Koichiro Matsura of UNESCO Edward DeBono email: jjnita ...drjj.uitm.edu.my/DRJJ/OBE FSG Dec07/OBEJan2010/DRJJ... · PEOs & POs are developed by by Assoc.Prof. Dr. Jaafar jantan aka

Copyright DrJJ, ASERG, FSG, UiTM. March 2011 1

email: [email protected], [email protected]; [email protected]

Website: http://drjj.uitm.edu.my; HP#:+60193551621

Koichiro MatsuraPreviousDirector General of UNESCO

Howard Gardner

EdwardDeBono


http://drjj.uitm.edu.my

UiTM’s VISIONTo establish UiTM as a premier university of outstanding scholarship and academic excellence

capable of providing leadership to Bumiputeras’ dynamic involvement in all professional fields

of world-class standards in order to produce globally competitive graduates of sound ethical

standing.

Programme Educational Objectives are specific goals consistent with the consistent with the

mission and vision of the IHLmission and vision of the IHL, contains the 9 MOHE/MQF attributescontains the 9 MOHE/MQF attributes, responsive responsive

to the expressed interest of programme stakeholders andto the expressed interest of programme stakeholders and describing the describing the

expected achievements or milestone of graduates in their career expected achievements or milestone of graduates in their career and and

professional life few years after graduationprofessional life few years after graduation. PEOs are employability attributes and selling points of your program. The sentences begin with: Three to five years upon successful completion the program, our graduates will be….

EAC ABET WA

MissionMissionTo enhance the knowledge and expertise of Bumiputeras in all fields of study through professional

programmes, research work and community service based on moral values and professional

ethics.



ABETABET’’s definition of PEOss definition of PEOs:

The program must have publishedpublished Program Educational Objectives that are

consistent with the mission of the institution, the needs of theconsistent with the mission of the institution, the needs of the

programprogram’’s various constituencies, and these criterias various constituencies, and these criteria.

There must be a documented and effective process, involving program documented and effective process, involving program

constituencies, for the periodic review and revision of these prconstituencies, for the periodic review and revision of these program ogram

educational objectiveseducational objectives.

EAC ABET WA

EACEAC’’ss definitiondefinitionProgramme Objectives are specific goals consistent with the mission specific goals consistent with the mission

and vision of the IHL, that are responsive to the expressed inteand vision of the IHL, that are responsive to the expressed interest of rest of

programme stakeholders, describing the expected achievements of programme stakeholders, describing the expected achievements of

graduates in their career and professional life few years after graduates in their career and professional life few years after

graduationgraduation.



Generic Program Educational Objectives (PEOs are employability attributes and selling

points of your program) for FSG Diploma Programs. The sentences begin with

Three to five years upon successfully completing the program, our graduates will be:

1. semiprofessionals in applied sciences who analyze and apply the knowledge,

understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industries.

2. semiprofessionals in applied sciences who lead and engage in teams in problem

solving tasks across disciplines through effective communicative abilities

3. semiprofessionals in applied sciences who continue to advance their knowledge and abilities by utilizing ICT to explore business opportunities in the science-related

industry

4. semiprofessionals in applied sciences who practice ethical and professional values in

providing services to the recipients and provider of the science-related industry.

Task

TCM Health EAC ABET WAEng Tech



Generic Program Learning Outcomes (PLOs are what graduates will know and be able to

do to attain PEOs) for FSG Degree Programs. The sentences begin with

Upon successful completion of the program, our bumiputra graduates will be able to:

1. apply and acquire knowledge and understanding of laws, theories and principles of

science and mathematics. (LO1)

2. safely prepare samples and operate a range of machineries and laboratory equipments.

(LO2)3. conduct experiments, process, interpret and analyze experimental data. (LO2)

4. apply the scientific reasoning in solving authentic problems. (LO3)

5. verbally communicate scientific ideas with experts and non-experts. (LO4)6. articulate scientific investigations in written form. (LO4)

7. effectively engage in a multidisciplinary team. (LO5)

8. apply values, ethics, morality and professionalism in their scientific pursuit. (LO6)

9. manage information and engage in life-long learning. (LO7)10.apply managerial and entrepreneurial skills. (LO8)11.demonstrate leadership skills. (LO9)




Generic Program Learning Outcomes (PLOs are what graduates will know and be able to

do to attain PEOs) for FSG Degree Programs. The sentences begin with

Upon successful completion of the program, our bumiputra graduates will be able to:


science and mathematics. (LO1)

2. safely prepare samples and operate a range of machineries and laboratory equipments.

(LO2)3. conduct experiments, process, interpret and analyze experimental data. (LO2)

4. apply the scientific reasoning in solving authentic problems. (LO3)

5. verbally communicate scientific ideas with experts and non-experts. (LO4)6. articulate scientific investigations in written form. (LO4)

7. effectively engage in a multidisciplinary team. (LO5)8. apply values, ethics, morality and professionalism in their scientific pursuit. (LO6)

9. manage information and engage in life-long learning. (LO7)10.apply managerial and entrepreneurial skills. (LO8)11.demonstrate leadership skills. (LO9)




PEOs & POs are developed by

by Assoc.Prof. Dr. Jaafar

jantan aka DR JJ, FSG, UiTM

Developed by Dr. JJ. : HP: +60193551621;

