CH-7 INSTRUCTIONAL OBJECTIVES AND BLOOM’S TAXONOMY
Education is a
purposeful and ethical activity and cash activity as aspect has some aim before
it. So, there is a close relationship between an activity and its aim. The aims
of education influence schooling: and classroom processes in very deep ways.
‘The whole educational process is influenced by the aims of education. The
interface between external dynamics, internal functioning of education and aims
needs to be appreciated. In this unit, we will highlight the questions and
concerns pertaining to aims of education.
7.1 AIMS AND GOALS
An aim is a result
that your plans/actions are intended to achieve, i.e. Aim is a general
direction of intent which gives direction to a teaching programmer. John Dewey
has rightly stated, “An aim is a foreseen end that gives direction to an activity
and motivates behaviour.” An aim, therefore, is a systematic activity, which is
carried out with a sense of direction at each stage. An aim means a foresight
of the outcomes in advance, of the end, the consequences, and the fruits of a
action. The sense of direction is to be felt, experienced and discovered
7 at each stage from
curriculum planning, organization, provision and through its monitoring by
means of periodical, terminal and follow-up education. It should be in view in
planning and management of all education processes within a system.
A goal is an objective
or target that someone is trying to reach or achieve. A goal is an aim or objective
that you work toward with effort and determination. Real-life examples: People
have many ditterent kinds of goals. These include career goals, relationship
goals, lite goals and educational goals.
7.2 DIFFERENCE BETWEEN AIM AND OBJ LCTIVE
The word aim is often
misconstrued with objective, as they talk none neaten individual or entity may
want to achieve. The following portent, so far as the difference between aim
and objective is concerned:
The term aim is
described as the ultimate goal, which an individual or the entity strives to
achieve. The objective is something a person/entity seeks to achieve, by
continuously chasing it.
The aim of the entity
reflects its long-term outcomes while its objectives indicate the short term
targets of the entity. Aims are long term statement of purpose that may be
achieved over a long period of time, say one or more years. Objectives are
bound in a short and specified time say one teaching learning period or during
teaching learning of one chapter.
Philosophy provides
base to aims, while psychology provides base to objectives.
Aims are broader in
sense. You may need to state a number of objectives to achieve one aim. In this
sense objectives are narrower.
Aims relates with general direction or intent
of an individual/institution. Objectives are specific goal of an individual or institution.
Aim is a foreseen end. Objectives are
influenced by aims the aim is related to the mission and purpose whereas objectives
are concerned with the achievements.
Aim answers the question, what is to be
achieved? Unlike objective which answers, how it to be achieved?
Aims are not time bound, i.e. there is no time
frame within which the aim of the entity must be achieved as it is hard to say
accurately, how much time it will take to achieve. On the other hand,
objectives are always accompanied with a time frame, within which it must be
achieved.
The most important difference between these
two 1s on measurability. Aims may or may not be easily observable and
measurable.
(7.3) MEANING OF TAXONOMY
‘Taxonomy’ simple moans
2 system of classification. According to Webster’ s Dictionary, the term
‘taxonomy’ means ‘classification, specially of animals and plants according to
their natural relationship’ in fact the word taxonomy has been borrowed from
botany where it is used for a scheme of classification of plants and botany
where it is used for a scheme of classification of plants and their parts.
(7.4) BLOOM’S TAXONOMY OF INTRUCTIONAL
OBJECTIVES
In 1956, B.S Bloom
headed a group of educational psychologists who development classification of levels of intellectual behavior
important in learning they produced a classification of levels of intellectual
psychologists who development a classification of levels of intellectual
bahaviour important in learning they produced a handbook the taxonomy of
educational objectives; Handbook (1956)’ it was intended only to focus on one
of the three domains i.e. cognitive but there was expectation that additional material
would be generated for other domains.
The second volume
“Hand book –II: Affective Domain edited by krathwohl was published in 1964.
There second volume
“Hand book –III for the psychomotor domain, published by the committee as the
consensus was that they lacked the necessary experience to do the job property
substitute domain taxonomies have been published by various author like simpson
harrow (1972) and dave (1975).
Here, all the three
taxonomies concerning cognitive affective and psychomotor domains will be given
in the condensed from.
Bases of bloom’ s Taxonomy
B.S Bloom base: It
means that categorization of objectives is based on logic or education.
Educational Base : It
means that bloom developed his taxonomy in the field or reasoning.
Logical Base : It
means that categorization of objectives is based on logic or reasoning.
Psychological Base :
It means that bloom has considered the needs and capabilities of the individual
i.e. the child in this case.
Cumulative base : It
means that the categories are hierarchical in nature each category of
objectives is based on and includes the preceding category categories.
This can be proved as
follows:
(a) If a student does
not know English and Punjabi, he cannot translate a passage of English into
Punjabi, or to shorten lengthy passage.
(b) It a student does
not now about mass and volume, he cannot establish relationship between mass
and volume, to define density.
