look at the authors of the 2001 revisions to this taxonomy.

And while I have chosen to use the

work of Anita Harrow here, there are actually two other psychomotor taxonomies to choose
from — one from E. J. Simpson (1972) and the other from R.H. Dave (1975).

The Journal
The Journal of
of EFL
EFL Education
Education and and Research
Research (JEFLER)
(JEFLER)
Volume 2
Volume 2 Number
Number 22 September
September 2016:
2016: ISSN-2520-5897
ISSN-2520-5897
www.edrc-jefler.org
Figurewww.edrc-jefler.org
1: Domain of Learning
__________________________________________________________________________________
__________________________________________________________________________________
A. Cognitive
A. Cognitive Domain
Domain
1
Dr. Md. Enamul Hoque is Director at Educational and Development Research Council (EDRC),
The cognitive
The cognitive
Dhaka, Bangladesh. domain
He is adomain contains
contains
curriculum learning
learning
Developer skills predominantly
skills
and Teacher predominantly
Trainer. related to
related to mental
mental
(thinking) processes.
(thinking) processes. Learning
Learning processes
processes in in the
the cognitive
cognitive domain
domain include
include aa hierarchy
hierarchy ofof skills
skills
45
involving processing information, constructing understanding, applying knowledge, solving
involving processing information, constructing understanding, applying knowledge, solving
problems, and
problems, and conducting
conducting research.
research. There
There areare six
six levels
levels of
of cognitive
cognitive complexity:
complexity: knowledge,
knowledge,
comprehension, application,
comprehension, application, analysis,
analysis, synthesis,
synthesis, evaluation.
evaluation. Bloom’s
Bloom’s taxonomy
taxonomy focused
focused on
on
describing levels
describing levels of
of attainments
attainments rather
rather than
than process
process skills,
skills, and
and did
did not
not substantially
substantially address
address
the manner in which the learner proceeds from one level to the next. The
the manner in which the learner proceeds from one level to the next. The cognitive domain cognitive domain
includes skill
includes skill clusters
clusters that
that organize
organize aa complete,
complete, concise,
concise, and
and complementary
complementary listing
listing of
of the
the
learning skills
learning skills most
most critical
critical for
for each
each process.
process. The
The newer
newer version
version (2001)
(2001) of of Bloom’s
Bloom’s
Taxonomy of Learning has a number of added features that can be very useful
Taxonomy of Learning has a number of added features that can be very useful to educators as to educators as
they try
they try to
to construct
construct optimal
optimal learning
learning experiences.
experiences.

Figure 2.1:
Figure 2.1: Cognitive
Cognitive Domain
Domain Chart
Chart

In the
In the chart
chart shown,
shown, the
the higher
higher the
the
level, the presumably more
level, the presumably more complex complex
mental operation
mental operation is is required.
required. Higher
Higher
levels are not necessarily more desirable
levels are not necessarily more desirable
than lower
than lower levels,
levels, because
because one
one cannot
cannot
achieve the higher levels without an ability
achieve the higher levels without an ability
to use the lower levels. As one moves
to use the lower levels. As one moves up up
into higher levels, however,
into higher levels, however, the more the more
applicable the
applicable the skills
skills are
are to
to those
those needed
needed inin
daily life.
daily life. The
The cognitive
cognitive domain
domain contains
contains
learning skills predominantly related
learning skills predominantly related to to
Figure 2.2:
2.2: Revised
Revised Taxonomy
Taxonomy (Krathwohl,
(Krathwohl,
Figure mental (thinking) processes.
mental (thinking) processes.
2001)
2001)
46
46
 The Journal of EFL Education and Research (JEFLER)
Volume 2 Number 2 September 2016: ISSN-2520-5897
www.edrc-jefler.org
__________________________________________________________________________________
Activities at Different Levels:
Bloom‟s taxonomy of learning objectives is used to define how well a skill or
competency is learned or mastered. A fuller description of Bloom‟s taxonomy is given in the
following pages but a brief summary of the activities associated with each level is given
below:

1. At Knowledge Level of Learning a student can define terms.

2. At Comprehension Level of Learning a student can work assigned problems and
can example what they did.
3. At Application Level of Learning a student recognizes what methods to use and
The
then useJournal
the methods of to
EFL
solveEducation
problems. and Research (JEFLER)
Volume 2 Number 2 September
4. At Analysis Level of Learning a student 2016: ISSN-2520-5897
can explain why the solution process
works. www.edrc-jefler.org
5. At Synthesis Level of Learning a student can combine the part of a process in new
__________________________________________________________________________________
Activities and useful ways.
at Different Levels:
6. At Evaluation Level of Learning a student can create a variety of ways to solve
Bloom‟s taxonomy
the problem of learning
and then, based onobjectives
establishediscriteria,
used toselect
define
the how wellmethod
solution a skillbest
or
competencysuited
is learned orproblem.
for the mastered. A fuller description of Bloom‟s taxonomy is given in the
following pages but a brief summary of the activities associated with each level is given
below: Teachers and learners need to understand the hierarchy of processes and skills within
the cognitive domain so they appreciate prerequisite skills for learning as well as the way
these
1. skills need to beLevel
At Knowledge transformed to master
of Learning more
a student cancomplicated
define terms.elements of discipline-
specific
2. Atconcept inventories.
Comprehension Development
Level of Learning of alearning skillswork
student can should neverproblems
assigned be taken and
for
grantedcanin teaching or learning
example what they did. new content. Skills associated with lower-level processes
should
3. At beApplication
introducedLevelin foundation
of Learning courses
a studentand elevated
recognizes what in methods
intermediate-level
to use and
coursework. Skills associated with
then use the methods to solve problems. higher-level processes should be thoughtfully
introduced and reinforced
4. At Analysis Level inofupper-division courses.
Learning a student canMethodically
explain whyinvoking key learning
the solution process
skills from different
works. process areas and clusters across the cognitive domain also provides
a method
5. At for infusing
Synthesis richness
Level in course
of Learning activities
a student canwhile
combinestrengthening
the part of lifelong
a processlearning
in new
skills. Like the Social
and useful ways. Domain, this module serves to remind us that improved cognitive
domain
6. At performance
Evaluation isLevel always possible,ano
of Learning mattercanwhat
student one’s
create state of ways
a variety learning skill
to solve
development.
the problem and then, based on established criteria, select the solution method best
suited for the problem.
B. Affective Domain
Teachers and learners need to understand the hierarchy of processes and skills within
the cognitive domain so they appreciate prerequisite skills for learning as well as the way
Most
these people
skills needthink
to beoftransformed
learning as an intellectual
to master moreorcomplicated
mental function. However,
elements learning
of discipline-
specific concept inventories. Development of learning skills should never be taken and
is not a just a cognitive (mental) function. You can also learn attitudes, behaviors, for
physicalinskills.The
granted teaching oraffective
learningdomain involves
new content. our associated
Skills feelings, emotions and attitudes.
with lower-level The
processes
affectivebe
should domain involvesinourfoundation
introduced feelings, emotions,
coursesand attitudes.
and elevated in intermediate-level
coursework. Skills associated with higher-level processes should be thoughtfully
introduced and reinforced in upper-division courses. Methodically invoking key learning
skills from different process areas and clusters across the cognitive domain also provides
a method for infusing richness in course activities while strengthening lifelong learning
 Volume 2 Number 2 September 2016: ISSN-2520-5897
www.edrc-jefler.org
__________________________________________________________________________________

Figure 4: Affective Domain

This domain includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. This domain is
categorized into 5 sub-domains, which include:
(1). Receiving (2) Responding (3) Valuing (4) Organization (5) Characterization

1. Receiving Phenomena: The receiving is the awareness of feelings, emotions, and the
ability to utilize selected attention. Example: Listening attentively to a friend.
Listening attentively to someone; watching a movie, listening to a lecture; watching
waves crash on the sand.
2. Responding to Phenomena: Responding is active participation of the learner.
Example: Participating in a group discussion. Having a conversation; participating in
a group discussion, giving a presentation, complying with procedures, or following
directions.

3. Valuing: Valuing is the ability to see the worth of something and express it. Valuing
is concerned with the worth you attach to a particular object, phenomenon, behavior,
or piece of information. This level ranges from simple acceptance to the more
complex state of commitment.
Simpler acceptance may include your desire for a team to improve its skills,
while moreJournal
The of EFL
complex level Educationmay
of commitment and Research
include taking (JEFLER)
responsibly for the
Volume 2 Number
overall improvement 2 September 2016: ISSN-2520-5897
of the team.
Examples: Proposing a plan www.edrc-jefler.org
to improve team skills, supporting ideas to increase
proficiency, or informing leaders of possible issues. It is the ability to see the worth of
__________________________________________________________________________________
something and express it. Example: An activist shares his ideas on the increase in
salary of laborers.
4. Organization: ability to prioritize a value over another and create a unique value
system. Example: A teenager spends more time in her studies than with her boyfriend.
The Journal
5. Characterization: of EFL
the ability Education
to internalize andand
values Research (JEFLER)
let them control the person`s
Volume 2 Number 2 September 2016: ISSN-2520-5897
behaviour. Example: A man marries a woman not for her looks but for what she is.
www.edrc-jefler.org
__________________________________________________________________________________
Figure 5: Affective Domain Level
This domain forms a hierarchical structure and is arranged from simpler feelings to
those that are more complex. This hierarchical structure is based on the principle of
internalization. Internalization refers to the process whereby your affect toward something
goes from a general awareness level to a point where the affect is internalized and
consistently guides or controls your behavior. Therefore, with movement to more complexity,
you49become more involved, committed, and internally motivated.
Figure 5: Affective Domain Level
This domain
C. Psychomotor forms a hierarchical structure and is arranged from simpler feelings to
Domain
those that are more complex. This hierarchical structure is based on the principle of
internalization.
PsychomotorInternalization
objectives refers to the specific
are those process whereby your physical
to discreet affect toward something
functions, reflex
goes from a general awareness level to a point where the affect is internalized
actions and interpretive movements. It is interesting to note that while the cognitive and
consistently
taxonomy wasguides or controls
described yourand
in 1956, behavior. Therefore,
the affective with movement
in 1964, to more complexity,
the psychomotor domain were
you become more involved, committed,
not fully described until the 1970s. and internally motivated.

