EMSE 3123Math and Science in Education

Taxonomy of Educational Objectives

Presented byFrank H. Osborne, Ph. D.

© 20151

The Purpose of Objectives• To assure that students are instructed at the

proper level.• To assure that at the end of the course, the

students can function in the course material at that grade level.

• To allow students and teachers to work toward clearly defined goals.

• To encourage students to work in a responsible and self-directed manner.

• To provide a level of acceptable performance and to suggest how to measure it.

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Brief History of Objectives• Educational psychologists began a

project to classify objectives in the 1950s.

• The project was eventually headed by Benjamin Bloom who published objectives in 1956.

• Other workers added to the original production, especially in the psychomotor domain.

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Taxonomy of Objectives

Objectives are classified into three domains.

• Cognitive domain– learning and understanding of course

material

• Affective domain– Attitudes, feelings and emotions

• Psychomotor domain– Motor skills

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Taxonomy of Objectives

I. Cognitive domain

A. Knowledge

B. Comprehension

C. Application

D. Analysis

E. Synthesis

F. Evaluation

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Taxonomy of Objectives

II. Affective domain

A. Receiving (attending)

B. Responding

C. Valuing

D. Organization

E. Characterization

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Taxonomy of Objectives

III. Psychomotor domain

A. Perception

B. Set

C. Guided Response

D. Mechanism

E. Complex Overt Response

F. Adaptation

G. Origination7

Cognitive Domain1.00 Knowledge

1.10 Knowledge of Specifics

1.11 Knowledge of Terminology

1.12 Knowledge of Specific Factors

1.20 Knowledge of Ways and Means of

Dealing with Specifics

1.21 Knowledge of Conventions

1.22 Knowledge of Trends and

Sequences1.23 Knowledge of Classifications

and Categories1.24 Knowledge of Criteria1.25 Knowledge of Methodology

1.30 Knowledge of the Universals and Abstractions in a Field

1.31 Knowledge of Principles andGeneralizations

1.32 Knowledge of Theories and Structures

2.00 Comprehension 2.10 Translation 2.20 Interpretation 2.30 Extrapolation3.00 Application4.00 Analysis 4.10 Analysis of Elements 4.20 Analysis of Relationships 4.30 Analysis of Organizational Principles5.00 Synthesis 5.10 Production of a Unique Communication 5.20 Production of a Plan or Proposed Set of Operations 5.30 Derivation of a Set of Abstract Relations6.00 Evaluation 6.10 Judgments in Terms of Internal Evidence 6.20 Judgments in Terms of External Evidence

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Affective Domain Psychomotor Domain1.0 Receiving (Attending)

1.1 Awareness1.2 Willingness to Receive1.3 Controlled or Selected Attention

2.0 Responding2.1 Acquiescence in Responding2.2 Willingness to Respond2.3 Satisfaction in Response

3.0 Valuing3.1 Acceptance of a Value3.2 Preference of a Value3.3 Commitment to a Value

4.0 Organization4.1 Conceptualization of a Value4.2 Organization of a Value System

5.0 Characterization of a Value or Value Complex

5.1 Generalized Set5.2 Characterization

1.00 Perception1.10 Sensory Stimulation1.20 Cue Selection1.30 Translation

2.00 Set2.10 Mental Set2.20 Physical Set2.30 Emotional Set

3.00 Guided Response3.10 Imitation3.20 Trial and Error

4.00 Mechanism

5.00 Complex Overt Response5.10 Resolution of Uncertainty5.20 Automatic Performance

6.00 Adaptation

7.00 Origination

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Teacher-Centered vs. Learner-Centered

• Teacher-Centered

To present to the student the principles of the multiplication of whole numbers and the algorithm for multiplication.

• Learner-Centered

The students will demonstrate an understanding of multiplication by explaining how numbers are multiplied, strategies for multiplication, and the way in which the algorithm for multiplication is used.

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Writing Educational Objectives

Three Questions for Objectives1. What is the desired behavior?

2. What materials and conditions will the student be allowed to use?

3. How well must the student perform to achieve acceptable performance?

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Writing Educational ObjectivesEXAMPLES

•Using manipulatives, the student will demonstrate that the process of multiplication is essentially repetitive addition. The student will be able to illustrate which are multiplicands and multipliers and how they are related.•From memory, the student will complete a multiplication worksheet that includes all possible multiplications of single digit numbers with no more than four errors.