Email: [email protected] Page 1 of 4 07/10/2010


2009 DrJJ, FSG, UiTM, Shah Alam. The PEOs and POs initially developed in March and had undergone constant revision by Dr. JJ. These are the result of an iterative process of continuous improvement and had taken consideration the feedback given by the MQA auditors during the Feb 2010 APA exercise at UiTM. You may use the

PEOs and POs as a starting point for developing PEOs and POs for your own program but please give credit to me. Thanks

PROGRAM EDUCATIONAL OBJECTIVES (PEOs) Generic Program Educational Objectives (PEOs are employability attributes and selling points of your program) for FSG Pre-Diploma Science Programs. These objectives are NOT directly measurable but serve as an aim of what graduates will be many years after graduation. The sentences begin with:

Three to five years upon successful completion of the program, our bumiputra graduates will be:

1. Higher education students who deepens their knowledge and understanding of science

concepts, laws, principles and laboratory experiences in their field of study. 2. Higher education students who collaborate in teams and enhance leadership roles in

learning by utilizing proficient verbal and writing abilities to solve problems in their field of study.

3. Higher education students who enhance their self-learning abilities and their proficiency of using the internet and information communication technology to explore new ways of learning in their field of study.

4. Higher education students who practice academic integrity and moral values in completing their academic and college learning tasks.

Generic Program Educational Objectives (PEOs are employability attributes and selling points of your program) for FSG Diploma Programs. These objectives are NOT directly measurable but serve as an aim of what graduates will be many years after graduation. The sentences begin with: Three to five years upon successful completion of the program, our bumiputra graduates will be:

1. semiprofessionals in applied sciences who analyze and apply the knowledge, understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industries.

2. semiprofessionals in applied sciences who lead and engage in teams in problem solving tasks across disciplines through effective communicative abilities

3. semiprofessionals in applied sciences who continue to advance their knowledge and abilities by utilizing ICT to explore business opportunities in the science-related industry

4. semiprofessionals in applied sciences who practice ethical and professional values in providing services to the recipients and provider of the science-related industry







Generic Program Educational Objectives (PEOs are employability attributes and selling points of your program) for FSG Degree Programs. These objectives are NOT directly measurable but serve as an aim of what graduates will be many years after graduation. The sentences begin with: Three to five years upon successful completion of the program, our bumiputra graduates will be:

1. scientists or science practitioners who synthesize and apply the knowledge, understanding and laboratory experiences to provide quality products and services to the government agencies and science-related industries locally and globally.

2. scientists or science practitioners who lead and engage in teams in problem solving tasks across disciplines through effective communicative abilities

3. scientists or science practitioners who continue to advance their knowledge and abilities by utilizing ICT to explore business opportunities in the science-related industry locally and globally.

4. scientists or science practitioners who are motivated to practice ethical and professional values in providing services to the recipients and provider of the science-related industry locally and globally.

Generic Program Educational Objectives (PEOs are employability attributes and selling points of your program) for FSG Masters Programs. These objectives are NOT directly measurable but serve as an aim of what graduates will be many years after graduation. The sentences begin with: Three to five years upon successful completion of the program, our bumiputra graduates will be:

1. scientists or science practitioners who make judgment by applying the knowledge, understanding and laboratory experiences to provide quality research, and services to the government agencies, education sectors, research organizations and science-related industries locally and globally.

2. proficient scientists or science practitioners who lead and engage in research teams to explore solutions to problems and contributes new knowledge within and across disciplines through effective communicative abilities

3. capable scientists or science practitioners who continue to advance their knowledge, understanding and abilities by utilizing ICT to create business opportunities for the education sectors, research organizations and science-related industries locally and globally

4. scientists or science practitioners who are motivated and motivate others to practice ethical and professional values in providing services to the recipients and providers of the education sectors and research organizations in the science-related industry locally and globally.







PROGRAM LEARNING OUTCOMES (PLOs) Generic Program Learning Outcomes (PLOs are what graduates will know and be able to do) for FSG Pre-Diploma Science Programs. These are outcomes which describe what graduates are able to do and know right after they graduate. It can be directly measured but are usually indirectly measured through achievement of outcomes at the lesson and course level. The sentences begin with: Upon successful completion of the program, our bumiputra graduates will be able to: 1. Construct and acquire introductory and intermediate knowledge of science and

mathematics at the Diploma level. 2. Plan and safely conduct simple scientific investigations, organize and transform raw data

into tables and graphs and propose appropriate mathematical models from the evidence of the investigations.

3. Identify, classify and make clear the outcomes and procedures to solve ill-defined problems given in an introductory undergraduate science-related textbook.

4. Communicate their ideas and arguments proficiently both verbally and in writing 5. Demonstrate collaboration with team members across gender and ethnic background

while performing and completing academic tasks. 6. Practice honesty and integrity in performing and completing their academic tasks. 7. Demonstrate abilities to be independent in completing their academic tasks. 8. Explore new and efficient strategies to become deep-learners. Demonstrate leadership abilities in completing a team-related academic tasks

Generic Program Learning Outcomes (PLOs are what graduates will know and be able to do) for FSG Diploma Programs. These are outcomes which describe what graduates are able to do and know right after they graduate. It can be directly measured but are usually indirectly measured through achievement of outcomes at the lesson and course level. The sentences begin with: Upon successful completion of the program, our bumiputra graduates will be able to:


science and mathematics. 2. safely prepare samples and operate a range of machineries and laboratory

equipments. 3. conduct experiments, process, interpret and analyze experimental data. 4. apply the scientific reasoning in solving authentic problems. 5. verbally communicate scientific ideas with experts and non-experts . 6. articulate scientific investigations in written form. 7. effectively engage in a multidisciplinary team. 8. apply values, ethics, morality and professionalism in their scientific pursuit. 9. manage information and engage in life-long learning. 10. apply managerial and entrepreneurial skills. 11. demonstrate leadership skills.







