1. BLOOM’S TAXONOMY OF EDUCATIONAL OBJECTIVES (COGNITIVE DOMAIN) 5. Synthesis Propose, create, invent, design, improve 4. Analysis Classify, predict, model, derive interpret 6. Evaluation Judge, select, critique, justify, optimize 1. Knowledge List, recite 2. Comprehension Explain, paraphrase 3. Application Calculate, solve, determine, apply

2. Classification of Cognitive Domain Bloom’s taxonomy knowledge knowledge comprehension comprehension application application analysis analysis synthesis synthesis evaluation evaluation See handout “Bloom’s Classification of Cognitive Skills.” Jailani Mohd Nor, April 2005

3. BLOOM’S TAXONOMY: VERBS

4. Other Classifications of Cognitive Domain Miller et al reiteration reiteration summarization summarization illustration illustration prediction prediction evaluation evaluation application application Jailani Mohd Nor, April 2005

5. Behavioral Skills Outcomes written communication problem-solvingcomputational oral communication presentational group interaction interpersonal initiativemanagerialleadership team working laboratoryperformancesocial Jailani Mohd Nor, April 2005

6. Types of Goals: Affective Attitudinal Outcomes appreciation for music, literature, etc. appreciation for music, literature, etc. appreciation of diversity appreciation of diversity religious values of institution religious values of institution political awareness political awareness ethical awareness ethical awareness commitment to lifelong learning commitment to lifelong learning Jailani Mohd Nor, April 2005

7. Receiving Phenomena: Awareness, Willingness to hear Example: Listen to others with respect. Keywords: Choose, describe, follows, gives, locates, selects, uses. Responding to Phenomena: Active participation on the part of the learners. Example: Participates in class discussion. Gives a presentation. Keywords: answers, assists, aids, presents, reads. Valuing: The worth or value a person attaches to a particular behaviour. Example: Show ability to solve problems. Keywords: completes, demonstrates, differentiates, explains. Five major categories under Affective domain

8. Organization: Organizes values into priorities by contrasting different values. Example: Recognising the need for balance between freedom and responsible behaviour. Keywords: compares, adheres, arranges, combines, explains, formulates. Characterizat ion: Has a value system that controls their behaviour and shows characteristi cs of the learner. Example: Shows self reliance when working independently. Cooperates in group activities. Display professional commitment to ethical practice on a daily basis. Keywords: discriminates, displays, listen, solves, qualifies. Five major categories under Affective domain

9. Affective Objectives Related to attitudes,values, beliefs which influence behavior. Outcomes might include becoming sensitive to the values of others, practicing ethical behavior, and personal discipline. Cannot be measured directly but inferred by observing behavior. In group work, simulations, and surveys in which students report on behavior, attitudes, and changes In group work, simulations, and surveys in which students report on behavior, attitudes, and changes UNC senior survey questions Jailani Mohd Nor, April 2005

10. Perception: ability to use sensory cues to guide motor activity. Example: Detects non verbal communication cues. Keywords: Choose, describe, detects, distinguish, identifies. Guided Response: The early stages in learning a complex skill. Example: Performs a mathematical equation as demonstrated by instructions to build a model. Keywords: copies, traces, follows, responds. Adaptation: Skills are well developed and the individual can modify movements to fit special requirements. Example: Responds effectively to unexpected experiences. Keywords: adapts, alters, changes, rearranges. Examples of categories under Psychomotor domain