# Descriptive of Categories Examples of Behaviors

COGNITIVE DOMAIN (IDEAS)

1

Knowledge. Knowledge is defined as the remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.

Define, Identify, Label, List, Match, Memorize, Name, Outline, Recall, State, Repeat, Relate, Record, Underline

2

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 to numbers), by interpreting material (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material and represent the lowest level of understanding.

Defend, Describe, Discuss, Explain, Generalize, Give example, Identify, Infer, Locate, Paraphrase, Predict, Receive, Recognize, Report, Restate, Rewrite, Summarize, Tell, Translate

3

Application. Application refers to the ability to use learned material in a new and concrete situation. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area requires a higher level of understanding that those under comprehension.

Apply, Change, Compute, Demonstrate, Discover, Dramatize, Employ, Illustrate, Interpret, Manipulate, Modify, Operate, Practice, Predict, Prepare, Produce, Relate, Schedule, Shop, Show, Sketch, Solve, Translate, Use

4

Analysis. Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application because they require an understanding of both the content and the structural form of the material

Analyze, Appraise, Break down, Calculate, Categorize, Compare, Contrast, Criticize, Debate, Diagram, Differentiate, Discriminate, Distinguish, Examine, Experiment, Illustrate, Identify, Infer, Inspect, Inventory, Outline, Point out, Question, Relate, Select, Separate, Solve, Subdivide, Test

5

Synthesis. Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech) a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information) Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns of structures.

Arrange, Assemble, Categorize, Collect, Combine, Compare, Compile, Construct, Create, Design, Devise, Explain, Formulate, Generate, Manage, Modify, Organize, Plan, Prepare, Propose, Rearrange, Reconstruct, Relate, Reorganize, Revise, Rewrite, Set up, Summarize, Tell, Write

6

Evaluation. Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. the judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all of the other categories plus conscious value judgements based on clearly defined criteria.

Appraise, Assess, Choose, Compare, Conclude, Contrast, Criticize, Describe, Discriminate, Estimate, Evaluate, Explain, Interpret, Judge, Justify, Measure, Rate, Relate, Revise, Score, Select, Summarize, Support, Value

AFFECTIVE DOMAIN (ATTITUDES)

7

Receiving. Receiving refers to the students' willingness to attend particular phenomena or stimuli (classroom activities, textbook, etc.). From a teaching standpoint, it is concerned with getting, holding, and directing the students' attention. Learning outcomes in this area range from the simple awareness that a thing exists to selective attention on the part of the learner.

Ask, Choose, Describe, Discriminate, Follow, Give, Hold, Identify, Listen, Locate, Names, Observe, Point to, Prefer, Realize, Reply, Select, Use

Code # Description of Categories Examples of Behaviors

AFFECTIVE DOMAIN (ATTITUDES)

8

Responding. Responding refers to active participation on the part of the student. At this level, he not only attends a particular phenomenon but also reacts to it in