Generic Program Learning Outcomes (PLOs are what graduates will know and be able to do) for FSG Degree Programs. These are outcomes which describe what graduates are able to do and know right after they graduate. It can be directly measured but are usually indirectly measured through achievement of outcomes at the lesson and course level. The sentences begin with: Upon successful completion of the program, our bumiputra graduates will be able to:

1. analyze problems by applying and acquiring knowledge and understanding of laws,

theories and principles of science and mathematics. 2. safely prepare samples and operate a range of machineries and laboratory

equipments. 3. identify problems, design an investigation or experiment, process and interpret the

experimental data and critically analyze and defend the conclusion. 4. apply the scientific reasoning in solving authentic problems. 5. verbally argue and communicate scientific ideas with peers, colleagues and the

public. 6. articulate scientific ideas and investigations in written form. 7. effectively engage in a multidisciplinary team locally and globally. 8. apply values, ethics, morality and professionalism in their scientific pursuit. 9. manage information and engage in life-long learning. 10. apply managerial and entrepreneurial skills. 11. demonstrate leadership skills.

Generic Program Learning Outcomes (PLOs are what graduates will know and be able to do) for FSG Masters Programs. These are outcomes which describe what graduates are able to do and know right after they graduate. It can be directly measured but are usually indirectly measured through achievement of outcomes at the lesson and course level. The sentences begin with: Upon successful completion of the program, our bumiputra graduates will be able to:

1. synthesize problems by applying knowledge and understanding of laws, theories and

principles of science and mathematics. 2. safely prepare samples, operate, use, diagnose and modify laboratory equipments. 3. identify problems, design experiments, analyse and form a justified conclusion from

experimental data. 4. apply the scientific reasoning in solving authentic problems. 5. verbally express, argue, justify and articulate scientific ideas effectively. 6. express, argue, justify and articulate scientific ideas in written form. 7. effectively work in a multidisciplinary team. 8. apply values, ethics, morality and professionalism in their scientific pursuit. 9. manage information and engage in life-long learning. 10. apply managerial and entrepreneurial skills. 11. demonstrate leadership skills.

5/11/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 58

Bloom Cognitive Action Verbs

Bloom

From “Revised Bloom’s Taxonomy” retrieved 20 May, 2005 from http://rite.ed.qut.edu.au/oz-teachernet/index.php?module=ContentExpress&func=display&ceid=29 and Using Learning Outcomes to Design a Course and Assess Learning Outcomes. http://www.hlst.heacademy.ac.uk/guide/current_practice/Learning.html and Moon, J. Linking Levels, Learning Outcomes and Assessment Criteria. Retrieved 30 May, 2007, from http://www.see-educoop.net/education_in/pdf/edinburgh-moon-oth-enl-t02.pdf

Assessment resource developed by Dr Clair Hughes (TEDI/The University of Queensland)

Elaboration of the six levels of thinking in Bloom’s taxonomy

1 Remembering

Can the student

RECALL

information?

2 Understanding

Can the student EXPLAIN ideas or concepts?

3 Applying

Can the student USE

the new knowledge in

another familiar

situation?

4 Analysing

Can the student

DIFFERENTIATE

between and RELATE

constituent parts?

5 Evaluating

Can the student

JUSTIFY an opinion,

decision or course of

action?

6 Creating

Can the student

GENERATE new

products, ideas or ways

of viewing things? Recognising Locating knowledge in memory that is consistent with presented material. Synonyms

Identifying

Finding

Selecting

Indicating Recalling Retrieving relevant knowledge from long-term memory. Synonyms

Retrieving

Naming

Reproducing

Recounting

Interpreting Changing from one form of representation to another Synonyms:

Paraphrasing

Translating

Representing

Clarifying

Converting

Rewriting

Restating

Expressing Exemplifying Finding a specific example or illustration of a concept or principle Synonyms

Instantiating

Illustrating...

Representing

Giving examples of

Showing Classifying Determining that something belongs to a category (e.g., concept or principle). Synonyms

Categorising

Subsuming

Organising

Summarising Drawing a logical conclusion from presented information. Synonyms

Abstracting

Generalising

Outlining

Précising Inferring Abstracting a general theme or major point Synonyms

Extrapolating

Interpolating

Predicting

Concluding

Extending

Generalising Comparing Detecting correspondences between two ideas, objects, etc Synonyms

Contrasting

Matching

Mapping Explaining Constructing a cause-and-effect model of a system. Synonyms

Elucidating

Constructing models

Executing Applying knowledge (often procedural) to a routine task. Synonyms

Carrying out

Measuring

Constructing

Demonstrating

Computing

Calculating

Manipulating

Operating

Preparing

Producing

Drawing up

Practising Implementing Applying knowledge (often procedural) to a non-routine task. Synonyms

