taxonomy of educational objectives - vydehi institute of ...a taxonomy classifies educational...
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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