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Learning Objectives (Taxonomy)
- 1. This presentation was developed for the exclusive use of students enrolled in: Educational Testing & Grading, Professor Gregory E. Stone. © 2004 Gregory E. Stone. All rights reserved. This presentation may not be reproduced in any form, in part or as a whole, without the express written permission of the author.
- 2. Taxonomies in Learning Objectives Taxonomies help to organize our thought process. Ensures higher level skillsets.
- 3. Taxonomies in Learning Objectives Content Action + Intent = Objective
- 4. Taxonomies in Learning Objectives Action + Intent = Objective Skill Level
- 5. Same Content Different Skills Language Arts Read Dick and Jane Summarize Dick and Jane Compose a unique Dick and Jane story
- 6. Three Principle Skill Facets Cognitive What we commonly refer to as “intelligence” or scholastic abilities.
- 7. Three Principle Skill Facets Affective Process of developing and internalizing a set of societal traits and values.
- 8. Three Principle Skill Facets Psychomotor Basic and advanced motor expressions of affect and cognition.
- 9. Taxonomic Pioneers Bloom Bloom’s Taxonomy Masia Affective Taxonomy Gagné Alternative Taxonomy
- 10. Benjamin Bloom’s COGNITIVE TAXONOMY Taxonomies are Hierarchical Lower Levels Higher Levels Most common Least common
- 11. Using Taxonomies in Learning Objectives Evaluation Synthesis Analysis Application Comprehension Knowledge
- 12. Knowledge Bloom’s Cognitive Taxonomy Level 1 Requires student to recall memorized information Define ♦ List ♦ Recall Identify ♦ Know
- 13. Knowledge Bloom’s Cognitive Taxonomy Level 1 Define the meaning of a concept. Identify simple shapes. List the parts of a cell. Know mathematical operation signs. Match flags to appropriate country.
- 14. Comprehension Bloom’s Cognitive Taxonomy Level 2 Use the information in familiar situations without intimate understanding Explain ♦ Infer ♦ Summarize Paraphrase ♦ Distinguish
- 15. Comprehension Bloom’s Cognitive Taxonomy Level 2 Summarize the main events of a story. Discriminate between styles of painting. Distinguish living from inanimate objects. Determine greatest from least. Describe differences in math operations.
- 16. Application Bloom’s Cognitive Taxonomy Level 3 Use previous knowledge in a new and different setting Solve ♦ Produce ♦ Compute (New Situation) Organize
- 17. Application Bloom’s Cognitive Taxonomy Level 3 Compute the sum of fractions (in a qualitatively different way than in class). Create a simple short story. Organize a logical progression.
- 18. Analysis Bloom’s Cognitive Taxonomy Level 4 Dissect (break down) a concept into its component parts Diagram ♦ Outline ♦ Deduce High level Discriminate ♦ Illustrate
- 19. Analysis Bloom’s Cognitive Taxonomy Level 4 Distinguishes fact from opinion. Deduces valid conclusions from data. Identifies assumptions underlying concept.
- 20. Synthesis Bloom’s Cognitive Taxonomy Level 5 Produce unique or original thoughts by piecing together existing elements in new whole Compose ♦ Create ♦ Design Formulate ♦ Categorize
- 21. Synthesis Bloom’s Cognitive Taxonomy Level 5 Compose a unique ending to an unfinished story. Design a new scientific experiment
- 22. Evaluation Bloom’s Cognitive Taxonomy Level 6 Formulate judgements about the value of a concept/thing using a set of specified criteria Compare ♦ Contrast ♦ Support Interpret ♦ Conclude
- 23. Evaluation Bloom’s Cognitive Taxonomy Level 6 Judge a sample writing based upon given criteria. Compare and contrast political systems. Compare and contrast simple opposites. Support the argument than DaVinci was a “master painter”.