Using

Estimating

Predicting

Solving

Changing

Discovering

Explaining how

Verifying

Finding

Differentiating Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material. Synonyms

Discriminating

Selecting

Focusing

Distinguishing between

Separating

(Sub)dividing

Examining

Relating Organising Determining how elements fit or function within a structure. Synonyms

Outlining

Structuring

Integrating

(Re)arranging

Categorising

Ordering

Deriving Attributing Determining the point of view, bias, values, or intent underlying presented material. Synonyms

Deconstructing

Comparing

Contrast ing

Diagnosing

Checking Detecting inconsistencies or fallacies within a process or product. Determining whether a process or product has internal consistency. Synonyms

Testing

Detecting

Monitoring

Concluding

Assessing

Appraising

Discriminating

Determining Critiquing Detecting the appropriateness of a procedure for a given task or problem. Synonyms

Judging

Questioning

Justifying

Defending

Discussing

Criticising

Arguing

Including

Rating

Ranking

Valuing

Generating Coming up with alternatives or hypotheses based on criteria Synonyms

Hypothesizing

Proposing

Developing

Engendering

Synthesising

Providing options Planning Devising a procedure for accomplishing some task. Synonyms

Designing

Formulating

Combining

Compiling

Devising

Revising

Putting together

Suggesting Producing Inventing a product Synonyms

(Re)constructing

Composing

Modifying

Altering

Building

Enlarging

5/11/2011 Copyright DrJJ, ASERG, FSG, UiTM. March 2010 57

http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

Page 9 of 9

The SOLO taxonomy as a guide to setting and marking assessment

SOLO

category Representation

Type of

outcome

Solution to problem Structure of essay

Unanticipated

extension

Create

Synthesise

Hypothesise

Validate

Predict

Debate

Theorise

Solution to problem which goes

beyond anticipated answer.

Project or practical report dealing

with real world ill-defined topic.

Well structured essay with clear introduction

and conclusion. Issues clearly identified;

clear framework for organizing discussion;

appropriate material selected. Evidence of

wide reading from many sources. Clear

evidence of sophisticated analysis or

innovative thinking.

Logically related

answer

Apply

Outline

Distinguish

Analyse

Classify

Contrast

Summarise

Categorise

Elegant solution to complex

problem requiring identification of

variables to be evaluated or

hypotheses to be tested.

Well structured project or practical

report on open task.

Essay well structured with a clear

introduction and conclusion. Framework

exists which is well developed. Appropriate

material. Content has logical flow, with ideas

clearly expressed. Clearly identifiable

structure to the argument with discussion of

differing views.

Intermediate

Solution to multiple part problem

with most parts correctly solved

but some errors.

Reasonably well structured project

or practical report on open task.

Essay fairly well structured. Some issues

identified. Attempt at a limited framework.

Most of the material selected is appropriate.

Introduction and conclusion exists. Logical

presentation attempted and successful in a

limited way. Some structure to the argument

but only limited number of differing views

and no new ideas.

Multiple

unrelated points

Explain

Define

List

Solve

Describe

Interpret

Correct solution to multiple part

problem requiring substitution of

data from one part to the next.

Poorly structured project report or

practical report on open task.

Essay poorly structured. A range of material

has been selected and most of the material

selected is appropriate. Weak introduction

and conclusion. Little attempt to provide a

clear logical structure. Focus on a large

number of facts with little attempt at

conceptual explanations. Very little linking of

material between sections in the essay or

report.

Single point

State

Recognise

Recall

Quote

Note

Name

Correct answer to simple

algorithmic problem requiring

substitution of data into formula.

Correct solution of one part of

more complex problem.

Poor essay structure. One issue identified

and this becomes the sole focus; no

framework for organizing discussion.

Dogmatic presentation of a single solution to

the set task. This idea may be restated in

different ways. Little support from the

literature.

Misses the point

Completely incorrect solution. Inappropriate or few issues identified. No

framework for discussion and little relevant

material selected. Poor structure to the

essay. Irrelevant detail and some

misinterpretation of the question. Little

logical relationship to the topic and poor use

of examples.

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Assoc. Prof. Dr. J.J. HP: 0193551621; Page 1 of 10 6/7/2010

1

The following taxonomies were compiled from the internet. The description for Simpson’s psychomotor domains and

the Bloom-Krathwol’s affective domains along with the verbs will help you develop an assessable learning outcomes for

you course.

Bloom's Taxonomy: Psychomotor Domain

http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual10.htm

Based on RH Dave's version of the Psychomotor Domain ('Developing and Writing Behavioral Objectives', 1970.

Modification of works by Simpson, Gronlund, and others

Descriptors of Major Categories in the Psychomotor

Domain

Examples of activity or

demonstration and evidence

to be measured

Illustrative Verbs for Stating

Objectives

1. Imitation - early stages in learning a complex skill,

overtly, after the individual has indicated a readiness to

take a particular type of action. Imitation includes

repeating an act that has been demonstrated or

explained, and it includes trial and error until an

appropriate response is achieved.

Observing and patterning behavior after someone else.

Performance may be of low quality.

Watch teacher or trainer and

repeat action, process or

activity

Example: Copying a work

of art.

