Taxonomy of Objectives in Three Domains

At the end of the lesson, the students will be able to:

● Define taxonomy of objectives.

● Determine the three domains of learning.

● Discuss the three domains of learning and the individual involved in the study.

● Create your own list of goals in accordance with the topic.

Taxonomy classifies information into a hierarchy of levels. Domain taxonomies reveal that what
educators want students to accomplish (expressed by educational objectives) can be arranged into
level of complexity, and that those levels are best fulfilled sequentially.

Taxonomy of Educational Objectives

It is the classifications of the different objectives and skills that educators set for their students.
Three Domains of Learning:

1. Cognitive: to know, remember.

2. Affective: to feel or the individual attributes.
3. Psychomotor: to do, undertaking practical tasks, hands-on activity.

A. Cognitive Domain

The cognitive domain of Bloom’s taxonomy of learning tries to cater to Bloom’s

taxonomy objectives such as critical thinking, problem-solving and creating and enhancing a
knowledge base. Bloom’s original taxonomy was revised by his old students Lorin W.
Anderson and David R. Krathwohl in 2001. The different levels of the cognitive domain are
shown in the diagram below:

Figure 1. Levels of Cognitive Domain

 ● Remember
This is concerned with all kinds of memorization techniques and optimal use of
information acquired in the past. For example, remembering the names of all the
prime ministers of India

● Understand
This is concerned with going into the depths of a concept or an idea in order to
comprehend it in multiple ways. For example, identifying the main challenges in
governance each prime minister had to deal with during their tenure

● Apply
This is concerned with applying knowledge to produce something tangible. For
example, taking a political challenge from five decades ago and applying its lessons to
a similar issue in the present 

● Analyze
This is concerned with examining and scrutinizing different aspects of what is
being learn. For example, analyzing the personalities of different prime ministers and
how that affected their performance

● Evaluate
This is concerned with detecting the motivations and intentions behind events,
processes and situations. For example, assessing why certain prime ministers decided
to go to war at certain junctures in history

● Create
This is concerned with building something that’s original and constructive.
For example, creating a list of qualities that any modern prime minister of India
should possess. This particular level was known as “Synthesis” in the original model,
but was later changed to acknowledge creativity as the highest form of cognitive
achievement in the revised version of Bloom’s taxonomy.

B. Affective Domain

Skills in the affective domain describe the way people react emotionally and their
ability to feel other living things’ pain or joy. Affective objectives typically target the
awareness and growth in attitudes, emotions, and feelings. There are five levels in the
affective domain moving through the lowest order processes to the highest:
 Figure 2. Levels of Affective Domain

● Receiving:  The lowest level; the student passively pays attention. Without this level, no
learning can occur. Receiving is about student memory and recognition as well

o Attending the learning session

o Be aware of what knowledge is being imparted.
o Be willing to hear/ receive the knowledge that is being imparted
o Be attentive to listen to whatever the knowledge being imported.
Example: Listen to and be aware of the names of newly introduce participants.

● Responding: The student actively participates in the learning process, not only attends
to a stimulus; the student also reacts in some way

o Be willing
o React
o Be satisfied to respond ( be motivated to respond)

Example: Participating in a group discussion or giving a presentation.

● Valuing: The student attaches a value to an object, phenomenon, or piece of

information. The student associates a value or some values to the knowledge they
acquired.

o Attach value to the phenomenon

o Strongly associated with the topic
o Demonstrate commitment to a certain value

Example: proposing a plan to bring about improvement on a social level

● Organization: The student can put together different values, information and ideas and
accommodate them within his/her own schema:; comparing, relating and elaborating on
what he has been learned

o Prioritize different value, resolve conflicts.

o Emphasis prioritize to other people
 Example: Emphasis priorities work-life balance at the workplace or freedom of speech with
responsive behavior.

● Characterization by value set: The student at this level tries to build abstract knowledge

o Completely internalize his/her values and behave in accordance

o Be predictable in his/her behavior and in supporting these values
o Let his/her value system control behavior.

Example: Displays consistently through commitment towards the ethical practice of the
value system or Multilevel marketing business need employees to associate this level of emotion.

C. Psychomotor Domain

The psychomotor objective is specific to physical function, reflex actions and body
movements to interpret information and learn. It implies that physical activity supports or is
a vehicle for cognitive growth and furthering knowledge or skills. The learner uses physical
action to achieve a cognitive or affective objective. It is further divided into 5 levels, these
are:

Figure 3. Levels of Psychomotor Domain

● Imitation: At this level, the learner will-

o Directly copy action seen

o Replicate what’s directly observed

Example: Aling his/her own car seat exactly as advised by the driver instruction.