These two examples
show that comprehension or understanding comes after recall or recognition of
the subject-matter.
(c) Further, if a
student does not know and understand Archimedes’ principle, he cannot answer
the questions concerning it, “Why does a small needle of iron sink into water
while a ship made up of iron does not?”
This examples shows
the application of knowledge. From the above example; the conclusion can be
safely drawn that. This also shows that objective classification by Bloom is cumulative
in nature
(A) Bloom’s Taxonomy of
Educational Objectives in the Cognitive Domain
Cognitive domain is
the most central in formal education. Cognitive objectives relate to the
processing of information by the students. These objectives specify what
students will be able to do intellectually as a result of instruction. Such
outcomes of instructional range from recall/ recognition of facts to the
complex process of evaluation. In this way, the cognitive domain includes those
objectives which deal with recall and recognition. and the development of
various intellectual abilities and skills.
B.S. Bloom et al.
presented Taxonomy of Cognitive Domain (1986) consisting of six broad
categories of cognitive learning, arranged in an order to increase complexity:
knowledge, comprehension, application, analysis, sis. synthesis and evaluation.
For each of these broad cognitive learning the taxonomy identifies specific
learning outcomes in behaviours terms, and each of these educational objective may
be evaluated.
7.5 BLOOM'S 'TAXON( IMY OF EDLC “NHONAL
OBJECTIVES
7.5.1 Cognitive Domain
The cognitive domain
is concerned with knowing: and it includes
activities such as remembering and recalling: knowledge, thinking, problem
solving and creativity, The cognitive domain involve: knowledge development.
This includes the recall or recognition of specific facts, procedural patterns,
and concepts that serve in the development of intellectual abilities. There are
six major categories, which are listed in order below, starting from the
simplest behavior to the most complex. The categories can be thought of as
degrees of difficulties. That is, the first one must be mastered before the
next one can take place.
Cognitive Domain
Objectives
Knowledge: Recall data
or in formation. Examples: Recalls an equation, recalls Newton’s laws. Recite a
policy. Quote prices from memory to a customer, Knows the safety rules.
Key Words/Action
Verbs/Specifications: defines, describes, identifies, knows labels, lists, matches,
names, outlines, recall, recognizes, reproduce, and selects, states.
Comprehension: It refers
to understanding the data. Furthermore, it also involves interpreting the data.
Example: a teacher understanding a chapter and explaining in his own words.
Key Words/Action
Verbs/Specifications: Comprehends, defends, distinguishes estimates, explains,
extends, generalizes, gives Examples, infers, interprets paraphrases, predicts
rewrites, summarizes, and translates.
Application: This means using knowledge in a
new situation. It refers to apply knowledge. Example: a doctor applying his knowledge
of science to treat patients.
Key Words Action Verbs
Specifications: Applies changes, demonstrates, discovers. manipulates,
modifies, operates, predicts, Prepares, produces. relates, shows, and solves
uses.
Analysis: Here
division of information happens into smaller Parts. The Analysis helps students
to understand the difference between facts and opinions. Example: a lawyer
knows how to separate facts Tram opinions in court.
Key Words. Action
Verbs Specifications: analyzes, contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, infers outlines, relates, selects, and separates.
Synthesis: Synthesis means to combine
different parts of information to form a pattern. Hence synthesis gives new
meaning.
Example: a sports
coach makes new plans to win matches. Key Words Action Verbs/Specifications:
categorizes, combines, compiles, composes, creates, devises, designs, explains,
generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes.
Evaluation: This refers to the ability to form
judgments about a situation. Example: a painter decides which colors to use
fore painting. Its characteristics include: Judgments in terms of internal evidence.
Judgments in terms of external criteria .Example: Which kinds of apples are
suitable for baking a pie, and why?
Action Verbs:
Appraise, Judge, Compare, Justify, Contrast, support, Criticize, validate,
Defend.
7.5.2 Affective Domain
The affective domain
describes learning objectives that emphasize a feeling tone, an emotion, or a
degree of acceptance or rejection.
Affective objectives
vary from simple attention to selected phenomena to complex but internally consistent qualities
of character and conscience. The five major categories are as follows:
Receiving: Awareness,
willingness to hear, selected attention. One is expect to be aware of or to
passively attend to certain stimuli or phenomena. Simply listening and being
attentive are the expectations. Examples. Listen to others with respect. Listen
for and remember the name of newly introduced people.
Key Words: asks,
chooses. describes, follows, gives, holds, an identifies, locates. names,
points to, selects, sits, erects, replies, uses.
Responding: Active
participation on the part of the learners. Attend and react to a particular phenomenon
learning to respond or satisfaction in compliance in responding willingness to
respond or satisfaction in compliance in responding willingness to respond or
satisfaction in responding (motivation) Examples participates in class
discussions gives a presentation questions new ideals concepts models etc. in
order to fully understand them know the safety rules and practices them.
Key words : answers
assists aids complies conforms discusses greens helps labels performs practices
presents reads retirees reports, selects, tells, writes.