Imitation – adhere, begin, bend,

assemble, attempt, carry out,

copy, calibrate, construct,

dissect, duplicate, follow, mimic,

move, practice, proceed, repeat,

replicate, reproduce, respond,

organize, sketch, start, try,

volunteer

2. Manipulation - individual continues to practice a

particular skill or sequence until it becomes habitual and

the action can be performed with some confidence and

proficiency. The response is more complex than at the

previous level, but the learner still isn't "sure of

him/herself."

Being able to perform certain actions by following

instructions and practicing.

Carry out task from written

or verbal instruction

Example: Creating work on

one's own, after taking

lessons, or reading about it.

Manipulation - (same as

imitation), acquire, assemble,

build, complete, conduct, do,

execute, grasp, handle,

implement, improve, maintain,

make, manipulate, operate, pace,

perform (skillfully), produce,

progress, re-create, use

3. Precision - skill has been attained. Proficiency is

indicated by a quick, smooth, accurate performance,

requiring a minimum of energy. The overt response is

complex and performed without hesitation.

Refining, becoming more exact. Few errors are

apparent.

perform a task or activity

with expertise and to high

quality without assistance or

instruction; able to

demonstrate an activity to

other learners

Example: Working and

reworking something, so it

will be "just right."

Precision - (same as imitation

and manipulation), achieve,

accomplish, advance,

automatize, calibrate, complete,

control, demonstrate,

differentiate (by touch), exceed,

excel, master, perfect, reach,

refine, show, succeed, surpass,

transcend

4. Articulation - involved an even higher level of

precision. The skills are so well developed that the

individual can modify movement patterns to fit special

requirements or to meet a problem situation.

Coordinating a series of actions, achieving harmony and

internal consistency.

relate and combine

associated activities to

develop methods to meet

varying, novel requirements

Example: Producing a

video that involves music,

drama, color, sound, etc.

Articulation - adapt, alter,

change, construct, combine,

coordinate, develop, excel,

express (facially), formulate,

integrate, master, modify,

rearrange, reorganize, revise,

solve, surpass, transcend

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2

5. Naturalization - response is automatic. The

individual begins to experiment, creating new motor

acts or ways of manipulating materials out of

understandings, abilities, and skills developed. One acts

"without thinking."

Having high level performance become natural, without

needing to think much about it.

Define aim, approach and

strategy for use of activities

to meet strategic need

Examples: Michael Jordan

playing basketball, Nancy

Lopez hitting a golf ball,

etc.

Naturalization - arrange,

combine, compose, construct,

create, design, invent, manage,

originate, project-manage,

refine, specify, transcend

Dave's Psychomotor Domain above is probably the most commonly referenced and used psychomotor domain

interpretation. There are two others; Simpson's, and Harrow's. It's worth exploring and understanding the differences

between the three Psychomotor Domain interpretations. Certainly each is different and has a different use.

In my view the Dave model is adequate and appropriate for most adult training in the workplace. For young

children, or for adults learning entirely new and challenging physical skills (which may require some additional

attention to awareness and perception, and mental preparation), or for anyone learning skills which involve

expression of feeling and emotion, then the Simpson or Harrow models can be more useful because they more

specifically address these issues.

Simpson's version is particularly useful if you are taking adults out of their comfort zones, because it addresses

sensory, perception (and by implication attitudinal) and preparation issues. For example anything fearsome or

threatening, like emergency routines, conflict situations, tough physical tasks or conditions.

Harrow's version is particularly useful if you are developing skills which are intended ultimately to express, convey

and/or influence feelings, because its final level specifically addresses the translation of bodily activities (movement,

communication, body language, etc) into conveying feelings and emotion, including the effect on others. For

example, public speaking, training itself, and high-level presentation skills.

The Harrow and Simpson models are also appropriate for other types of adult development. For example, teaching

adults to run a difficult meeting, or make a parachute jump, will almost certainly warrant attention on sensory

perception and awareness, and on preparing oneself mentally, emotionally, and physically. In such cases therefore,

Simpson's or Harrow's model would be more appropriate than Dave's.

http://coe.sdsu.edu/eet/articles/BloomsLD/index.htm The Psychomotor Domain

The psychomotor domain refers to the use of basic motor skills, coordination, and physical movement. Bloom's

research group did not develop in-depth categories of this domain, claiming lack of experience in teaching these

skills. However, Simpson (1972) developed seven psychomotor categories to support Bloom's domain.

These physical behaviors are learned through repetitive practice. A learner's ability to perform these skills is based

on precision, speed, distance, and technique. (Clark, 1999).

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20psychomotor%20domain

3. bloom's taxonomy - psychomotor domain - (physical - skills - 'do')

The Psychomotor Domain was ostensibly established to address skills development relating to manual tasks and

physical movement, however it also concerns and covers modern day business and social skills such as

communications and operation IT equipment, for example telephone and keyboard skills, or public speaking. Thus,

'motor' skills extend beyond the originally traditionally imagined manual and physical skills, so always consider

using this domain, even if you think your environment is covered adequately by the Cognitive and Affective

Domains. Whatever the training situation, it is likely that the Psychomotor Domain is significant. The Dave version

of the Psychomotor Domain is featured most prominently here because in my view it is the most relevant and

helpful for work- and life-related development, although the Psychomotor Domains suggested by Simpson and

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3

Harrow are more relevant and helpful for certain types of adult training and development, as well as the teaching

and development of young people and children, so do explore them all. Each has its uses and advantages.

Dave's psychomotor domain taxonomy.

