“Give a man a fish and you feed him for a day; teach a man how to fish and you

feed him
for a lifetime.”- Maimonides

By Gedisha katola 1

5/31/2023
 The Learning objective or objectives that you use can be based on three areas of
learning: knowledge, skills and attitudes.
 KNOWLEDGE: Knowledge is defined as the remembering of previously learned
material.
 This may involve the recall of a wide range of materials, from specific facts to
complete theories, but all that is required is the bringing to mind of the
appropriate information.
 Knowledge represents the lowest level of learning outcomes in the cognitive
domain.
 Skills are practical. They are the actions people take to put their knowledge into
practice.
 Attitude includes someone's beliefs or values about something and how they deal
with issues in their lives. This can often be the most difficult objective to develop
since people's attitudes are often formed after a long period of time.
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 There are three main domains of learning. These are
 The cognitive (thinking),
 The affective (social/emotional/feeling),and
 The psychomotor (physical/kinesthetic) domain, and each one of these has taxonomy
associated with it.
 Taxonomy is simply a word for a classification.
 From your exit exam blueprint, there are questions like remembering, understanding,
applying, analyzing, evaluating, creating, affective (domain), and psychomotor (domain).

We will look at each taxonomies example and to what

extend questions can be related to each taxonomy.
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 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.

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There are six levels in the taxonomy, moving through the lowest order processes to the highest:

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There are six levels in the taxonomy, moving through the lowest order processes to the highest:

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There are six levels in the taxonomy, moving through the lowest order processes to the highest:

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Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts

and answers
Remember or recall information such as facts, terminology, problem-solving strategies,
rules.
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
 Action Verbs Describing Learning Outcomes includes: define, name, describe, outline, identify,
recall, label, recite, list, select, match, state..
Questions like: What is...?

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Demonstrative understanding of facts and ideas by organizing, comparing, translating,
interpreting, giving descriptions, and stating main ideas
 Translation

 Interpretation

 Extrapolation

 Some degree of understanding is required in order to change the form of

communication, translate, restate what has been read or heard, see connections or
relationships among parts of a communication (interpretation), draw conclusions, see
consequences from information (inference).

 Action Verbs Describing Learning Outcomes includes: convert, extend defend

generalize discriminate infer distinguish paraphrase estimate predict explain

summarize..
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 Questions like: How would you compare and contrast...?
  Use previously acquired information in a setting other than the one in which it was learned. Because

problems at this level are presented in a different and applied way, one cannot rely on content or
context to solve the problem.

 Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts,

techniques and rules in a different way.

 Action Verbs Describing Learning Outcomes includes: Change, Organize, Compute,

Prepare Demonstrate, Relate, Develop Solve, Modify, Transfer Operate,

Use…
 Questions like: Can you organize _______ to show...?

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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 different principles

 Identification of logical errors (e.g., point out contradictions, erroneous inference) or

differentiate among facts, opinions, assumptions, hypotheses, conclusions.
 One is expected to draw relations among ideas and to compare and contrast.

break down, infer, deduce,

 Action Verbs Describing Learning Outcomes includes:
outline, diagram, point out, differentiate, relate, distinguish, separate,
illustrate, subdivide
 Questions like: How would you classify...?

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 Compile information together in a different way by combining elements in a new
pattern or proposing alternative solutions
 At this level, one is expected to solve unfamiliar problems in unique way, or
combine parts to form a unique or novel solution
 Production of a unique communication
 Production of a plan, or proposed set of operations
 Derivation of a set of abstract relations
 Requires production of something unique or original..
Categorize, Devise, Compile,
 Action Verbs Describing Learning Outcomes includes:
Formulate, Compose, Predict, Create, Produce, Design….
 Sample question: Integrate data from several sources (e.g., various readings and
observations at the service site)
 Questions like: Can you predict an outcome?

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 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
 Requires the formation of judgments and decisions about the value of methods, ideas,
people, products. Must be able to state the bases for judgments (e.g., external criteria or
principles used to reach conclusions.)

 Action Verbs Describing Learning Outcomes includes: Appraise, Judge Compare, Justify

Contrast, Support Criticize, Validate Defend

 Sample question: Evaluate the quality or worth of a value as applied to pharmacy.
 Questions like: Do you agree with.....?

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1. Knowledge: Recall data like recall
2. Comprehension: Understand and comprehend like recognizing
information.
3. Application: Apply (use) like use or apply knowledge
4. Analysis: (Structure, elements) like interprets elements.
5. Synthesize: (create, build) like develop new structures.
6. Evaluation: (assess, judge) like assess effectiveness of whole
concept

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 Skills in the Affective Domain describe the way people react emotionally and their ability to feel
another living thing's pain or joy.
 Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.

