TAXONOMY OF EDUCATIONAL OBJECTIVES

 Taxonomy of Educational Objectives is a useful guide for

developing a comprehensive list of instructional
objectives.
 A taxonomy is primarily useful in identifying the types of
learning outcomes that should be considered when
developing a comprehensive list of objectives for classroom
instructions.

BLOOM’S TAXONOMY
Benjamin S. Bloom
 Well known psychologist and educator
 Lead in formulating and classifying the goals and THREE DOMAIN OF EDUCATIONAL ACTIVITIES
objectives of the educational processes. Cognitive Domain
 Three Domain of Educational Activities  It covered the “recall and recognition of knowledge and the
Three Domain of Educational Activities development of intellectual abilities and skills.
 Cognitive Domain - called for outcomes of mental activity.  Ability of learner to process the details of information or
 Affective Domain - Learning objectives that emphasize presentation.
feeling, tone, emotion.  What learners will know from the lesson
 Psychomotor Domain - Characterized by the progressive
levels of behaviors from observation to mastery of physical Remembering
skills.  Recognizes student ability to use rote memorization and
BLOOM’S REVISED TAXONOMY recall certain facts.
Lorin Anderson & David Krathwolh  Test questions: focus on identification and recall
 Revised the Bloom’s taxonomy of cognitive domain in mid- information.
90s in order to fit the more outcome-focused modern  Instructional Objectives:
education objectives o At the end of the topic, the student should be able to
 Two Major Changes identify the different steps in testing hypothesis.
o The name in the Six Categories from noun to active
Sample verbs of stating specific learning outcomes:
verb Cite Label List
o The Arrangement of the highest levels. Select
Define Match Name
State

Understanding
 Involves students’ ability to read course content,
interpret important information and put other’s ideas into
words.
 Test questions: Should focus on the use of facts, rules
and principle.
  Instructional Objectives:  Involves students’ ability to look at someone else’s ideas
o At the end of the topic, the student should be able to or principles and the worth of the work and the value
summarize the main events of the story INVICTUS in of the conclusion.
grammatically correct English.  Instructional Objectives:
o At the end of the topic, the student should be able
Sample verbs of stating specific learning outcomes:
Classify Distinguish between
conclude the relationship between two means.
Sample verbs of stating specific learning
Summarize
outcomes:
Convert Give example  Appraise Conclude Contrast
Describe Interpret Justify
 Assess Criticize Evaluate
Applying  Compare Judge Support
 Students take new concepts and apply them to new
situation. Creating
 Test questions: focus on applying facts and principles.  Students are able to take various pieces of information
 Instructional Objectives: and form a whole creating a pattern where one did not
o At the end of the topic, the student should be able to previously exist.
write a short poem in iambic pentameter.  Test Questions: Focuses on combining new ideas to
form a new whole.
 Instructional Objectives:
Sample verbs of stating specific learning outcomes:
o At the end of the topic, the student should be able to
 Apply Construct Demonstrate
compare and contrast the two types of error.
Predict Solve
 Arrange Use Discover Sample verbs of stating specific learning outcomes:
Relate  Combine Construct Create Design
Revise
Analyzing  Compile Tell Devise
 Students have the ability to take new information and Formulate Rewrite
break it down into parts and differentiate between them.
 Test Questions: Focus on separations of a whole into