Simpson's psychomotor domain taxonomy

Elizabeth Simpson's interpretation of the Psychomotor domain differs from Dave's chiefly because it contains extra

two levels prior to the initial imitation or copy stage. Arguably for certain situations, Simpson's first two levels,

'Perception' and 'Set' stage are assumed or incorporated within Dave's first 'Imitation' level, assuming that you are

dealing with fit and healthy people (probably adults rather than young children), and that 'getting ready' or 'preparing

oneself' is part of the routine to be taught, learned or measured. If not, then the more comprehensive Simpson

version might help ensure that these two prerequisites for physical task development are checked and covered. As

such, the Simpson model or the Harrow version is probably preferable than the Dave model for the development of

young children.

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4

psychomotor domain (Simpson)

Lev

el

category or

'level' Description

Examples of activity or demonstration and evidence to be

measured

Action verbs which describe the

activity to be trained or measured at

each level)

1 Perception

Awareness, the ability to use

sensory cues to guide physical

activity. The ability to use sensory

cues to guide motor activity. This

ranges from sensory stimulation,

through cue selection, to translation.

use and/or selection of senses to absorb data for guiding

movement

Examples: Detects non-verbal communication cues. Estimate

where a ball will land after it is thrown and then moving to the

correct location to catch the ball. Adjusts heat of stove to correct

temperature by smell and taste of food. Adjusts the height of the

forks on a forklift by comparing where the forks are in relation

to the pallet.

“By the end of the music theatre program, students will be able

to relate types of music to particular dance steps.”

chooses, describes, detects,

differentiates, distinguishes, feels,

hears, identifies, isolates, notices,

recognizes, relates, selects, separates,

touches,

2 Set

Readiness, a learner's readiness to

act. Readiness to act. It includes

mental, physical, and emotional

sets. These three sets are

dispositions that predetermine a

person’s response to different

situations (sometimes called

mindsets).

mental, physical or emotional preparation before experience or

task

Examples: Knows and acts upon a sequence of steps in a

manufacturing process. Recognize one’s abilities and

limitations. Shows desire to learn a new process (motivation).

NOTE: This subdivision of Psychomotor is closely related with

the "Responding to phenomena" subdivision of the Affective

domain.

“By the end of the physical education program, students will be

able to demonstrate the proper stance for batting a ball.”

arranges, begins, displays, explains,

gets set, moves, prepares, proceeds,

reacts, shows, states, volunteers,

responds, starts,

3 Guided

Response

Attempt. The early stages in

learning a complex skill that

includes imitation and trial and

error. Adequacy of performance is

achieved by practicing.

imitate or follow instruction, trial and error.

Examples: Performs a mathematical equation as demonstrated.

Follows instructions to build a model. Responds hand-signals of

instructor while learning to operate a forklift.

“By the end of the physical education program, students will be

able to perform a golf swing as demonstrated by the instructor.”

assembles, builds, calibrates,

constructs, copies, dismantles, displays,

dissects, fastens, fixes, follows, grinds,

heats, imitates, manipulates, measures,

mends, mixes, reacts, reproduces,

responds sketches, traces, tries.

4 Mechanism basic proficiency, the ability to

perform a complex motor skill.

competently respond to stimulus for action


completes, constructs, dismantles,

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This is the intermediate stage in

learning a complex skill. Learned

responses have become habitual and

the movements can be performed

with some confidence and

proficiency.

Examples: Use a personal computer. Repair a leaking faucet.

Drive a car.

“By the end of the biology program, students will be able to

assemble laboratory equipment appropriate for experiments.”

displays, fastens, fixes, grinds, heats,

makes, manipulates, measures, mends,

mixes, organizes, performs, shapes,

sketches.

lev

el

category or

'level' Description

Examples of activity or demonstration and evidence to be

measured

Action verbs which describe the

activity to be trained or measured at

each level)

5

Complex

Overt

Response

expert proficiency, the intermediate

stage of learning a complex skill.

The skillful performance of motor

acts that involve complex

movement patterns.

Proficiency is indicated by a quick,

accurate, and highly coordinated

performance, requiring a minimum

of energy. This category includes

performing without hesitation, and

automatic performance. For

example, players are often utter

sounds of satisfaction or expletives

as soon as they hit a tennis ball or

throw a football, because they can

tell by the feel of the act what the

result will produce.

Execute a complex process with expertise

Examples: Maneuvers a car into a tight parallel parking spot.

Operates a computer quickly and accurately. Displays

competence while playing the piano.

“By the end of the industrial education program, students will be

able to demonstrate proper use of woodworking tools to high

school students.”


constructs, coordinates, demonstrates,

dismantles, displays, dissects, fastens,

fixes, grinds, heats, manipulates,

measures, mends, mixes, organizes,

sketches.

NOTE: The key words are the same as

Mechanism, but will have adverbs or

adjectives that indicate that the

performance is quicker, better, more

accurate, etc.

6 Adaptation

adaptable proficiency, a learner's

ability to modify motor skills to fit a

new situation.

Skills are well developed and the

individual can modify movement

patterns to fit special requirements.

alter response to reliably meet varying challenges

Examples: Responds effectively to unexpected experiences.

Modifies instruction to meet the needs of the learners. Perform a

task with a machine that it was not originally intended to do

(machine is not damaged and there is no danger in performing

the new task).