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Writing Educational ObjectivesPROPERTIES

1. The terminal behavior has been identified by name. We have specified the kind of behavior which will be accepted as evidence that the student has achieved the objective.

2. We have further defined the behavior by describing the conditions under which the behavior will be expected to occur.

3. The criteria of acceptable performance have been specified by describing how well the student must perform to be considered acceptable.

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Writing Educational ObjectivesHINTS

1. Behavior identificationa. Identify the behavior that is expected

b. Choose action verbs that describe the expected student behavior at the end of the experience.c. Try to measure attitudes, understandings and appreciations.

2. Further defining the conditionsa. State when, if appropriateb. Describe resources and materials allowed

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Writing Educational ObjectivesHINTS

3. Standards of acceptable performance--questions to ask.a. What degree of accuracy or upon whose judgment?b. What percentage of correctness?c. What consequences should be expected as a result of satisfactory completion?d. What standards are being applied?e. What time limits are being imposed?

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Writing Educational ObjectivesVERB LIST FOR COGNITIVE OBJECTIVES

Knowledgecomplete, define, label, list, name, recall, recite, record, relate, repeat, tell, underline

Comprehensiondescribe, discuss, explain, express, identify, locate, outline, recognize, report, restate, review, rewrite, tell, translate

Applicationapply, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, shop, sketch, use

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Writing Educational ObjectivesVERB LIST FOR COGNITIVE OBJECTIVES

Analysisanalyze, appraise, calculate, categorize, compare, contrast, criticize, debate, diagram, differentiate, distinguish, examine, experiment, inspect, inventory, question, relate, solve, test

Synthesisarrange, assemble, change, collect, compose, construct, create, design, formulate, hypothesize, manage, organize, plan, prepare, propose, set up

Applicationappraise, assess, choose, compare, decide, estimate, evaluate, judge, measure, predict, prioritize, rate, revise, score, select, value

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Writing Educational ObjectivesVERB LIST FOR AFFECTIVE OBJECTIVES

Receivingaccept, accumulate, combine, control differentiate, listen for, separate, set apart, share

Respondingacclaim, applaud, approve, augment, commend, comply with, discuss, follow, practice, play,spend leisure time in, volunteer

Valuingassist, argue, debate, deny, help, increase numbers of, increase proficiency in, protest, relinquish, specify, subsidize, support

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Writing Educational ObjectivesVERB LIST FOR AFFECTIVE OBJECTIVES

Organizationbalance, compare, define, discuss, formulate, organize, theorize on

Characterization of Valuesavoid, be rated high by peers in,be rated high by subordinates in,change, complete, manage,require, resist, resolve

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Evaluating ObjectivesGiven an objective:

1. What domain is it?

2. What cognitive level?

3. What elements of a terminal objective are present?

4. How will you evaluate the performance of the student regarding this objective?

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What Does An Objective Do?1. It describes the performance or behavior of

the student, not the instructor.(SWBAT = Student Will Be Able To)

2. It does not describe the textbook, method of instruction, or course content.

3. It describes terminal performance, the end result, not the process of getting there.

4. It includes the conditions under which the student will be performing this behavior, and the acceptable standard of performance.

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Objectives for the Unit on ObjectivesAt the end of the presentation of the unit on

objectives, the student will be able to do each of the following:

1. Cite the three domains of the taxonomy of objectives.

2. Differentiate and classify examples of objectives according to the three domains. Within the cognitive domain, the candidate will classify according to level.

3. State the three parts of a terminal behavioral objective.

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Objectives for the Unit on ObjectivesAt the end of the presentation of the unit on

objectives, the student will be able to do each of the following:

4. Analyze given objectives for presence of the qualities of a terminal behavioral objective.

5. Design a set of objectives that could be used as a guide for planning a lesson.

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Taxonomy of Educational ObjectivesBloom, B. S., et al. 1956. Taxonomy of Educational

Objectives--The Classification of Educational Goals, Handbook I. Cognitive Domain. New York: David McKay Co., Inc.

Krathwohl, D. R., B. S. Bloom and D. B. Masia. 1964. Taxonomy of Educational Objectives--The Classification of Educational Goals, Handbook II. Affective Domain. New York: David McKay Co., Inc.

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THE END

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