Taxonomy of educational objectives - Vydehi Institute of ...A taxonomy classifies educational...

Taxonomy of educational objectives

Dr. Seema .Cprofessor

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.

ObjectivesAt 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”

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.

Domain Taxonomies

The Three DOMAINS

Three Domains of LearningCognitive 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 ExplainingGrasping the meaning and intent of the

material.Deals with content and involves ability to

understand what is being communicated.

3. APPLICATION

Applying InformationUsing 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. List the common causes of hypertension 2. Classify a given set of BP reading as normal or

hypertensive3. 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 DOMAINIt has 3 categories - Receiving - Responding - Internalization

AFFECTIVE DOMAIN Receiving- Become aware, receive & give attention to

an ideaAsks, chooses, describes, follows, identifies

Responding-willing to accept & respond to an idea Answers , complies, conforms , greets Internalization –accepting an idea & commit to

promote itActs , 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-?levels1. A 3 year old child came with severe dehydration

a. Become aware of the anxiety of the parents to hospitalize the child

b. Convince the parents by verbal communication to admit the child

c. Habitually comfort the parents about the necessity of hospitalization in managing severe dehydration

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 & errorEg-The learner shall become able to perform CPR.Proficiency – creating new movement patterns to fit

a particular situation or specific problemEg-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. Perform stages of labor on a mannequin2. Conduct labor under supervision3. Conduct labor in a rural setup with confidence

ReviewCognitive Affective Psychomotor

Thinking Feeling Doing

Head Heart Hands

Cognitive Domain LevelsLevel Verbs

Knowledge Define List

Comprehen-sion

Describe ExplainInterpret

Application ComputeSolveUseContrastExamineDesign DevelopOrganizeAppraiseJudgeJustify

Affective Domain LevelsLevel Verbs

Receiving ListenNoticeTolerate

Responding Comply EnjoyFollow

internalisation Carry out, ExpressChooseConsider PreferAct on DepictExemplify

Psychomotor Domain Levels

Level VerbsPerception Listen Observe

Practise under supervision

Imitate Practice

proficiency Adjust ModifyImproveMasterDesign DevelopConstruct InventCreate 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