Valuing: The worth or
value A person attaches to a particular object, phenomenon, or behavior, This
ranges from simple acceptance to the more complex state of commitment. Valuing
is based on the internalization of a set of specified values, while clues to
these values are expressed in the learner's overt behavior and are often
identifiable,
Examples: Demonstrates
belief in the democratic process. Is sensitive towards individual and cultural
differences (value diversity). Shows the ability to solve problems. Proposes a
plan to social improvement and follows through with commitment. Informs management
on matters that one feels strongly about.
Key Words: completes,
demonstrates, differentiates, explains, follows, forms, initiates, invites,
joins, justifies, proposes, reads, reports, selects, shares, studies, works.
Organization:
Organizes values into priorities by contrasting different values, resolving
conflicts between them, and creating a unique value system. The emphasis is on
comparing, relating, and synthesizing values. This level involves 1) forming a
reason why one values certain things and not others, and 2) making appropriate
choices between things that are and are not valued. One is expected to organize
likes and preferences into a value system and then to decide which ones will be
dominant. Examples: Recognizes the need for balance between freedom and
responsible behavior. Accepts responsibility for . one’s behavior. Explains the
role of systematic planning in solving problems. Accepts professional ethical
standards. Creates a life plan in harmony with abilities, interests, and beliefs.
Prioritizes time effectively to meet the needs of the organization, family, and
self.
Key Words: adheres,
alters, arranges, combines, compares, completes, defends, explains, formulates,
generalizes, identifies, integrates, modifies, orders, organizes, prepares,
relates, synthesizes.
Internalizes Values (characterization):
Has a value system that controls their behavior. The behavior is pervasive, consistent,
predictable, and most important the cag of the lamer Instructional objectives
are concerned with the student ‘s general patterns of adjustment (personal
social emotional ) Examples shows self reliance when working in group
activities (displays teamwork) Uses an objective approach in group activities
(displays teamwork) commitment to ethical practice on a daily basis revises
judgments and change behavior in light of new evidence values people for what
they are not how they look.
Key words : acts
discriminates displays influences listens modifies performs practices proposes
qualifies questions revises, serves solves verifies.
7.3.3) Psychomotor Domain
This domain is given
primarily for information psychomotor behaviors are performed actions that are
neuromuscular in nature and demand certain levels of physical dexterity.
Imitation: The learner
observes and then imitates an action. These behaviors may be crude and
imperfect. The expectation that the individual is able to watch and then repeat
an action. Examples: Copying a work of art. Performing a skill while observing
a demonstrator.
Key Words: copy,
follow, mimic, repeat, replicate, reproduce, trace Manipulation: Performance of an action with
written or verbal directions but without a visual model or direct observation.
The action may be performed crudely or without neuromuscular coordination at
this stage. Notice that the action verbs are the same as those for the
imitation stage. The difference is that these actions are performed : with the
aid of written and verbal instruction, not visual demonstration. Examples:
Being able to perform a skill on one’s own after taking lessons or reading
about it. Follows instructions to build a model. Key Words: act, build,
execute, perform
Precision: Requires performance of some action
independent of either written instructions or a visual model. One is expected
to reproduce an action with control and to reduce errors to a minimum.
Examples: Working and reworking something, so it will be “Just right.” Perform
a skill or task without assistance. Demonstrate a task to a beginner.
Key Words: calibrate,
demonstrate, master, perfectionism articulation: Requires the display of
coordination of a series of related acts by establishing the appropriate sequence
and performing the acts accurately, with control as well as with speed and
timing.
Examples: Combining a
series of skills to produce a video that involves music, drama, color, sound,
etc. Combining a series of skills or activities to meet a novel requirement.
Key Words: adapt,
constructs, combine, creates, customize, modifies, formulate.
Naturalization: High level of proficiency is
necessary. The behavior is performed with the least expenditure of energy,
becomes routine, automatic, and spontaneous. Examples: Maneuvers a car into a
tight parallel parking spot. Operates a computer quickly and accurately.
Displays competence while playing the piano. Michael Jordan playing basketball
or Nancy Lopez hitting a golf ball.
Key Words: create,
design, develop, invent, manage, naturally
EXERCISE
1.
What are
the main domains of learning? Explain by giving their meanings and nature.
1
Explain
the terms - cognitive, affective and conative domains of learning? Give
illustrations.
3.What is Taxonomy and
taxonomy of educational objectives. Discuss
old version of bloom ‘s Taxonomy (1956) related to cognitive domain of
fears.
4 Discuss the taxonomy
of educational objectives of cognitive, affective and psychomotor as given by
1S. Bloom and his associates (1956).
5.‘ Who revised the
taxonomy of B.S. bloom describe revised version of bloom taxonomy (2001) with
critical comments.
6. Give the revised
bloom ‘s taxonomy of educational objectives (2001) how it differ from the
original version of bloom ‘s taxonomy given by him in 1956? Do you agree with
the change imposed? Give you views.