“By the end of the industrial education program, students will be

adapts, adjusts, alters, changes,

integrates, rearranges, reorganizes,

revises, solves, varies.

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able to adapt their lessons on woodworking skills for disabled

students.”

7 Origination

creative proficiency, a learner's

ability to create new movement

patterns.

Creating new movement patterns to

fit a particular situation or specific

problem. Learning outcomes

emphasize creativity based upon

highly developed skills.

develop and execute new integrated responses and activities

Examples: Constructs a new theory. Develops a new and

comprehensive training programming. Creates a new gymnastic

routine.

arranges, builds, combines, composes,

constructs, creates, designs, formulates,

initiate, makes, modifies, originates, re-

designs,

trouble-shoots.

Adapted and simplified representation of Simpson's Psychomotor Domain ('The classification of educational objectives in the psychomotor domain', 1972). Elizabeth

Simpson seems actually to have first presented her Psychomotor Domain interpretation in 1966 in the Illinois Journal of Home Economics. Hence you may see the theory

attributed to either 1966 or 1972.

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Harrow's psychomotor domain taxonomy

Harrow's interpretation of the Psychomotor domain is strongly biased towards the development of physical fitness, dexterity and agility, and control of the physical

'body', to a considerable level of expertise. As such the Harrow model is more appropriate to the development of young children's bodily movement, skills, and expressive

movement than, say, the development of a corporate trainee's keyboard skills. By the same token, the Harrow model would be perhaps more useful for the development of

adult public speaking or artistic performance skills than Dave's or Simpson's, because the Harrow model focuses on the translation of physical and bodily activity into

meaningful expression. The Harrow model is the only one of the three Psychomotor Domain versions which specifically implies emotional influence on others within the

most expert level of bodily control, which to me makes it rather special.

As ever, choose the framework that best fits your situation, and the needs and aims of the trainees or students.

psychomotor domain (harrow)

level Category or 'level' Description Examples of activity or demonstration

and evidence to be measured

Action verbs which describe the activity

to be trained or measured at each level)

1 Reflex Movement (Involuntary

Movement)

involuntary reaction,

Segmental, intersegmental, and

suprasegmental reflexes.

respond physically instinctively react, respond

2 Basic Fundamental Movements

basic simple movement.

Locomotor movements,

nonlocomotor movements,

manipulative movements.

alter position, move, perform simple

action grasp, walk, stand, throw

3 Perceptual Abilities

basic response. Kinesthetic,

visual, auditory and tactile

discrimination and coordinated

abilities.

use than one ability in response to

different sensory perceptions

catch, write, explore, distinguish using

senses

4 Physical Abilities Fitness. Endurance, strength,

stamina, flexibility, and agility.

develop strength, endurance, agility,

control

endure, maintain, repeat, increase,

improve, exceed

5 Skilled Movements

complex operations. Simple,

compound, and complex

adaptive skills, advanced

learned movements

execute and adapt advanced, integrated

movements

drive, build, juggle, play a musical

instrument, craft

6 Non-discursive Communication

meaningfully expressive

activity or output; Expressive

and interpretive movement,

effective body language.

activity expresses meaningful

interpretation

express and convey feeling and meaning

through movement and actions

Adapted and simplified representation of Harrow's Psychomotor Domain (1972). (Non-discursive means intuitively direct and well expressed.)

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The Affective Domain http://www.humboldt.edu/~tha1/bloomtax.html & http://academic.udayton.edu/health/syllabi/health/lesson01b.htm

The Affective Domain addresses interests, attitudes, opinions, appreciations, values, and emotional sets. This domain includes the manner in which we deal with things

emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The Taxonomy is hierarchical (levels increase in difficulty/sophistication) and

cumulative (each level builds on and subsumes the ones below). The levels, in addition to clarifying instructional objectives, may be used to provide a basis for

questioning that ensures that students progress to the highest level of understanding. If the teaching purpose is to change attitudes/behavior rather than to transmit/process

information, then the instruction should be structured to progress through the levels of the Affective Domain. Level Category Description Examples Action Verbs

1 Receiving The student passively attends to particular

phenomena or stimuli [classroom activities,

textbook, music, etc.] The teacher's concern is

that the student's attention is focused. Intended

outcomes include the pupil's awareness that a

thing exists. Emphasis is on awareness,

willingness to hear, selected attention.

Listens attentively, shows sensitivity to social problems.

Listens to others with respect. Listens for and remembers the

name of newly

“By the end of the women's studies program, students will listen

attentively to alternative views on select issues.”

Attends, accepts, asks,

chooses, describes, follows,

gives, holds, identifies,

listens, locates, names,

points to, selects, selectively

attends to, replies, uses.

2 Responding The student actively participates. The pupil not

only attends to the stimulus but reacts in some

way.

Emphasis is on active participation on the part of

the learners. Learning outcomes may emphasize

compliance in responding, willingness to

respond, or satisfaction in responding

(motivation).

Completes homework, obeys rules, participates in class

discussion, shows interest in subject, enjoys helping others.

Gives a presentation. Questions new ideals, concepts, models, in

order to fully understand them. Knows safety rules and practices

them.

“By the end of the elementary education program, students will

able to comply with PL 94-142.”

Acclaims, aids, answers,

applauds, approves, assists,

complies, conforms,

discusses, greets, helps,

labels, performs, practices,

presents, reads, recites,

reports, selects, tells, writes,

Volunteers.

