Benjamin Bloom (1956) David Krathwohl (1964) Anita Harlow (1972) Moore Knowledge or recall Receiving Reflex movements Imitation Comprehension Responding Fundamental movement Manipulation Application Valuing Perceptual abilities Precision Analysis Organization Physical abilities Synthesis Characterization Skilled movements Evaluation Nondiscursive communication
INSTRUCTIONAL OBJECTIVES IN THE COGNITIVE DOMAIN Knowledge or recall = knowledge of terminology and conventions, trends and sequences, classifications and categories, criteria and methodologies, principles and theories, and structures. E.g. to identify the capital of a place Comprehension = relate to translation, interpretation, and extrapolation, e.g. to interpret a table showing something Application = use of abstractions in particular situations; e.g. to predict the probable effect of a change in temperature on a chemical Analysis = objectives relate to breaking a whole into parts, e.g. to deduce facts from a hypothesis Synthesis = putting parts together in a new form such as unique communication, a plan of operation, and a set of abstract relations, e.g. to produce an original piece of art Evaluation = judging in terms of internal evidence or logical consistency and external evidence or consistency with facts developed elsewhere; to recognise fallacies in an argument INSTRUCTIONAL OBJECTIVES IN THE AFFECTIVE DOMAIN Receiving = awareness, willingness to receive, selective attention e.g. to listen attentively during group presentational Responding = acquiescence, willing response, feelings of satisfaction; e.g. to contribute to group discussions by asking questions Valuing = acceptance, preference, commitment; e.g. to argue over an issue involving health care Organization = conceptualization of values, organisation of a value system; e.g. to organize a meeting concerning a neighborhoods housing integration plan
Characterization = generalised set of values, characterization or philosophy of life; e.g. to join a rally in behalf of a noble cause INSTRUCTIONAL OBJECTIVES IN THE PSYCHOMOTOR DOMAIN Reflex movements = relate to reflexes; e.g. to contract a muscle Fundamental movements = relate to walking, running, jumping, pushing, pulling, manipulating; e.g. to run a 100-yard dash Perceptual abilities = objectives relate to kinaesthetic, visual, auditory, tactile, and coordination abilities; e.g. to distinguish distant and close sounds Physical abilities = relate to endurance, strength, flexibility, agility, reaction-response time, dexterity; e.g. to do five sit ups Skilled movements = objectives relate to games, sports, dances, and the arts; e.g. to dance the basic steps of the waltz Nondiscursive communication = expressive movements through postures, gestures, facial expressions, creative movements; e.g. to act part in a plat Moores 3 levels in the Psychomotor Domain Imitation = a student can carry out the rudiments of the skills with instructional support from the teacher. This level follows modelling by the teacher and involves the students first attempts to perform the skill. The skill is not performed smoothly; nor are the coordination and timing refined. Manipulation = A student is able to perform the skill independently, without the aid of the instructor. During this phase of psychomotor learning, the student who is able to perform the skill without prompts from the teacher or without consciously thinking about it. Precision = Students can perform a skill accurately, efficiently, and effortlessly. Automaticity, the ability to perform a skill with unconscious effort.