The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification Taxonomy. Taxonomy is the practice and science of classification. The word comes from the Greek language ', taxis and ',nomos .Taxonomies, or taxonomic schemes, are composed of taxonomic units known as taxa , or kinds of things that are arranged frequently in a hierarchical structure....of the different objectives that educators Education set for students (learning objectives). Benjamin Bloom, an educational psychologist, proposed the taxonomy in 1956, Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations....at the University of Chicago.
The University of Chicago is a private university located principally in the Hyde Park, Chicago neighborhood of Chicago. Although an older university by the same name existed prior to its founding, the modern University of Chicago credits its founding to the oil magnate John D....Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor.
Psychomotor learning is the development of muscles to work in organized patterns guided by signals from the environment. It is the relationship between cognitive functions and physical movement in education....
, and Cognitive. Like other taxonomies, Bloom's is hierarchical; meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic.
Holism is the idea that all the properties of a given system cannot be determined or explained by its component parts alone. Instead, the system as a whole determines in an important way how the parts behave....
form of education.
Most references to the Bloom's Taxonomy only notice the Cognitive domain. There is also a so far less referred, revised version of the Taxonomy, published in 2001 under the name of "A Taxonomy for Learning, Teaching, and Assessing."
Affective
Skills in the affective domain describe the way people react emotion
An emotion is a mental and physiological state associated with a wide variety of feelings, thoughts, and behavior.Emotions are subjective experiences, or experienced from an individual point of view....
ally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitude
An attitude is a hypothetical construct that represents an individual's degree of like or dislike for an item. Attitudes are generally positive or negative views of a person, place, thing, or event-- this is often referred to as the attitude object....attitude, emotion and feelings.
There are five levels in the affective domain moving through the lowest order processes to the highest:
Receiving: The lowest level; the student passively pays attention. Without this level no learning can occur.
Responding: The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way.
Valuing: The student attaches a value to an object, phenomenon, or piece of information.
Organizing: The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned.
Characterizing: The student holds a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic.
Psychomotor
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies.
Cognitive
Skills in the cognitive domain revolve around knowledge, comprehension, and "thinking through" a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.
There are six levels in the taxonomy, moving through the lowest order processes to the highest:
Knowledge: Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers
Comprehension: Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas
Application: Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Questions like: Which kinds of apples are best for baking a pie, and why?
Analysis: Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
Synthesis: Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
Evaluation: Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria
Some critiques of Bloom's Taxonomy's (cognitive domain) admit the existence of these six categories, but question the existence of a sequential, hierarchical link. In addition, the revised edition of Bloom's taxonomy has moved Synthesis in higher order than Evaluation. Some consider the three lowest levels as hierarchically ordered, but the three higher levels as parallel. Others say that it is sometimes better to move to Application before introducing concepts. This thinking would seem to relate to the method of problem-based learning.
Information came from the University of Chicago.
The University of Chicago is a private university located principally in the Hyde Park, Chicago neighborhood of Chicago. Although an older university by the same name existed prior to its founding, the modern University of Chicago credits its founding to the oil magnate John D....Bloom's Taxonomy divides educational objectives into three "domains:" Affective, Psychomotor.
Psychomotor learning is the development of muscles to work in organized patterns guided by signals from the environment. It is the relationship between cognitive functions and physical movement in education....
, and Cognitive. Like other taxonomies, Bloom's is hierarchical; meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels (Orlich, et al. 2004). A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic.
Holism is the idea that all the properties of a given system cannot be determined or explained by its component parts alone. Instead, the system as a whole determines in an important way how the parts behave....
form of education.
Most references to the Bloom's Taxonomy only notice the Cognitive domain. There is also a so far less referred, revised version of the Taxonomy, published in 2001 under the name of "A Taxonomy for Learning, Teaching, and Assessing."
Affective
Skills in the affective domain describe the way people react emotion
An emotion is a mental and physiological state associated with a wide variety of feelings, thoughts, and behavior.Emotions are subjective experiences, or experienced from an individual point of view....
ally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitude
An attitude is a hypothetical construct that represents an individual's degree of like or dislike for an item. Attitudes are generally positive or negative views of a person, place, thing, or event-- this is often referred to as the attitude object....attitude, emotion and feelings.
There are five levels in the affective domain moving through the lowest order processes to the highest:
Receiving: The lowest level; the student passively pays attention. Without this level no learning can occur.
Responding: The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way.
Valuing: The student attaches a value to an object, phenomenon, or piece of information.
Organizing: The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned.
Characterizing: The student holds a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic.
Psychomotor
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies.
Cognitive
Skills in the cognitive domain revolve around knowledge, comprehension, and "thinking through" a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.
There are six levels in the taxonomy, moving through the lowest order processes to the highest:
Knowledge: Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers
- Knowledge of specifics - terminology, specific facts
- Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology
- Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures
Comprehension: Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas
- Translation
- Interpretation
- Extrapolation
Application: Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Questions like: Which kinds of apples are best for baking a pie, and why?
Analysis: Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
- Analysis of elements
- Analysis of relationships
- Analysis of organizational principles
Synthesis: Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
- Production of a unique communication
- Production of a plan, or proposed set of operations
- Derivation of a set of abstract relations
Evaluation: Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria
- Judgments in terms of internal evidence
- Judgments in terms of external criteria
Some critiques of Bloom's Taxonomy's (cognitive domain) admit the existence of these six categories, but question the existence of a sequential, hierarchical link. In addition, the revised edition of Bloom's taxonomy has moved Synthesis in higher order than Evaluation. Some consider the three lowest levels as hierarchically ordered, but the three higher levels as parallel. Others say that it is sometimes better to move to Application before introducing concepts. This thinking would seem to relate to the method of problem-based learning.
Information came from the University of Chicago.