Educational objectives are classified into three- cognitive, affective and psychomotor domain. The major purpose of developing a taxonomy was to facilitate communication. It is a method of improving the exchange of ideas and materials among people concerned with the education.
A. Cognitive Domain
This includes the objective which deal with the recall and recognition and the development of intellectual abilities
1. Knowledge-this involves the recall of the specifics and universals, the recall of methods and process, or the recall of a pattern, structures, or setting. Knowledge objectives emphasize most the psychological processes of remembering
a. Knowledge of Specifics-the recall of specific and isolable bits of information. The emphasis is on symbols with concrete referents.
i. Knowledge of Terminology- knowledge for specific symbols (verbal and non-verbal). This may include knowledge of the most generally accepted symbol referent, knowledge of variety of symbols which may be used for a single referent, or a knowledge of the referent most appropriate to a given use of a symbol
ii. Knowledge of Specific Facts- knowledge of dates, events, persons, places, etc
b. Knowledge of Ways and Means of Dealing with Specifics- knowledge of the ways of organizing, studying, judging, and criticizing. This includes the methods of inquiry, the chronological sequences and the standards of judgment within a field as well as the pattern of organization through which the areas of the fields themselves are determined and internally organized.
i. Knowledge of Conventions- knowledge of characteristic ways if treating and presenting ideas and phenomena
ii. Knowledge of Trends and Sequences- knowledge of the processes, directions, and movements of phenomena with respect to time
iii. Knowledge of Classification and Categories- knowledge of the classes, sets, divisions, and arrangement which are regarded as fundamental for a given subject field, purpose, argument, or problem
iv. Knowledge of Criteria- knowledge of the criteria by which facts, principles, opinions, and conducted are tested and judge
v. Knowledge of Methodology- knowledge of the methods of inquiry, techniques, and procedures employed in a particular subject field as well as those employed in investigating particular problem and phenomena. The emphasis here is on the individuals knowledge on the method rather than his ability to use the method
c. Knowledge of the Universals and Abstractions in a Field- knowledge of the major schemes and patterns by which phenomena and ideas are organized.
i. Knowledge of Principles and Generalization- knowledge of particular abstractions which summarize observations of phenomena
ii. Knowledge of Theories and Structures- knowledge of the body principles and generalizations together with their interrelations which present a clear, rounded and systematic view of a complex phenomenon, a problem, or field.
2. Comprehension- this represents the lowest level of understanding. It refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.
a. Translation- comprehension is evidences by the care and accuracy with which the communication is paraphrased or rendered from one language or form of communication to another. Translation is judged in the basis of faithfulness and accuracy; that is, on the extent to which the material in the original communication is preserved although the form of the communication has been altered.
b. Interpretation- the explanation or summarization of a communication whereas translation involves an objective part-for-part rendering a communication, interpretation involves a reordering, rearrangement, or new view of the material.
c. Extrapolation- the extension of trends or tendencies beyond the given data to determined implications, consequences, corollaries, effects etc., which are in accordance with the condition described in the original communication.
3. Application- the use of abstraction in particular situation. The situations presented should be new to the learner in order to achieve this category.
4. Analysis- the breakdown of a communication into its constituents of parts such that the relative hierarchy of ideas is made clear and or relations between the ideas experienced are made explicit. Such analysis are intended to clarify the communication, to indicate how the communication is organized the way in which it manages to convey its effects, as well as its basis and arrangement.
a. Analysis of Elements- identification of the elements include in a communication
b. Analysis of Relationships- the connections and interactions between elements and parts of a communication
c. Analysis of Organizational Principles- the organization, systematic arrangement, and structure which hold the communication together
5. Synthesis- the putting together of elements and parts so as to form a whole. This involves the process of working with pieces, parts, elements, etc., and arranging and combining them in such a way as to constitute a pattern or structure not clearly there before.
a. Production of Unique Communication- the development of a communication in with the writer or speaker attempts to convey ideas, feelings, and or experiences to others
b. Production of Plan, or Proposed Set of Operations- the development of a plan or the proposal of a plan of operations. The plan should satisfy the requirements of the task which may be given to the student or which he may be develop for himself
c. Derivation of a Set of Abstract Relations- the development of a set of abstract relations either to classify or explain particular data or phenomena, or the deduction of propositions and relations from a set of basic propositions or symbolic representations.
