1. EMSE 3123 Math and Science in Education Taxonomy of Educational Objectives Presented by Frank H. Osborne, Ph. D. © 2015 1

2. The Purpose of Objectives To assure that students are instructed at the proper level. To assure that at the end of the course, the students can function in the course material at that grade level. To allow students and teachers to work toward clearly defined goals. To encourage students to work in a responsible and self-directed manner. To provide a level of acceptable performance and to suggest how to measure it. 2

3. Brief History of Objectives Educational psychologists began a project to classify objectives in the 1950s. The project was eventually headed by Benjamin Bloom who published objectives in 1956. Other workers added to the original production, especially in the psychomotor domain. 3

4. Taxonomy of Objectives Objectives are classified into three domains. Cognitive domain –learning and understanding of course material Affective domain –Attitudes, feelings and emotions Psychomotor domain –Motor skills 4

5. Taxonomy of Objectives I. Cognitive domain A.Knowledge B.Comprehension C.Application D. Analysis E. Synthesis F.Evaluation 5

6. Taxonomy of Objectives II. Affective domain A.Receiving (attending) B.Responding C.Valuing D. Organization E. Characterization 6

7. Taxonomy of Objectives III. Psychomotor domain A.Perception B.Set C.Guided Response D. Mechanism E. Complex Overt Response F.Adaptation G.Origination 7

8. Cognitive Domain 1.00 Knowledge 1.10 Knowledge of Specifics 1.11 Knowledge of Terminology 1.12 Knowledge of Specific Factors 1.20 Knowledge of Ways and Means of Dealing with Specifics 1.21 Knowledge of Conventions 1.22 Knowledge of Trends and Sequences 1.23 Knowledge of Classifications and Categories 1.24 Knowledge of Criteria 1.25 Knowledge of Methodology 1.30Knowledge of the Universals and Abstractions in a Field 1.31 Knowledge of Principles and Generalizations 1.32 Knowledge of Theories and Structures 2.00 Comprehension 2.10 Translation 2.20 Interpretation 2.30 Extrapolation 3.00 Application 4.00 Analysis 4.10 Analysis of Elements 4.20 Analysis of Relationships 4.30 Analysis of Organizational Principles 5.00 Synthesis 5.10 Production of a Unique Communication 5.20 Production of a Plan or Proposed Set of Operations 5.30 Derivation of a Set of Abstract Relations 6.00 Evaluation 6.10 Judgments in Terms of Internal Evidence 6.20 Judgments in Terms of External Evidence 8

9. Affective Domain Psychomotor Domain 1.0Receiving (Attending) 1.1 Awareness 1.2 Willingness to Receive 1.3 Controlled or Selected Attention 2.0Responding 2.1 Acquiescence in Responding 2.2 Willingness to Respond 2.3 Satisfaction in Response 3.0Valuing 3.1 Acceptance of a Value 3.2 Preference of a Value 3.3 Commitment to a Value 4.0Organization 4.1 Conceptualization of a Value 4.2 Organization of a Value System 5.0Characterization of a Value or Value Complex 5.1 Generalized Set 5.2 Characterization 1.00 Perception 1.10 Sensory Stimulation 1.20 Cue Selection 1.30 Translation 2.00 Set 2.10 Mental Set 2.20 Physical Set 2.30 Emotional Set 3.00 Guided Response 3.10 Imitation 3.20 Trial and Error 4.00 Mechanism 5.00 Complex Overt Response 5.10 Resolution of Uncertainty 5.20 Automatic Performance 6.00 Adaptation 7.00 Origination 9

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11. Teacher-Centered vs. Learner-Centered Teacher-Centered To present to the student the principles of the multiplication of whole numbers and the algorithm for multiplication. Learner-Centered The students will demonstrate an understanding of multiplication by explaining how numbers are multiplied, strategies for multiplication, and the way in which the algorithm for multiplication is used. 11

12. Writing Educational Objectives Three Questions for Objectives 1. What is the desired behavior? 2. What materials and conditions will the student be allowed to use? 3. How well must the student perform to achieve acceptable performance? 12

13. Writing Educational Objectives EXAMPLES Using manipulatives, the student will demonstrate that the process of multiplication is essentially repetitive addition. The student will be able to illustrate which are multiplicands and multipliers and how they are related. From memory, the student will complete a multiplication worksheet that includes all possible multiplications of single digit numbers with no more than four errors. 13

