Taxonomy of educational objectives
Dr. Seema .C
professor
Department of ophthalmology
It is a process, the chief goal of which is :
To bring about desirable changes in
the behavior of learner in the form of
acquisition of knowledge,
proficiency in skills &
development of attitudes.
Objectives
At the end of this session the learner should be able to :
1. Define the terms Cognitive, Affective &
Psychomotor Domains
2. Relate these terms to intellectual skills,
communication skills and practical skills
respectively
3. Formulate educational objectives belonging to
the cognitive, affective & psychomotor domains..
The most well known description of learning
domains was developed by Benjamin Bloom.
It is known as :
“Bloom’s Taxonomy”
Domain Taxonomies
A taxonomy classifies educational
objectives information into a hierarchy
of levels into different domains or
categories.
Domain taxonomies reveal that what
educators want students to accomplish
(expressed by educational objectives) can be
arranged into levels of complexity, and
that those levels are best fulfilled
sequentially.
The Three DOMAINS
Three Domains of Learning
Cognitive Domain (intellectual skills )
“Thinking”
Affective Domain ( communication skills)
“Feeling”
Psychomotor Domain(manual skills)
“Doing”
Task -?Domain
1.Classify antihypertensive drugs
2.Relieve the anxiety of a tuberculous patient by
counseling
3.Perform Hb% of the given sample of blood.
1.Cognitive domain
The mental or intellectual thinking behaviors
demonstrated by an individual
Cognitive domain
Knowledge-Ability to recall
Define, describe,Identify, list
Understanding(Comprehension) –
Explain, compare,translate, interpret
Application - use a concept in a new situation
Select ,infer, reject,applies
1. KNOWLEDGE
Recalling, Remembering, and
Recognizing.
Emphasizing facts, information, and
specifics. Involves remembering material in
form very close to how it was originally
presented.
Depends upon memorizing or identifying
facts without asking beyond.
2. COMPREHENSION
Describing and Explaining
Grasping the meaning and intent of the
material.
Deals with content and involves ability to
understand what is being communicated.
3. APPLICATION
Applying Information
Using what is remembered and
comprehended.
Applies learning to real life, new, and/or
concrete situations.
It is ability to use knowledge and learned
material in meaningful ways.
Task- COGNITIVE Different levels
At the end of the course on hypertension the learner
would be able to
1.
2.
3.
List the common causes of hypertension
Classify a given set of BP reading as normal or
hypertensive
Plan an individualized therapy for a given patient with
hypertension with angina
2. Affective domain
An individual’s emotions,
attitudes, appreciations, interests,
and/or values about “something”
or someone(communication and
feelings)
AFFECTIVE DOMAIN
It has 3 categories
- Receiving
- Responding
- Internalization
AFFECTIVE DOMAIN
 Receiving- Become aware, receive & give attention to
an idea
Asks, chooses, describes, follows, identifies
 Responding-willing to accept & respond to an idea
Answers , complies, conforms , greets
 Internalization –accepting an idea & commit to
promote it
Acts , discriminates, displaces, influences, solves
(1) Receiving :
Ex. The learner would be able to show
awareness of anxiety of the patient waiting for an
invasive procedure.
(2) Responding :
Ex- The learner would be able to reassure the
an anxious patient waiting an invasive procedure.
(3) Internalisation :
Worth spending time in reassuring the patient and
shows commitment toward emotional wellbeing of
patients
.
Task –affective domain-?levels
1.
A 3 year old child came with severe dehydration
a.
Become aware of the anxiety of the parents to hospitalize
the child
Convince the parents by verbal communication to admit
the child
Habitually comfort the parents about the necessity of
hospitalization in managing severe dehydration
b.
c.
Psychomotor domain
Physical activities involving gross
and/or fine motor skills, such as
coordination, dexterity, strength,
manipulation, and speed
Psychomotor: manual or physical skills (Skills)
(manual and physical skills, ie., skills, or 'do')
Psychomotor domain levels
It has 3 categories
- Perception (imitation)
- Practice under supervision
- Proficiency ( performance with high degree of skill)
Psychomotor domains -levels
 Perception – the ability to use sensory cues to guide
motor activities
Eg- The learner shall observe the steps of CPR
 Practice under supervision- learning a complex
skill by imitations trial & error
Eg-The learner shall become able to perform CPR.
Proficiency – creating new movement patterns to fit
a particular situation or specific problem
Eg-The learner shall perform CPR on victims of accident in
the road side & modify CPR protocol to make it more
effective.
Psychomotor domain-levels?
Conduction of labor
1.
2.
3.
Perform stages of labor on a mannequin
Conduct labor under supervision
Conduct labor in a rural setup with confidence
Review
Cognitive Affective Psychomotor
Thinking
Feeling
Doing
Head
Heart
Hands
Cognitive Domain Levels
Level
Verbs
Knowledge
Define
List
Comprehension
Describe
Explain
Interpret
Application
Compute
Solve
Use
Contrast
Examine
Design
Develop
Organize
Appraise
Judge
Justify
Affective Domain Levels
Level
Verbs
Receiving
Listen
Notice
Tolerate
Responding
Comply Enjoy
Follow
internalisation
Carry out, Express
Choose
Consider Prefer
Act on Depict
Exemplify
Psychomotor Domain Levels
Level
Verbs
Perception
Listen Observe
Practise under
supervision
Imitate Practice
proficiency
Adjust Modify
Improve
Master
Design Develop
Construct Invent
Create Invent
The awareness of different domains and
hierarchical levels within each domain
helps a teacher to formulate educational
objectives precisely and to plan
instructions and assessments more
scientifically