component parts.
 Instructional Objectives: Effective Domain
o At the end of the topic, the student should be able to  Describes learning objectives that emphasizes a feeling,
describe the statistical tool needed in testing the tone, an emotion, or a degree of acceptance or rejection.
difference between two means.
Sample verbs of stating specific learning outcomes:
 It refers to the persons’ awareness and internalization of
 Analyze Diagram Differentiate objects and simulations, it focuses on the emotions of
Infer the learners.
 Associate Discriminate Distinguish  The affective domain includes objectives pertaining to
Outline
 Determine Estimate Point out attitudes, appreciations, values and emotions.
Separate
 Kratwolh’s Effective Domain
“The taxonomy is ordered according to the principle of
Evaluating internalization”
 Internalization refers to the process whereby a person’s
affect toward an object passes from a general
 awareness level to a point where the affect is Sample verbs appropriate for objectives written at:
internalized and consistently guides or control the Complete Follows Joins Reports
person’s behavior. Demonstrate Forms Justifies Select
s Initiates Proposes Shares
Receiving Differentiates Invites Reads Studies
Explains
 Refers to being aware of or sensitive to the existence of
Works
certain ideas, materials, or phenomena and being able to
tolerate them.
 The learners are willing to listen. Organization
 Example: Listen to the ideas of other with respect  Refers to the ability to relate the value those already
held and bring it into a harmonious and internally consistent
Sample verbs appropriate for objectives written at: philosophy.
Masks Gives Names Erects  It emphasized on comparing, relating, and synthesizing
Chooses Holds Point to Replies values.
Describes Identifies Select Uses
 The learners are willing to be an advocate.
Follows Locates Sits
 Example:
o Explains the roles of systematic planning in solving
Responding problems
o Prioritizes time effectively to meet the need of the
 Refers to the commitment in some measure to the ideas,
organization, family and self.
material, or phenomena involves by actively responding
to them.
Sample verbs appropriate for objectives written at:
 It answers questions about ideas.
Adhere Compares Formulate Modifies
 The learners are willing to participate. Alters Completes Generalizes Orders
 Example: Participates in class discussions actively. Arranges Defends Identifies Organizes
Sample verbs appropriate for objectives written at: Combines Explain Integrates Prepare
Answer Conforms Practices Reads
Assists Discusses Presents Recites
Aids Greets Labels Reports
Complies Helps Perform Selects
Tells Write Characterization by Value or Value Set
 Incorporate ideas completely into practice, recognized by
Valuing the use of them.
 Refers to the willingness to be perceived by other as  Instructional objectives are concerned with the student’s
valuing certain ideas, materials, phenomenon or behavior. general pattern of adjustment such as personal, social,
 This range from simple acceptance to the more complex and emotional.
state of commitment.  The learners are willing to change one’s behavior,
 The learners are willing to be involved. lifestyles or ways of life.
 Example:  Example:
o Demonstrate belief in democratic process. o Show self-reliance when working independently
o Shows the ability to solve problems. o Values people for what they are, not how they look.
Sample verbs appropriate for objectives written at: - Readiness to act. It includes mental, physical, and
Acts Listens Qualifies Serves
Discriminates Modifies Questions Solves
Displays Perform Revises Verifies
Psychomotor Domain Influences Practices Proposes