- 24. Gagné’s COGNITIVE TAXONOMY While Bloom focused on developmental “Mastery”, Gagné concentrated on developmental “Logic”
- 25. Gagné’s COGNITIVE TAXONOMY Higher Order Rules Rules Defined Concepts Concrete Concepts Discrimination Verbal Information
- 26. Verbal Information Gagné’s Cognitive Taxonomy Level 1 Akin to Bloom’s Knowledge (Recall) level. Memorize ♦ Remember
- 27. Discrimination Gagné’s Cognitive Taxonomy Level 2 Relating to stimuli - determining similarities and differences. Have I seen it before? ♦
- 28. Concrete Concepts Gagné’s Cognitive Taxonomy Level 3 Identifying physical objects that have a specified characteristics. This is an apple because it has apple qualities ♦
- 29. Defined Concepts Gagné’s Cognitive Taxonomy Level 4 Understanding abstract levels of classification. Can distinguish a noun from a verb ♦
- 30. Rules Gagné’s Cognitive Taxonomy Level 5 Applying principles that regulate the relationship between objects. Compose simple sentences ♦ Solve standard math problems
- 31. Higher Order Rules Gagné’s Cognitive Taxonomy Level 6 Combining a series of rules into a single, more complex rule / to solve a new problem. Write a unique story ♦ Solve a novel science problem
- 32. Bloom & Masia’s AFFECTIVE TAXONOMY Provides theoretical framework within which the ideas, beliefs, attitudes, etc. of others/society are internalized by a person.
- 33. Bloom & Masia’s AFFECTIVE TAXONOMY Characterizing by aValue Organizing Valuing Responding Receiving (Attending)
- 34. Receiving (Attending) Bloom & Masia’s Affective Taxonomy Level 1 An awareness of the object and a willingness to listen, watch. At the top of the range, the student can distinguish what is and is not related to the object..
- 35. Responding Bloom & Masia’s Affective Taxonomy Level 2 Student actively participates. At first, just “acceptance”. Later we hope students will approach with “willingness” & “satisfaction”.
- 36. Valuing Bloom & Masia’s Affective Taxonomy Level 3 Judges activity on it’s “worthiness” - according to a consistent pattern. Minimally “accepts the idea”. Then “prefers the idea”. Finally, “conviction for the idea”.
- 37. Organization Bloom & Masia’s Affective Taxonomy Level 4 The many ideas become interrelated. An “organization” suggests the start of the conceptualization of a value system.
- 38. Characterizing by a Value Bloom & Masia’s Affective Taxonomy Level 5 Students behave in a way consistent with their value system - avoiding hypocritical behavior (behaving with almost perfect consistency).
- 39. Example Bloom & Masia’s Affective Taxonomy Johnny finds biology totally boring. Ms. Jones assigns a paper about the importance of biology as a science. How could Affect help us?
- 40. Example Bloom & Masia’s Affective Taxonomy Johnny finds biology totally boring. Receiving Ms. Jones assigns a paper about the importance of biology as a science. Responding or Valuing
- 41. Psychomotor TAXONOMY (Harrow) From involuntary reactions to complex movements - the psychomotor taxonomy examines the relationship between body and intent.
- 42. Psychomotor TAXONOMY (Harrow) Nondiscursive Communication Skilled Movements Physical Abilities Perceptual Abilities Basic Fundamental Movements Reflex Movements
- 43. Low Levels Psychomotor Taxonomy Reflex Movements Involuntary movements (autonomic) Basic Fundamental Movements Simple, but inherent to more complex movements
- 44. Middle Levels Psychomotor Taxonomy Perceptual Abilities Perceptions sent to the brain that affects motor movements Physical Abilities The physical self that enables smooth and efficient movements
- 45. Highest Levels Psychomotor Taxonomy Skilled Movements Learned complex tasks Nondiscursive Communication Communication through movement (facial expressions, dance moves, etc.)
- 46. Plan your Actions Using the Taxonomies It is important to consider the taxonomic structure - otherwise we run the real risk of addressing one, usually low, level of activity.
- 47. Group Exercise! Meet with your group for the next 20 minutes.