6. Evaluation- judgments about the value of the material and methods for given purposes. Quantitative or qualitative judgments about the extent to which the material and methods satisfy criteria
a. Judgment in terms of Internal Evidence- evaluation of the accuracy, consistency, and other internal criteria
b. Judgment in terms of External Evidence- evaluation of material with references to selected or remembered criteria
| Illustrative General Instructional Objectives | Illustrative Behavioral Terms of Stating Specific Learning Outcomes |
| Knowledge Knows common terms Knows specific facts Knows methods and procedures Knows basic concepts Knows principles |
Defines, describes, identifies, labels, lists, matches, names, outlines, reproduces, selects, states |
| Comprehension Understands facts and principles Interprets verbal material Interprets charts and graphs Translates verbal material to mathematical formula Estimates future consequences implied in data Justifies methods and procedures |
Converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, enters, paraphrases, predicts, rewrites, summarizes |
| Application Applies concepts and principles to new situations Applies laws and theories to practical situations Solves mathematical problems Construct charts and graphs Demonstrates correct usage of a method or procedures |
Changes, computes, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, procedures, relates, shows, solves, uses |
| Analysis Recognizes assumptions Recognizes logical fallacies in reasoning Distinguishing between facts and inferences Evaluates the relevancy of data Analyzes the organizational structure of a work (art, music, writing) |
Breaks down, diagrams, differentiates, discriminates, distinguishes, identifies, infers, outlines, points out, relates, selects, separates, subdivides |
| Synthesis Writes well organized theme Gives well organized speech Writes a creative short story Proposes a plan for an experiment Integrates learning from different areas into a plan for solving a problem Formulates a new scheme for classifying objects (events, ideas) |
Categories, combines, compiles, composes, creates, devices, designs, explains, generates, modifies, organizes, plans
Rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes |
| Evaluation Judges the logical consistency of written materials Judges the adequacy with which conclusions are supported by data Judges the value of a work (art, music, writing_ by use of internal criteria Judges the value of work by use of external standards of excellence |
Appraises, compares, concludes, contrasts, criticizes, describes, discriminates, explains, justifies, interprets, relates, summarizes, support |
B. Affective Domain
Concerned with changes in interest, attitudes and values, and the development of appreciations and judgments
1. Receiving (Attending)- the concern at this level is that the learner be sensitized to the existence of certain phenomena and stimuli; that is, that he be willing to receive or to attend to them
a. Awareness- the concern here is that the learner be conscious of something- that he take into account a situation, phenomenon, object, or stage of affairs
b. Willingness to Receive- it involves describing the behavior of being willing to tolerate a given stimulus, not to avoid it
c. Controlled or Selected Attention- the differentiation of a given stimulus into figure and ground at a conscious or perhaps semiconscious level- the differentiation of aspects of a stimulus which is perceived as clearly marked off from adjacent impressions. There is an element of the learner is controlling the attention here, so that the favored stimulus is selected and attended to despite competing and distracting stimuli.
2. Responding- the learner is sufficiently motivated that he is actively participating
a. Acquiescence in Responding- compliance describes this behavior since there is more of the element of reaction to suggestion and less the implication of resistance or yielding unwillingly. The learner makes the response, but he has not fully accepted the necessity for doing it.
b. Willingness to Respond- there is an implication of capacity for voluntary activity. The learner is sufficiently committed to exhibiting the behavior that he doe not just because of a fear of punishment, but voluntarily
c. Satisfaction in Response- the behavior is accompanied by a feeling of satisfaction, an emotional response, generally of pleasure, rest, or enjoyment
3. Valuing- it is employed in its unusual sense: that a thing, phenomenon, or behavior has worth. Behavior categorized at this level is sufficiently consistent and stable to have taken on the characteristics of a belief or an attitude. The learner displays this that he comes to be perceived as holding a value. An important element of this behavior is that is motivated, not by the desire to comply or obey, but by the individuals commitment to the underlying value guiding the behavior
a. Acceptance of Value- one of the distinguishing characteristics of this behavior is consistency of response to the class of objects, phenomena, etc. with which the belief or attitude is identified. It is consistent enough so that the person is perceived by others as holding the belief or value. At this level, the learner is sufficiently committed that he is willing to be so identified
b. Preference of a Value- behavior at this level implies not just the acceptance of a value to the point of being willing to be identified with it, but the individual is sufficiently committed to the value to pursue it, to seek it out, to want it
c. Commitment- beliefs at this level involves a high degree of certainty. The ideas of “conviction” and “certainty beyond a shadow of a doubt” help to convey further, the level of behavior intended. Loyalty to a position, a group, or cause would also be classified here
The learner acts further the thing valued in some way, to extend the possibility of his developing it, it deepen his involvement with it and with the things representing it. He tries to convince others and seeks to converts others to his cause
4. Organization- as the learner successively internalizes values, he encounters situations for which more than one value is relevant. Thus necessity arise for (a) the organization of the values into a system, (b) the determination of the interrelationships among them, and (c) the establishment of the element of the dominant and pervasive ones
a. Conceptualization of a Value- at this level the quality of abstraction or conceptualization is added. This permits the individual to see how the value relates to those that he already holds or to new ones that he is coming to hold
b. Organization of a Value System- objectives properly classified here are those which require the learner to bring together a complex of values and to bring these into an ordered relationship with one another