emotional sets. These three sets are dispositions that

- is characterized by the progressive levels of behaviors from
predetermine a person's response to different situations
observation to mastery of physical skills. Esmane (2011)
(sometimes called mindsets).
includes physical movement, coordination, and use of
- Examples:
the motor-skill areas. Development of these skills
-Recognizes one's abilities and limitations.
requires practice and is measured in terms of speed,
-Shows desire to learn a new process (motivation).
precision, distance, procedures, or techniques in execution.
Note: This subdivision of Psychomotor domain is
closely related to the "responding to phenomena"
subdivision of the Affective domain.

Guided Response

- The early stages in learning a complex skill that include

imitation and trial and error. Adequacy of performance is
achieved by practicing.
- Examples:
-Performs a mathematical equation as demonstrated.
-Follows instructions to build a model.

Mechanism

- This is the intermediate stage in learning a complex skill.

Learned responses have become habitual and the
Simpson psychomotor domain (1972) movements can be performed with some confidence and
proficiency.
Perception - Examples:
-Uses a personal computer.
- The ability to use sensory cues to guide motor -Repairs a leaking faucet.
activity. This ranges from sensory stimulation, through cue -Drives a car.
selection, to translation.
- Examples: Complex Overt Response
-Detects nonverbal communication cues.
-Estimate where a ball will land after it is thrown and - The skillful performance of motor acts involves complex
then moving to the correct location to catch the ball. movement patterns. Proficiency is indicated by a quick,
accurate, and highly coordinated performance, requiring
Set minimum of energy. This category includes performing
without hesitation, and automatic performance.
 - Examples: - Creating work on one's own, after taking lessons, or
-Operates a computer quickly and accurately. reading about it
-Displays competence while playing the piano.
PRECISION
Adaptation
- Refining, becoming more exact. Few errors are apparent.
- Skills are well developed, and the individual can modify - Example:
movement patterns to fit special requirements. - Working and reworking something, so it will be "just
- Examples: right"
-Responds effectively to unexpected experiences.
-Modifies instruction to meet the needs of the ARTICULATION
learners.
- Coordinating a series of actions, achieving harmony and
Origination internal consistency.
- Example:
- Creating new movement patterns to fit a particular situation - Producing a video that involves music, drama, color,
or specific problem. Learning outcomes emphasize creativity sound, etc.
based upon highly developed skills.
- Example: NATURALIZATION
-Creates a new gymnastic routine.
- Having high level performance becomes natural, without
needing to think much about it.
Aside from the discussion of Simpson (1972) about the - Example:
psychomotor domain, there are two other popular versions -Michael Jordan playing basketball, Nancy Lopez
commonly used by educators. The works of Dave, R. H. hitting a golf ball, etc.
(1975) and Harrow, Anita (1972) and Kubiszyn and Borich
(2007) were discussed below, Dave's (1975)
Harrow psychomotor domain (1972)
Dave psychomotor domain (1975)
REFLEX MOVEMENTS
IMITATION
- Reactions that are not learned.
- Observing and patterning behavior after someone else. - Examples:
Performance may be of low quality. - Flexion, extension, stretch, postural adjustment
- Example:
FUNDAMENTAL MOVEMENTS
-Copying a work of art
- Inherent movement patterns which are formed by
MANIPULATION combinations of reflex movements, the basis for complex
skilled movements.
- Being able to perform certain actions by following - Example:
instructions and practicing. - Basic movement such as walking, grasping,
- Example: twisting, manipulating
PERCEPTION 2. Uni-Structural- The student understands only one aspect
of the topic.
- Response to stimuli such as visual, auditory, kinesthetic, or 3. Multi-Structural- The students understand the multiple
tactile discrimination. aspects but see them as separate ideas.
- Example: 4. Relational- The student connects different ideas and sees
-Coordinated movement such as jumping rope, relationships between them.
punting, catching 5. Extended Abstract- The student extends knowledge
beyond the given information and applies it to new
situations
PHYSICAL ABILITIES
SOLO Taxonomy helps teachers design learning activities and
- Stamina that must be developed for further development assessments that promote deeper understanding. It is widely used
such as strength and agility. in education to guide curriculum planning and student evaluations.
- Examples:
- Muscular exertion, quick, precise movement

SKILLED MOVEMENTS
Marzano Taxonomy
- Advanced learned movements as one would find in sports or
acting. Marzano's Taxonomy is a model for classifying and organizing
- Example: learning objectives, developed by Robert J. Marzano in 2001. It is an
- Skilled activities in sports, recreation and dance alternative to Bloom’s Taxonomy and is designed to improve
teaching and learning by focusing on different levels of cognitive
processing.
NO DISCURSIVE COMMUNICATION
Cognitive System (Thinking Process)
- Effective body language, such as gestures and facial
expressions.
- Example:  Retrieval – Recalling facts and information.
-Body postures, gestures, facial expressions  Comprehension – Understanding and explaining concepts.
efficiently executed in skilled dance movement and  Analysis – Examining details and making connections.
choreographies  Knowledge Utilization – Applying knowledge to real-world
situations, solving problems, and making decisions.
OTHER TOXONOMIES
Metacognitive System (Self-Regulation)
 Setting goals, monitoring progress, and adjusting
Solo Taxonomy
learning strategies.

SOLO Taxonomy (Structure of Observed Learning Outcomes) is a

Self-System (Motivation and Attitude)
model used to assess students' understanding and learning
progress. Developed by John Biggs and Kevin Collis in 1982, it
describes five levels of increasing complexity in learning.  The learner ’ s beliefs, motivation, and emotional
response to learning.
1. Pre-Structural- The student has little or no understanding
of the topic.
Purpose of Marzano's Taxonomy:
  Helps teachers design effective lessons.
 Encourages deeper thinking and real-world application.
 Supports student motivation and self-directed learning.

This model is widely used in modern education to improve learning

outcomes and classroom instruction.