TAXONOMY OF

EDUCATIONAL OBJECTIVE
PSYCHOMOTORIC
Mardianto Harefa
20810012
 TAXONOMY
Taxonomy of educational objectives for psychomotor domain is a
system that classifies and organizes physical skills and abilities into a
hierarchy of complexity. The taxonomy was developed by educational
psychologist, Dr. David R. Krathwohl, in collaboration with a team of
experts in 1964.

•Taxonomy means 'a set of classification principles', or 'structure‘.

•Domainmeans 'category‘.
The most well known description of learningdomains was developed by
Benjamin Bloom.It is known as : "Bloom’s Taxonomy”
TAXONOMY CATEGORIZES
PSYCHOMOTOR SKILLS
1. Perception: The ability to use sensory cues to guide motor activity.
2. Set: The readiness to act, which includes mental, physical, and
emotional aspects.
3. Guided Response: The ability to imitate or follow instructions for a
particular physical task.
4. Mechanism: The ability to perform a complex physical task with some
degree of proficiency and accuracy.
5. Complex Overt Response: The ability to perform a complex physical
task with a high degree of proficiency and adaptability.
 AFFECTIVE DOMAIN

∆EMOTIONAL LEARNING: FEELING

CONCERNED WITH ATTITUDES,APPRECIATIONS,
INTERESTS, VALUES ANDADJUSTMENTS.
 PSYCHOMOTOR

PHYSICAL LEARNING: DOING

Example
Emphasizes speed, accuracy,dexterity, and physical
skills.
 COGNITIVE

RATIONAL LEARNING: THINKING

Emphasis upon knowledge, usingthe mind, and
intellectual abilities.
Often referred to as Instructionalor behavioral
objectives that beginwith VERBS
 BLOOM’S TAXONOMY OF EDUCATIONAL
OBJECTIV

1. Knowledge
Recalling, Remembering, and Recognizing.
Emphasizing facts, information, andspecifics. Involves
remembering materialin form very close to how it was
originallypresented.
Depends upon memorizing or identifyingfacts without asking
beyond.
2.Comprehension
Describing and Explaining

•Grasping the meaning and intent of thematerial.

•Deals with content and involves ability tounderstand
what is being communicated
 3 .Application
Applying Information
Using what is remembere and comprehended.
Applies learning to real life, new, and/orconcrete
situations.
It is ability to use knowledge and learnedmaterial in
meaningful ways.
 4. Analysis
Reasonin
- Breaking material into parts anddetermining the
relationships of theseparts to each other and to the whole

Analyzing Relationship
- Taking one portion or piece at a time toclarify the overall
idea.
 5.Synthesis
Creating
•Putting together parts and elements intoa new form.
•Organizing ideas into new patterns andputting materials
together in a structurewhich was not there before.
 6.Evaluation
Evaluating

•Judging the values of ideas, methods,materials,

procedures, and solutionsby developing and/or
usingappropriate criteria.
TERIMA KASIH