3 Valuing The worth a student attaches to a particular

object, phenomenon, or behavior. Ranges from

acceptance to commitment (e.g., assumes

responsibility for the functioning of a group).

Attitudes and appreciation.

Valuing is based on the internalization of a set of

Demonstrates belief in democratic processes, appreciates the role

of science in daily life, shows concern for others' welfare,

demonstrates a problem-solving approach.

Is sensitive towards individual and cultural differences (value

diversity). Shows the ability to solve problems. Proposes a plan to

bring about social improvement and follows through with

Assists, completes, debates,

demonstrates, denies,

differentiates, explains,

follows, forms, increases

proficiency in, initiates,

invites, joins, justifies,

proposes, protests, reads,

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specified values, while clues to these values are

expressed in the learner’s overt behavior and are

often identifiable.

commitment. Informs management on strongly felt matters.

“By the end of the political science program, students will be able

to debate numerous sides to an argument.”

relinquishes, reports, selects,

shares, studies, supports,

works.

Level Category Description Examples Action Verbs

4 Organization Brings together different values, resolving

conflicts among them, and starting to build an

internally consistent value system--comparing,

relating and synthesizing values and developing

a philosophy of life.

Organizes values into priorities by contrasting

different systems. The emphasis is on

comparing, relating, and synthesizing values.

Recognizes the need for balance between freedom and responsible

behavior, understands the role of systematic planning in solving

problems; accepts responsibility for own behavior.

Explains the role of systematic planning in solving problems.

Accepts professional ethical standards. Creates a life plan in

harmony with abilities, interests, and beliefs. Prioritizes time

effectively to meet the needs of the organization, family, and self.

“By the end of the environmental studies program, students will

be able to organize the conservation efforts of urban, suburban and

rural communities.”

Accommodates, adheres,

alters, arranges, balances,

combines, compares,

completes, defends,

explains, formulates,

generalizes, identifies,

integrates, modifies, orders,

organizes, prepares, relates,

synthesizes.

5 Internalizing

values:

Characterizat

ion by a

Value or

Value

Complex

At this level, the person has held a value system

for a sufficiently long time to control his/her

behavior, has developed a characteristic "life

style." Behavior is pervasive, consistent,

predictable, and most importantly, characteristic

of the learner. Instructional objectives are

concerned with the student's general patterns of

adjustment (personal, social, emotional).

Concerned with personal, social, and emotional adjustment:

displays self reliance in working independently, cooperates in

group activities (displays teamwork), maintains good health

habits.

Uses an objective approach in problem solving. Displays a

professional commitment to ethical practice on a daily basis.

Revises judgments and changes behavior in light of new evidence.

Values people for what they are, not how they appear.

“By the end of the counseling program, students will be able to

objectively interpret evidence presented by clients during a

therapy session.”

Acts, discriminates,

displays, influences,

interprets, listens, maintains

objectivity modifies,

performs, practices,

proposes, qualifies,

questions, respects, revises,

serves, solves, uses

evidence, verifies.

Reference

1. Bengamin S. Bloom, Bertram B. Mesia, and David R. Krathwohl (1964). Taxonomy of Educational Objectives (two vols: The Affective Domain & The Cognitive

Domain). New York. David McKay

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Task Analysis

Writing Student Learning Outcomes for CMU Programs

http://www.provost.cmich.edu/assessment/toolkit/writingoutcomes.htm

Writing Student Learning Outcomes for CMU Programs

When writing Student Learning Outcomes, the focus should be on observable outcomes and an “action verb” can

provide that focus. Student Learning Outcomes usually begin with something like:

By the end of the secondary education program, students will be able to design curriculum and instruction

appropriate for the cognitive development of all learners.

Design is the “action verb” in this example.

By the end of the chemistry program, students will be able to apply knowledge of ions, solutions and solubility to

explain the formation and properties of homogeneous mixtures.

Apply and explain are the “action verbs” in this example.

Student Learning Outcomes should describe what students should know, be able to do and/or be like (dispositions)

by the end of the defined program. These types of Student Learning Outcomes are typically linked to domains. The

common domains of learning include cognitive, affective and psychomotor.

The affective domain includes a focus on students’ attitudes, values and dispositions. These outcomes are a little

more difficult to measure; however, it is possible, and many disciplines are including these in their national

standards (e.g., “Students will develop respect and understanding for people from all backgrounds and cultures and

be able to engage in constructive discussion of significant social and ethical issues.” and as part of the General

Education Requirements, “ Students will develop intellectual concerns to include a cross-cultural perspective

through the study of diverse cultures”).

The Psychomotor Taxonomy focuses on the development of students’ physical abilities and skills. These Student

Learning Outcomes may include performances, skill in a sport, typing skills, painting, playing an instrument,

manipulating another person’s limbs during physical therapy and demonstrating a dissection…

Reference:

Gronlund, N.E. (2000). How to Write and Use Instructional Objectives. Upper Saddle River, NJ: Prentice-Hall,

Inc.

Documents

Koichiro Matsura of UNESCO Edward DeBono email: jjnita ...drjj.uitm.edu.my/DRJJ/OBE FSG Dec07/OBEJan2010/DRJJ... · PEOs & POs are developed by by Assoc.Prof. Dr. Jaafar jantan aka