TAXONOMY OF LEARNING

For Curriculum Development & Review

YAHYA BIN SAMIAN

[email protected]

F
Faculty
lt off Mechanical
M h i l Engineering
E i
i
UTM

Presented to
FKM, UTM

Feb 2010

Objectives
What
h I iintend
d to d
do In this
hi session
i iis............................

To share some of my limited knowledge and

understanding on Taxonomy of Learning
in its original / Natural form

Learning Outcomes
I am expecting that we are all able to ......

1. Relate its application to the Course Outcomes,

Delivery and Assessment.

2. Performs the necessary Taxonomy Mapping

required by MoHE.

Presentation Outline
OBE OVERVIEW
BRIEF OVERVIEW
BASIC DEFINITATION
THE TAXONOMY

OBE OVERVIEW

OBE - Definition
Outcome-based education means starting
with a clear picture of what is important for
g
g the
students to be able to do,, then organising
curriculum, instruction, and assessment to
make sure that this learning ultimately
happens. (Spady, 1994)

OBE - ALLIGNMENT
Program Outcomes
ProgramOutcomes
Blooms
Taxonomy

OUTCOMES

Technology
Act/CoopLrn.
PBL

Students

DELIVERY
Other
experiences

Lectures
Labs

Coursespecific
goals&objectives
Classroom
assessment
techniques

ASSESSMENT
Tests

Other
measures

OBE - Human Aspects

MIND / MENTAL

TECHNICAL KNOWLEDGE

(Cognitive Domain)
SOUL / HEART
((Affective Domain))
BODY / PHYSICAL
( Psychomotor
Domain)
GENERIC SKILLS

HUMAN DEVELOPMENT

BALANCED

BRIEF OVERVIEW

Learning Taxonomy
Developed by Dr. Benjamin S Bloom and Published in
1956 (Taxonomy of Educational Objectives)
Focus on 'mastery'
y of subjects
j
and the p
promotion of
higher forms of thinking, rather than fact transfer and
information recall
Covering all human aspects knowledge and intellect
(Cognitive Domain); attitude and beliefs (Affective
Domain); and the ability to put physical and bodily skills
into effect (Psychomotor Domain)

Brief Overview
Bloom's Taxonomy has therefore since 1956 provided a basis for
ideas which have been used (and developed) around the world by
academics,
d i
educators,
d
t
t
teachers
h
and
d trainers,
t i
f
for
th
the
preparation of learning evaluation materials, and also provided the
platform for the complete 'Blooms Taxonomy' (including the detail
for the third 'Psychomotor Domain') as we see it today. Collectively
these concepts which make up the whole Bloom Taxonomy continue
to be useful and very
y relevant to the p
planning
g and design
g of:
school, college and university education, adult and corporate
training courses, teaching and lesson plans, and learning
materials; they also serve as a template for the evaluation of:
training, teaching, learning and development, within every aspect of
education and industry.

Brief Overview

Brief Overview
In each of the three domains Bloom's Taxonomy is
based on the premise that the categories are
ordered in degree of difficulty. An important
premise of Bloom
Bloom'ss Taxonomy is that each
category (or 'level') must be mastered before
progressing to the next.
next As such the categories
within each domain are levels of learning
development
development,
and these levels increase in
difficulty.

BASIC DEFINITION

Basic Definition
Taxonomy means 'a set of classification principles',
or 'structure'
' t t '
Domain simply means 'category or Area
Bloom's Taxonomy underpins the classical
'K
'Knowledge,
l d
Attit d Skills'
Attitude,
Skill ' structure
t t
off learning
l
i
method and evaluation

Basic Definition
1. Cognitive domain (intellectual capability, i.e.,
knowledge or 'think')
knowledge,
think )
2. Affective domain (feelings,
2
(feelings emotions and
behaviour, i.e., attitude, or 'feel')
3. Psychomotor domain (manual and physical
skills ie.,
skills,
ie skills,
skills or 'do')
do )

COGNITIVE DOMAIN

Cognitive Domain
Intellect - Knowledge - Thinking Ability
LEVEL

ORIGINAL
(Blooms 1956)

REVISED
(Anderson2001)

KNOWLEDGE

REMEMBERING

COMPREHENSION

UNDERSTANDING

APPLICATION

APPLYING

ANALYSIS

ANALYSING

SYNTHESIS

EVALUATING

EVALUATION

CREATING / DESIGNING
CREATING/DESIGNING

Cognitive Domain

Cognitive Domain

Cognitive Domain

See Poster

Cognitive Domain
LEVEL

DESCRIPTION

REMEMBERING

UNDERSTANDING

APPLYING

EXAMPLE1(CartoonCharacter)
List down (as many as you wish) cartoon characters
that you watch on TV
Select one cartoon charater that you like most and
describe its character. Use sketch if necessary
Explain how these characters can help you in real life