● Manipulation: At this level, the learner will-

o Reproduce activity by instruction.

o Reproduce activity by memory
 Example: Look into the back and side mirror every time intend to take a turn

● Precision: At this level, the learner will-

o Execute skill independent of help

Example: Slow the car down in anticipation of a red light without being instructed.

● Articulation: At this level, the learner will-

o Adapt expertise to complete a non- standard objective.

Example: Stop behind a parked car to give away to an incoming vehicle without instruction.

● Naturalization: At this level, the learner will-

o Automate skills
o Unconscious mastery skills.

Example: Pass a practical driving test by independently driving satisfactory.

*Psychomotor: Anita Harrow’s Taxonomy

● Reflex movements

Objectives at this level include reflexes that involve one segmental or reflexes of the
spine and movements that may involve more than one segmented portion of the spine as
inter-segmental reflexes (e.g., involuntary muscle contraction). These movements are
involuntary being either present at birth or emerging through maturation.

● Fundamental movements

Objectives in this area refer to skills or movements or behaviors related to walking,

running, jumping, pushing, pulling and manipulating. They are often components for more
complex actions.

● Perceptual abilities

Objectives in this area should address skills related to kinesthetic (bodily

movements), visual, auditory, tactile (touch), or coordination abilities as they are related to
the ability to take in information from the environment and react.

● Physical abilities

Objectives in this area should be related to endurance, flexibility, agility, strength,

reaction-response time or dexterity.

● Skilled movements
 Objectives in this area refer to skills and movements that must be learned for
games, sports, dances, performances, or for the arts.

● Non-discursive communication

Objectives in this area refer to expressive movements through posture, gestures,

facial expressions, and/or creative movements like those in mime or ballet.  These
movements refer to interpretative movements that communicate meaning without the aid
of verbal commands or help.

*Moore divides learning in psychomotor domain into three:

● Imitation

A student can carry out rudiments of skills with instructional support from the
leader.

● Manipulation

Perform skills independently.

● Precision

A student can perform a skill accurately, efficiently, effortlessly and automatically.

Persons Involved in the Study of Three Domains

Benjamin Bloom

Benjamin Samuel Bloom (February 21, 1913 – September 13, 1999) was a famous American
educational psychologist and one of the most significant educators of the 20 th century. His
involvement in the classification of educational objectives (Bloom’s taxonomy) and the theory of
mastery learning has left an unforgettable trace in education.

His work has influenced the educational practices of teachers, pedagogues, and educators all
across the world. As an educator himself, Bloom understood the power of research and of relevant
questions in finding answers.

David Krathwohl

1. Krathwohl was a co-author of Taxonomy of Educational Objectives: Cognitive

Domain, senior author of Taxonomy of Educational Objectives: Affective Domain, and co-
editor of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s
“Taxonomy of Educational Objectives.” 

Lorin Anderson

Lorin Anderson, a former student of Bloom, and David Krathwohl (2001) updated and
revised the Bloom’s Taxonomy reflecting relevance to 21st century work for both students and
teachers. The revisions they made in the Bloom’s Taxonomy appear fairly minor; however, they do
have significant impact on how people use the taxonomy.
Why use Taxonomy of Objectives?

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that

teachers and students alike understand the purpose of that interchange.
2. Organizing objectives helps to clarify objectives for themselves and for students.
3. Having an organized set of objectives help teachers to
- plan and deliver appropriate instruction;
- design valid assessment task and strategies; and
- ensure that instruction and assessment are aligned with objectives.

References:

For content:
Bloom’s Taxonomy Of Educational Objectives - Harappa

What Are The Three Domains Of Bloom's Taxonomy? (educerecentre.com)

Taxonomy of objectives (slideshare.net)

Famous educators – Benjamin Bloom - English Teacher Resources (etateach.com)

Past President David R. Krathwohl Dies (aera.net)

Taxonomy: Bloom's | PDF | Metacognition | Cognition (scribd.com)

Anita harlow’s taxonomy of the psychomotor domain (slideshare.net)

For images:

Head Heart and Hands - Bing images

Bloom's Taxonomy Domains - Bing images

bloom's taxonomy psychomotor domain - Bing images

bloom's taxonomy affective domain - Bing images

bloom's taxonomy domains - Bing images