 Like the cognitive domain, the affective domain is hierarchical with higher levels being more
complex and depending upon mastery of the lower levels.
 With movement to more complexity, one becomes more involved, committed, and self-reliant.
 Note the parallel between external and internal motivation.
 As one moves from being externally to internally motivated, one moves to higher levels.
Levels:
 There are five levels in the affective domain moving through the lowest order processes to the
highest:

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Levels

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Levels of
Affective
Domain

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Levels of Affective Domain

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 The lowest level; the student passively pays attention. Without this level no
learning can occur.
 One is expect to be aware of or to passively attend to certain stimuli or phenomena.
Simply listening and being attentive are the expectations.
 Action Verbs Describing Learning Outcomes includes: attend, listen, be aware, look,
control, notice, discern, share, hear……

 The student actively participates in the learning process, not only attends to a stimulus;
the student also reacts in some way.
 One is required to comply with given expectations by attending or reacting to certain
stimuli.
 One is expected to obey, participate, or respond willingly when asked or directed to do
something.
 Action Verbs Describing Learning Outcomes includes: applaud, participate, 5/31/2023
comply,19
play, discuss, practice follow, volunteer, obey
 The student attaches a value to an object, phenomenon, or piece of information.
 Display behavior consistent with a single belief or attitude in situations where one is
neither forced or asked to comply.
 One is expected to demonstrate a preference or display a high degree of certainty and
conviction.
 Action Verbs Describing Learning Outcomes includes: act, express, argue, help, convince, organize,
debate, prefer, display , 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.
 Commitment to a set of values. This level involves
1. Forming a reason why one values certain things and not others, and
2. Making appropriate choices between things that are and are not valued.
 One is expected to organize likes and preferences into a value system and then to decide which ones will be
dominant.
 Action Verbs Describing Learning Outcomes includes: abstract, formulate, balance, select,
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compare, systemize, decide, theorize, define
The student holds a particular value or belief that now exerts influence on
his/her behavior so that it becomes a characteristic.
All behavior displayed is consistent with one’s value system.
Values are integrated into a pervasive philosophy that never allows
expressions that are out of character with those values.
Evaluation at this level involves the extent to which one has developed a
consistent philosophy of life (e.g., exhibits respect for the worth and dignity
of human beings in all situations).
Action Verbs Describing Learning Outcomes includes: avoid, display, exhibit,
internalize, manage, require, resist, resolve, revise…

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 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.
 Psychomotor behaviors are performed actions that are neuromuscular in nature and
demand certain levels of physical dexterity.
 Development of these skills requires practice and is measured in terms of speed,
precision, distance, procedures, or techniques in execution.

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 Measurements of learning may be gauged in terms of the following:

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1. Imitation: (copy)
like copy action of another person
2. Manipulation: (follow instructions)
like reproduce activity.
3. control: and Develop precision
like execute skill reliably.
4. Articulation:
(combine like adapt and integrate).
5. Naturalization (automatic)
like automated and habit formation

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 What you have seen in the previous slides is called Bloom’s taxonomy of educational learning
objectives. Bloom’s Taxonomy can be understood as one such attempt to revive educational practices
with the best teaching methodologies and ways of student performance evaluation.
 The levels of Bloom's Taxonomy can aid in guiding students through the learning process, starting
with remembering, understanding, evaluating, and creating.
 To take advantage of Bloom's Taxonomy, please check the blueprint to see which levels of Bloom's
Taxonomy (from knowledge, comprehension, and application to analysis, synthesis, and evaluation)
were included in which section and prepare yourself accordingly. In this way, you'll be able to prepare
yourself effectively with the knowledge and skills required.

He who learns but does not think is lost!

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Anderson, L.W., & Krathwohl, D.R. (eds.). (2001). A taxonomy for learning, teaching and assessing: A
revision of Bloom's Taxonomy of educational objectives. New York: Longman.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of
educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York:
David McKay.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience,
and school. Washington, DC: National Academy Press.
Dave, R.H. (1975). Developing and writing behavioral objectives. (R J Armstrong, ed.) Educational
Innovators Press.
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1964). Taxonomy of educational objectives: The
classification of educational goals. Handbook II: Affective domain. New York: David McKay Co.
References Anderson, L. W., & Krathwohl, D. R. (Eds.). (2000). A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. UK: Cambridge University
Press
https://www.valamis.com/hub/blooms-taxonomy
https://tips.uark.edu/using-blooms-taxonomy/
https://fctl.ucf.edu/teaching-resources/course-design/blooms-taxonomy/ 5/31/2023 28