5. Characterization by a Value or Value Complex- at this level of internalization the vales already have a place in the individuals value hierarchy, are organized into some kind of internally consistent system, have controlled the behavior of the individual of a sufficient time that he has adapted to behaving this way; and an evocation of the behavior no longer arouses emotions or except when the individual is threatened of challenged
a. Generalized Set- the generalized set is that which gives an internal consistency to the system of attitudes and values at any particular moment. It is a response to highly generalized phenomena. It is persistent and consistent response to a family of related situations or objects
b. Characterization- her are found those objectives which concern ones view of the universe, one philosophy of life, a value system having as its object the whole of what is known or knowable
| Illustrative General Instructional Objectives | Illustrative Behavioral Terms of Stating Specific Learning Outcomes |
| Receiving Listening attentively Shows awareness of the importance of learning Shows sensitivity to human needs and social problems Accepts differences of race and culture Attends closely to the classroom activities |
Asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to selects, sits, erects, replies, uses |
| Responding Completes assigned homework Obeys school rules Participates in class discussion Completes laboratory work Volunteers for special tasks Shows interest in subject Enjoys helping others |
Answers, assists, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes |
| Valuing Demonstrates belief in democratic process Appreciates good literature Appreciates the role of science or other subjects in everyday life Shows concern for the welfare of others Demonstrate problem-solving attitude Demonstrate commitment to social environment |
Completes, discrete, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works |
| Organization Recognizes the need for balance between freedom and responsibility in a democracy Recognizes the role of systematic planning in solving problems Accepts responsibility for his own behavior Understanding and accepts his strengths and limitations Formulates a life plan in harmony with his abilities interests and beliefs
CHARACTERIZATION BY A VALUE OR VALUE COMPLEX
Displays safety consciousness Demonstrates self-reliance in working independently Practices cooperation in group activities. Uses objectives approach in problem solving Demonstrate industry, punctuality and self-discipline Maintains good health habits |
Adheres, alters, arranges, combines, compares, completes, defends, explains, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates synthesizes.
Acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, servers, solves, uses, verifies. |
C. Psychomotor Domain
The domain concerned with the development of motor skills
1. Perception-It is the process of becoming aware of objects, qualities, or relations by way of the sense organs
a. Sensory stimulation- Impingement of a stimulus or stimuli upon one or more of the sense organs.
i. Auditory-Hearing or the sense organs of hearing
ii. Visual- Concerned with the mental pictures or images obtained through the eyes
iii. Tactile- pertaining to sense of touch
iv. Taste- determine the relish or flavor of something by taking a portion into the mouth
v. Smell- to perceive by excitation of the olfactory nerve
vi. Kinesthetic- the muscle sense; pertaining to sensitivity from activation of receptors in muscles, tendons, and joints
b. Cue selection- Deciding to what cues one must respond to in order to satisfy the particular requirements of task performance. This involves identification of the cue or cues and associating them with the task to be performed
c. Translation- Relating perception to action in performing a motor act. This is the mental process determining the meaning of the cues received action. It involves symbolic translation, that is, having an image of being reminded of something,” having an idea”, as a result of cues received
2. Set- This is a preparatory adjustment or readiness for particular kind of action or experience.
a. Mental Set- Readiness, in the mental sense, to perform a certain action. This involves, prerequisites the level of perception and its subcategories. Discrimination that is, using judgment in making distinctions, is an aspect of mental set
b. Physical set- Readiness in the sense of having made the anatomical adjustments necessary for a motor act to be performed. Readiness involves receptor set, that is, sensory attending, or focusing the attention of the needed sensory organs and postural set, or positioning of the body
c. Emotional set- Readiness in terms of attitudes favorable. To motor acts taking place. Willingness to respond is implied
3. Guided response- This is the overt behavioral act of an individual under the guidance of the instructor or in response to self- evaluation where the student has a model or criteria against which he can judge his performance.
a. Imitation- It is the execution of an act as a direct response to the perception of another person performing the act
b. Trial and error- Trying various responses, usually with some rationale for each response, until an appropriate response is achieved
4. Mechanism- Learned response has become habitual. At this level, the learner has achieved a certain confidence and degree of proficiency in the performance of the act
5. Complex overt response- At this level, the individual can perform a motor act that is considered complex because of the movement pattern required. Skill has been attained, the act can be carried out smoothly and efficiently, this is with minimum expenditure of time and energy.
a. Resolution of uncertainly- The act is performed without hesitation of the individual to get a mental picture of the task sequence. He proceeds the confidence.
b. Automatic performance- At this level, the individual can perform a finely coordinated motor skill with a great deal of ears and muscle control.
6. Adaption- Altering motor activities to meet the demands of problematic situations requiring a physical response
7. Origination- Creating new motor acts or ways manipulating materials out of understandings, abilities, and skills developed in the psychomotor area
| Illustrative General Instructional Objectives | Illustrative Behavioral Terms for Stating Specific Learning Outcomes |
| Writes smoothly and legibly Draws accurate reproduction of a picture etc. Sets up laboratory equipment quickly and correctly Types with speed and accuracy Operates a sewing machine skillfully Operates a power saw safely Creates new ways of performing an act | Assembles, builds, calibrates. Changes, cleans, composes, connects, constructs, corrects, creates, designs, dismantles, drills, fastens, fixes, fallows, grinds, grips, hammers, heats, hooks, identifies, locates, makes, manipulates, mends, mixes, nails, paints, sands, saws, sharpens, sets, suns, sketches, starts, stirs, uses, weighs, wraps |
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