14. Writing Educational Objectives PROPERTIES 1. The terminal behavior has been identified by name. We have specified the kind of behavior which will be accepted as evidence that the student has achieved the objective. 2. We have further defined the behavior by describing the conditions under which the behavior will be expected to occur. 3. The criteria of acceptable performance have been specified by describing how well the student must perform to be considered acceptable. 14

15. Writing Educational Objectives HINTS 1. Behavior identification a. Identify the behavior that is expected b. Choose action verbs that describe the expected student behavior at the end of the experience. c. Try to measure attitudes, understandings and appreciations. 2. Further defining the conditions a. State when, if appropriate b. Describe resources and materials allowed 15

16. Writing Educational Objectives HINTS 3. Standards of acceptable performance-- questions to ask. a.What degree of accuracy or upon whose judgment? b.What percentage of correctness? c.What consequences should be expected as a result of satisfactory completion? d.What standards are being applied? e.What time limits are being imposed? 16

17. Writing Educational Objectives VERB LIST FOR COGNITIVE OBJECTIVES Knowledge complete, define, label, list, name, recall, recite, record, relate, repeat, tell, underline Comprehension describe, discuss, explain, express, identify, locate, outline, recognize, report, restate, review, rewrite, tell, translate Application apply, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, shop, sketch, use 17

18. Writing Educational Objectives VERB LIST FOR COGNITIVE OBJECTIVES Analysis analyze, appraise, calculate, categorize, compare, contrast, criticize, debate, diagram, differentiate, distinguish, examine, experiment, inspect, inventory, question, relate, solve, test Synthesis arrange, assemble, change, collect, compose, construct, create, design, formulate, hypothesize, manage, organize, plan, prepare, propose, set up Application appraise, assess, choose, compare, decide, estimate, evaluate, judge, measure, predict, prioritize, rate, revise, score, select, value 18

19. Writing Educational Objectives VERB LIST FOR AFFECTIVE OBJECTIVES Receiving accept, accumulate, combine, control differentiate, listen for, separate, set apart, share Responding acclaim, applaud, approve, augment, commend, comply with, discuss, follow, practice, play, spend leisure time in, volunteer Valuing assist, argue, debate, deny, help, increase numbers of, increase proficiency in, protest, relinquish, specify, subsidize, support 19

20. Writing Educational Objectives VERB LIST FOR AFFECTIVE OBJECTIVES Organization balance, compare, define, discuss, formulate, organize, theorize on Characterization of Values avoid, be rated high by peers in, be rated high by subordinates in, change, complete, manage, require, resist, resolve 20

21. Evaluating Objectives Given an objective: 1.What domain is it? 2. What cognitive level? 3.What elements of a terminal objective are present? 4.How will you evaluate the performance of the student regarding this objective? 21

22. What Does An Objective Do? 1. It describes the performance or behavior of the student, not the instructor. (SWBAT = Student Will Be Able To) 2. It does not describe the textbook, method of instruction, or course content. 3. It describes terminal performance, the end result, not the process of getting there. 4. It includes the conditions under which the student will be performing this behavior, and the acceptable standard of performance. 22

23. Objectives for the Unit on Objectives At the end of the presentation of the unit on objectives, the student will be able to do each of the following: 1. Cite the three domains of the taxonomy of objectives. 2. Differentiate and classify examples of objectives according to the three domains. Within the cognitive domain, the candidate will classify according to level. 3. State the three parts of a terminal behavioral objective. 23

24. Objectives for the Unit on Objectives At the end of the presentation of the unit on objectives, the student will be able to do each of the following: 4. Analyze given objectives for presence of the qualities of a terminal behavioral objective. 5. Design a set of objectives that could be used as a guide for planning a lesson. 24

25. Taxonomy of Educational Objectives Bloom, B. S., et al. 1956. Taxonomy of Educational Objectives--The Classification of Educational Goals, Handbook I. Cognitive Domain. New York: David McKay Co., Inc. Krathwohl, D. R., B. S. Bloom and D. B. Masia. 1964. Taxonomy of Educational Objectives--The Classification of Educational Goals, Handbook II. Affective Domain. New York: David McKay Co., Inc. 25

26. THE END 26