Choose three cartoon character that you like most and

ANALYSING
study the similarities,
similarities differences,
differences strengths and
weakness
Out of three above, which one (in your opinion) is the
EVALUATING
best character and explain the reasons behind your
selection
Based on the cartoon characters that you have
CREATING/DESIGNING
CREATING
/ DESIGNING watched,
t h d create
t a new cartoon
t
character
h
t (sketch)
( k t h) and
d
describe its features and main characters

Cognitive Domain - Remembering

Cognitive Domain Understanding

Cognitive Domain - Creating

Cognitive Domain - Creating

Cognitive Domain
LEVEL

DESCRIPTION

EXAMPLE2(ShipyardLocationandLayout)

REMEMBERING

List down five characteristics for selecting shipyard location / Three

characteristics of a good shipyard layout

UNDERSTANDING

Briefly explain one of the characteristics listed above. Use sketch if

necessary

APPLYING

Based on the characteristics of shipyard location above, prepare a

survey work to be carried out on the selected location

ANALYSING

Based on the data collected from several potential locations, analyse the
strength and weaknesses of each location.

Based on the analysis above, make your judgment on which location to

be selected
Based on the characteristics of a good shipyard layout, and the given
CREATING/DESIGNING piece of land (map), propose a suitable layout for a medium size steel
ship.
EVALUATING

Cognitive Domain
LEVEL

DESCRIPTION

EXAMPLE3(L
EXAMPLE3(LargeAngeStability)
A
St bilit )

REMEMBERING

State correctly the definition of ship stability / State the different between Initial
Stability and Large angle stability of a ship / Write down the formula for calculating
large angle stability

UNDERSTANDING

Using simple lay man language, explain the concept of righting moment to a non
naval architect / non technical manager / ship owner

APPLYING

Based on the given ship data , calculate the righting arm value (GZ) up to 90 degree
heel using one of the method discussed in class and plot the curve.

ANALYSING

Repeat the above calculation for other anticipated loading conditions of the ship.
Analyze the graphs plotted.

EVALUATING

Evaluate
E
l t / assess the
th stability
t bilit off the
th ship
hi based
b d on the
th IMO stabilty
t bilt criteria
it i for
f all
ll
loading conditions

CREATING/
DESIGNING

Propose improvement that can be performed either on the main dimension of the
ship, hull form or general arrangement of the ship in order to improve the stability.

AFFECTIVE DOMAIN

Affective Domain
Feeling,
ee g, Emotions,
ot o s, Attitude,
tt tude, Beliefs
e es
First developed by Bloom (1956), revised by Bloom, Krathwhol and Masia (1964)

LEVEL

DESCRIPTION

BEHAVIOUR

RECEIVE

AWARENESS

RESPOND

REACT

VALUE

UNDERSTAND&ACT

ORGANIZE

DEVELOPVALUESYSTEM

INTERNALIZE

BEHAVE CONSISTENTLY
BEHAVECONSISTENTLY

Affective Domain

Affective Domain

Affective Domain
LEVEL

DESCRIPTION

EXAMPLE1(Punctuality)

RECEIVE

Listen / get to know the class rules on punctual attendance.

Willing to adhere to the rules / aware of the consequences

RESPOND

Attend class punctually most of the time

VALUE

Put high value on punctuality / encourage others to follow /

willing to discuss the importance of punctuality

ORGANIZE

Able to extend / develop punctuality in other aspect of life

(not only class attendance)

INTERNALIZE

Always consistent / punctual on other aspect of life (Second

nature)

Affective Domain
LEVEL

DESCRIPTION

EXAMPLE2(SafetyPractice inLab)

RECEIVE

Listen / read / get to know the class rules and regulation on lab
safety . Willing to adhere to or take seriously the safety regulation.
Take the necessary preparation to adhere to the safety requirements /
aware of the consequences

RESPOND

Wear the necessary safety attire, follow the instruction / safety

procedure during the lab experiment. Use the appropriate tools

VALUE

Encourage and help others to follow safety rules / able to

discuss/stand firm on the importance of safety with others

ORGANIZE

Able to extend / develop safety awareness in other premises or aspect

of life

INTERNALIZE

Always consistent / adhere to safety standard on all aspects/ Able to

develop or improve safety practices

Affective Domain
LEVEL

DESCRIPTION

EXAMPLE3(Sustainabilityelement inDesign)

RECEIVE

Read / get to know the definition, theory, requirement, concept

of sustainability (life cycle). Willing to consider the sustainability
aspect In design work.

