Transcript Taxonomy of Educational Objectives

EMSE 3123
Math and Science in Education
Taxonomy of Educational Objectives
Presented by
Frank H. Osborne, Ph. D.
© 2015
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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. Origination
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Cognitive Domain
1.00 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
Sequences
1.23 Knowledge of Classifications
and Categories
1.24 Knowledge of Criteria
1.25 Knowledge of Methodology
1.30
Knowledge of the Universals
and Abstractions in a Field
1.31 Knowledge of Principles and
Generalizations
1.32 Knowledge of Theories and
Structures
2.00 Comprehension
2.10 Translation
2.20 Interpretation
2.30 Extrapolation
3.00 Application
4.00 Analysis
4.10 Analysis of Elements
4.20 Analysis of Relationships
4.30 Analysis of Organizational
Principles
5.00 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
Relations
6.00 Evaluation
6.10 Judgments in Terms of Internal
Evidence
6.20 Judgments in Terms of External
Evidence
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Affective Domain
1.0 Receiving (Attending)
1.1 Awareness
1.2 Willingness to Receive
1.3 Controlled or Selected Attention
2.0 Responding
2.1 Acquiescence in Responding
2.2 Willingness to Respond
2.3 Satisfaction in Response
3.0 Valuing
3.1 Acceptance of a Value
3.2 Preference of a Value
3.3 Commitment to a Value
4.0 Organization
4.1 Conceptualization of a Value
4.2 Organization of a Value System
5.0 Characterization of a Value or
Value Complex
5.1 Generalized Set
5.2 Characterization
Psychomotor Domain
1.00 Perception
1.10 Sensory Stimulation
1.20 Cue Selection
1.30 Translation
2.00 Set
2.10 Mental Set
2.20 Physical Set
2.30 Emotional Set
3.00 Guided Response
3.10 Imitation
3.20 Trial and Error
4.00 Mechanism
5.00 Complex Overt Response
5.10 Resolution of Uncertainty
5.20 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 Objectives
1. 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 Objectives
EXAMPLES
• 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 Objectives
PROPERTIES
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 Objectives
HINTS
1. Behavior identification
a. 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 conditions
a. State when, if appropriate
b. Describe resources and materials allowed
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Writing Educational Objectives
HINTS
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 Objectives
VERB LIST FOR COGNITIVE OBJECTIVES
Knowledge
Comprehension
Application
complete, define,
label, list, name,
recall, recite, record,
relate, repeat, tell,
underline
describe, discuss,
explain, express,
identify, locate,
outline, recognize,
report, restate,
review, rewrite, tell,
translate
apply, demonstrate,
dramatize, employ,
illustrate, interpret,
operate, practice,
schedule, shop,
sketch, use
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Writing Educational Objectives
VERB LIST FOR COGNITIVE OBJECTIVES
Analysis
Synthesis
Application
analyze, appraise,
calculate,
categorize, compare,
contrast, criticize,
debate, diagram,
differentiate,
distinguish,
examine,
experiment, inspect,
inventory, question,
relate, solve, test
arrange, assemble,
change, collect,
compose, construct,
create, design,
formulate,
hypothesize,
manage, organize,
plan, prepare,
propose, set up
appraise, assess,
choose, compare,
decide, estimate,
evaluate, judge,
measure, predict,
prioritize, rate,
revise, score, select,
value
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Writing Educational Objectives
VERB LIST FOR AFFECTIVE OBJECTIVES
Receiving
Responding
Valuing
accept,
accumulate,
combine, control
differentiate,
listen for,
separate, set
apart, share
acclaim, applaud,
approve, augment,
commend,
comply with, discuss,
follow, practice, play,
spend leisure time in,
volunteer
assist, argue, debate,
deny, help,
increase numbers of,
increase proficiency in,
protest, relinquish,
specify, subsidize,
support
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Writing Educational Objectives
VERB LIST FOR AFFECTIVE OBJECTIVES
Organization
Characterization of Values
balance, compare,
define, discuss,
formulate,
organize,
theorize on
avoid,
be rated high by peers in,
be rated high by subordinates in,
change, complete, manage,
require, resist, resolve
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Evaluating Objectives
Given 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 Objectives
At 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 Objectives
At 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 Objectives
Bloom, 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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