learning domains

TEST-ICT (CIDA)Federal College of Education H-9

Islamabad1

Learning Domains (Tests)Learning Domains (Tests)

Sajid Khan (RP)Sajid Khan (RP)

TEST-ICT

FCE H-9


Islamabad2

BLOOM’S TAXONOMY OF BLOOM’S TAXONOMY OF LEARNING DOMAINSLEARNING DOMAINS

ObjectivesObjectives

After going through this session the you should be able to:-

Understand the educational objectives, Develop quality standard to measure each

level and Apply various levels in practical life

situation.


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IntroductionIntroduction

The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the different objectives that educators set for students (learning objectives). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor, and Cognitive.


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Educational Objectives:Educational Objectives:

“Educational Objectives are not only the goals toward which the curriculum is shaped and towards which instruction is guided, but they are also the goals that provide the detail specification for the construction and use of evaluative techniques”

B.S Bloom


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Introduction…. Introduction….

A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

It Known as Taxonomy for Learning, Teaching, and Assessing",

FOR MORE INFO...

List location or contact for specification (or other related documents) here


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Bloom’s Taxonomy ModelBloom’s Taxonomy Model

Bloom’s Taxonomy model is in three parts, which are given as under:-

Cognitive domainCognitive domain (intellectual, capability. knowledge or think)

Psycho-motor domainPsycho-motor domain (mental and physical skills)

Affective domainsAffective domains (feelings, emotional and behavior attitude)


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Cognitive

Skills in the cognitive domain revolve around knowledge, comprehension, and "thinking through" a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.


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Levels Levels There are six levels in the taxonomy, moving through the lowest order processes to the highest:

1.1. Knowledge Knowledge – Exhibit memory of previously-learned materials by recalling facts, terms,

basic concepts and answers Knowledge of specifics - terminology, specific facts

– Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology

– Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures

Questions like: What is...?2.2. Comprehension Comprehension

– Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas

– Translation – Interpretation – Extrapolation

Questions like: How would you compare and contrast...?3.3. Application Application

– Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way

Questions like: Can you organize _______ to show...?


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Levels Cont…Levels Cont…4.4. AnalysisAnalysis

– Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations

– Analysis of elements – Analysis of relationships – Analysis of organizational principles

Questions like: How would you classify...?5.5. SynthesisSynthesis

– Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions

– Production of a unique communication – Production of a plan, or proposed set of operations – Derivation of a set of abstract relations

Questions like: Can you predict an outcome?6.6. Evaluation Evaluation

– Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria

– Judgments in terms of internal evidence – Judgments in terms of external criteria

Questions like: Do you agree with.....?


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Cognitive (Knowledge)Cognitive (Knowledge)

11. Knowledge: Recall data like recall

2. 2. Comprehension: Understand and comprehend like recognizing information.

3.3. Application: Apply (use) like use or apply knowledge

4. 4. Analysis: (Structure, elements) like interprets elements.

5. 5. Synthesize:Synthesize: (create, build) like develop new structures.

66. Evaluation:. Evaluation: (assess, judge) like assess effectiveness of whole concept


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Bloom's Revised TaxonomyBloom's Revised TaxonomyThis new taxonomy reflects a more active form of thinking and is perhaps more accurateThis new taxonomy reflects a more active form of thinking and is perhaps more accurate

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Affective DomainAffective Domain

Skills in the Affective DomainAffective Domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.


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Levels: Levels: There are five levels in the affective domain moving through the lowest order processes to the highest:

Receiving Receiving – The lowest level; the student passively pays attention. Without this level no

learning can occur. Responding Responding

– The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way.

Valuing Valuing – The student attaches a value to an object, phenomenon, or piece of

information. Organizing 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.

CharacterizingCharacterizing – The student holds a particular value or belief that now exerts influence on

his/her behaviour so that it becomes a characteristic

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PsychomotorPsychomotor

Skills in the psychomotor domainpsychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.


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Psychomotor (Skills)Psychomotor (Skills)

1. Imitation:: (copy) like copy action of another person

2. Manipulation:2. Manipulation: (follow instructions) like reproduce activity.

3. control:3. control: and Develop precision like execute skill reliably.

4. Articulation:4. Articulation: (combine like adapt and integrate). 5. Naturalization5. Naturalization (automatic)

like automated and habit formation


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B.S Bloom’s Taxonomy of Educational Objectives

Category Category Level Level Statements/ Exemplary Question Statements/ Exemplary Question

Cognitive Recall List the names of main characters of the story?

Comprehension Explain the function of five senses?

Application Show the country Pakistan at world’ map?

Analysis What are the various part body?

Synthesis Design the developmental plan for your school?

Evaluation Justify the Email system?

Affective Receive Are you welling to listen the speech of Dr. Zakir Naik?

Respond How do you react on Haj Hutba?

Value Islam is the best religion, are you agree?

Conceptualization What are the advantages of joint family system?

Internalization Demonstrate offering prayer?

Psychomotor Imitation Through the ball in Imran Khan style?

Manipulation Reproduce the story of naughty boy of your story book?

Precision Show me how the hold hockey sticks?

Articulation How can we adopt educational system of Europe in Pakistan?

Naturalization Drive a car on Motorway,


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Benefits of Bloom Taxonomy Benefits of Bloom Taxonomy ModelModel

This taxonomy is very helpful in defining the learning outcomes and defining the educational objectives. It helps in lesson Planning and in designing questions for the appraisal of students achievements

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Example of school “A” standard

Affective cognitive

Psycho-motor

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Where to Get More InformationWhere to Get More Information

Taxonomy of Educational Objectives: The Classification of Educational Goals; pp. 201-207; B. S. Bloom (Ed.) Susan Fauer Company, Inc. 1956.

A Taxonomy for Learning, Teaching, and Assessing — A Revision of Bloom's Taxonomy of Educational Objectives; Lorin W. Anderson, David R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Raths and Merlin C. Wittrock (Eds.) Addison Wesley Longman, Inc. 2001

Learning Domains or Bloom's Taxonomy - Donald R. Clark Paul, R. (1993). Critical thinking: What every person needs to

survive in a rapidly changing world (3rd ed.). Rohnert Park, California: Sonoma State University Press.


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ScheduleSchedule

Review high-level schedule milestones here

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List location or contact for detailed schedule (or other related documents) here

Jan Feb Mar Apr May Jun July Sep Oct Nov Dec

Phase 1Phase 1

Phase 2Phase 2

Phase 3Phase 3


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Any Question ?Any Question ?

For any comments and suggestions: [email protected]@gmail.com

learning domains

Education

traditional education

moreholistic form of

new knowledge

islamabad 10knowledge44

methodology knowledge

applyingacquired knowledge

goal of blooms taxonomy

answers knowledge of