RESPOND

Apply sustainability in design work.

work Analyze the sustainability of
the product being designed

VALUE

Put qualitative/quantitative value on sustainability aspect in the

design of product or system. Willing to share, Encourage and
help others to inculcate sustainability

ORGANIZE

Able to formulate / develop sustainability aspect in design

procedure

INTERNALIZE

Always include sustainability aspect in any design work

PSYCHOMOTOR DOMAIN

Psychomotor Domain
Physical - Skills Hands on - 'Do'
Do
Was established to address skills development relating to manual
tasks and physical movement (Sport, Dance, Martial Art etc)
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 manual and
physical skills, so always consider using this domain, even if you
thi k your environment
think
i
t is
i covered
d adequately
d
t l by
b the
th Cognitive
C
iti and
d
Affective Domains. Whatever the training situation, it is likely that
the Psychomotor Domain is significant.

Psychomotor Domain
DAVE

SIMPSON

HARROW

(1967 1970)

(1966 1972)

(1972)

IMITATION

PERCEPTION

REFLEXMOVEMENTS

MANIPULATION

SET

BASICMOVEMENTS

PRECISION

GUIDEDRESPONSE

PERCEPTUALABILITIES

ARTICULATION

MECHANISM

PHYSICALABILITIES

LEVEL

NATURALIZATION COMPLEXOVERTRESPONSE

ADAPTATION

ORGANIZATION

SKILLEDMOVEMENTS
NONDISCURSIVE
COMMUNICATION

Psychomotor Domain
SIMPSON
S
M SON
LEVEL

DESCRIPTION

BEHAVIOUR

PERCEPTION

AWARENESS

SET

READINESS

GUIDEDRESPONSE

ATTEMPT

MECHANISM

BASICPROFICIENCY

COMPLEXOVERT
RESPONSE

EXPERTPROFICIENCY

ADAPTATION

ADAPTABLEPROFICIENCY

ORGANIZATION

CREATIVEPROFICIENCY

Psychomotor Domain

Psychomotor Domain

Psychomotor Domain
LEVEL

DESCRIPTION

EXAMPLE1(Swimming)

PERCEPTION

Attend swimming class, search for swimming methods, watch

d
demonstration
t ti etc/
t /

SET

Prepare swimming attire, perform warming up exercise, take the

necessary supplement etc. Get prepared for swimming session

3
4
5

Jump to the water and start following the instruction from the

GUIDEDRESPONSE swimming instructor

MECHANISM

Able to practice basic swimming stroke independently, remain afloat

COMPLEXOVERT
Able to perform various swimming strokes
RESPONSE

ADAPTATION

ORGANIZATION

Able to swim in difficult situation, various water conditions and able

to rescue others,
Able to develop / create or improve swimming method or
procedures

Psychomotor Domain
LEVEL

DESCRIPTION

PERCEPTION

SET

Get the necessary information / theory / lab sheet / materials etc before
attending the lab work

GUIDEDRESPONSE

Perform
P
f
l b work
lab
k based
b d on the
th manuall or guidelines
id li
given
i
or guided
id d by
b
the technicians

MECHANISM

EXAMPLE2(LabWork)
Knowing the lab procedure

Able to perform the simple lab work without supervision

COMPLEXOVERT
Able to carry out difficult lab work efficiently
RESPONSE

ADAPTATION

ORGANIZATION

Able to undertake any experiment work (in other fields) independently

Able to design,
design develop,
develop formulate experiment procedure (and rig) that is
able to collect the required data or perform the desired analysis

Psychomotor Domain
LEVEL

DESCRIPTION

EXAMPLE3(Statics/Dynamics drawingFreeBodyDiagram)

PERCEPTION

Know / aware off the

K
th necessary knowledge
k
l d on how
h
t draw
to
d
th free
the
f
body diagram (FBD) correctly

SET

3
4
5

Mentally ready to draw the FBD whenever needed

GUIDEDRESPONSE Able to draw FBD with proper guidance from lecturer

MECHANISM

Able to draw Simple FBD independently

COMPLEXOVERT
Able to draw FBD of a difficult or complex system accurately
RESPONSE

ADAPTATION

Able to extend / apply knowledge on FBD in other fields or in real life

situation

ORGANIZATION

Able to develop
p alternative method to draw FBD that capable
p
to
represent any system effectively

Thanks to;

and
d ALL of
fY
You