C. Psychomotor Domain
Psychomotor objectives are those specific to discreet physical functions, reflex
actions and interpretive movements. It is interesting to note that while the cognitive
taxonomy was described in 1956, and the affective in 1964, the psychomotor domain were
not fully described until the 1970s.
taxonomy was described in 1956, and the affective in 1964, the psychomotor domain were
not fully described until the 1970s.

Figure 6: Psychomotor Domain Layout

The Journal
Traditionally, these typesof of EFL Education
objectives and Research
are concerned (JEFLER)
with the physically encoding of
information, with movement
Volume and/or with
2 Number activities where
2 September 2016:theISSN-2520-5897
gross and fine muscles are used
for expressing or interpreting information www.edrc-jefler.org
or concepts. This area also refers to natural,
autonomic responses or reflexes. The psychomotor domain is comprised of utilizing motor
__________________________________________________________________________________
skills
2. and coordinating
Set: the
Thereadiness
Journalthem.toThe
ofact.seven
EFL categories
Example:
Education Anunder thisResearch
obese
and include:displays
person motivation in
(JEFLER)
performing planned
Volume exercise. 2 September 2016: ISSN-2520-5897
2 Number
1. Guided
3. Perception: the ability
Response: to apply
the ability to sensory
imitate information
www.edrc-jefler.org to motor or
a displayed behavior activity. Example:
to utilize A
trial and
cook adjusts the heat of stove to achieve the right temperature
error. Example: A person follows the manual in operating a machine.
__________________________________________________________________________________ of the dish.
2. Set: the readiness to act. Example: An obese person displays motivation in
4. Mechanism: the ability to convert learned responses into habitual actions with
50performing planned exercise.
proficiency and confidence. Example: A mother was able to cook a delicious meal
3. Guided Response:
after practicing how the ability
to cook it. to imitate a displayed behavior or to utilize trial and
error. Example: A person follows the manual in operating a machine.
5. Complex Overt Response: the ability to skilfully perform complex patterns of
4. Mechanism: the ability
actions. Example: Typing to convert
a report on alearned
computer responses into habitual
without looking actions with
at the keyboard.
proficiency and confidence. Example: A mother was able to cook a delicious meal
6. Adaptation: the ability to modify learned skills to meet special events. Example: A
after practicing how to cook it.
designer uses plastic bottles to create a dress.
5. Complex Overt Response: the ability to skilfully perform complex patterns of
7. Origination: creating new movement patterns for a specific situation. Example: A
actions. Example: Typing a report on a computer without looking at the keyboard.
choreographer creates a new dance routine.
6. Adaptation: the ability to modify learned skills to meet special events. Example: A
Other Psychomotor Domains As mentioned earlier, the committee did not produce a
designer uses plastic bottles to create a dress.
compilation for the psychomotor domain model, but others have. The one discussed above is
7. Origination:
by Simpson creating
(1972). There new other
are two movement
popularpatterns for a specific situation. Example: A
versions:
choreographer creates a new dance routine.
Dave (1975)
Other developed Domains
Psychomotor this taxonomy:
As mentioned earlier, the committee did not produce a
compilation for the psychomotor domain model, but others have. The one discussed above is
 Imitation
by Simpson - Observing
(1972). There areand twocopying someone
other popular else.
versions:
 Manipulation - Guided via instruction to perform a skill.
 Precision - Accuracy, proportion and exactness exist in the skill performance without
Dave (1975) developed this taxonomy:
the presence of the original source.
Articulation
 Imitation - Two or more
- Observing skills combined,
and copying sequenced, and performed consistently.
someone else.
Naturalization--Guided
 Manipulation Two orvia more skills combined,
instruction to performsequenced,
a skill. and performed consistently
and with ease. The performance is automatic
 Precision - Accuracy, proportion and exactness exist with little
in physical or mental exertion.
the skill performance without
the presence of the original source.
Harrow (1972) developed
 Articulation - Two this taxonomy.
or more It is organized
skills combined, according
sequenced, andtoperformed
the degreeconsistently.
of
coordination including involuntary responses and learned capabilities:
 Naturalization - Two or more skills combined, sequenced, and performed consistently
and with ease. The performance is automatic with little physical or mental exertion.
 Reflex movements - Automatic reactions.
HarrowBasic
 (1972)fundamental movement
developed this taxonomy.- Simple movements
It is organized that can to
according build
the to moreofcomplex
degree
sets of movements.
coordination including involuntary responses and learned capabilities:
 Perceptual - Environmental cues that allow one to adjust movements.
Physicalmovements
 Reflex activities --Things requiring
Automatic endurance, strength, vigor, and agility.
reactions.
Skilledfundamental
 Basic movementsmovement
- Activities- where
Simplea movements
level of efficiency
that canisbuild
achieved.
to more complex
Non-discursive
 sets of movements.communication - Body language.
 Perceptual - Environmental cues that allow one to adjust movements.
Conclusion
Physical activities - Things requiring endurance, strength, vigor, and agility.