BLOOM’S TAXONOMY

Objectives

Explain blooms taxonomy

 QUOUTE

A good teacher makes you think even when you

don’t want to. (Fisher, 1998, Teaching Thinking)
WHAT IS BLOOM'S
TAXONOMY
Comes from two Greek words: Taxis: arrangement
is a classification of thinking /educational objectives
organised by level of complexity.
It gives teachers and students an opportunity to learn
and practice a range of thinking and provides a simple
structure for many different kinds of questions and
thinking.
THE PURPOSE OF BLOOM’S
TAXONOMY
Is to help educators to inform or guide the
development of assessments (tests and other
evaluations of student learning), curriculum (units,
lessons, projects, and other learning activities), and
instructional methods such as questioning
strategies.
THE THREE DOMAINS OF
LEARNING
Cognitive: mental skills (knowledge)
Affective: growth in feelings or emotional areas
(attitude or self)
Psychomotor: manual or physical skills (skills)
BLOOM'S TAXONOMY
Serves as the backbone of many teaching philosophies, in
particular, those that lean more towards skills rather than
content.
can be used as a teaching tool to help balance assessment
and evaluative questions in class, assignments and texts to
ensure all orders of thinking are exercised in students'
learning, including aspects of information searching.
THE ABCD RULE
A—Audience (who)

B—Behavior (what)

C—Condition (under what circumstances)

D—Degree( criterion/standard) (how

much, to what extent)
EXAMPLE OF A BEHAVIORAL
OBJECTIVE
At the end of the lesson the learner should be
able to label all the parts of the pelvis provided
Audience: learner
Behavior: label parts of the provided
pelvis
Conditions: At the end of the lesson
Degree/standard of performance: All the
parts of the pelvis
1. By the end of the year, 90 percent
of all students will correctly
calculate all the drug dosages in
five minutes
2. By the end of the session, the
learner will be able to describe the
mechanisms of action for each of
the two classes of neuromuscular
blocking agents
Bloom's taxonomy is a set of three hierarchical models
used to classify educational learning objectives into
levels of complexity and specificity
TAXONOMY OF EDUCATIONAL
OBJECTIVES
Cognitive domain.
(A)

Objectives in this level deal with the head.

Objectives evolve around solving
intellectual tasks.
They emphasize remembering or
responding to something.
They begin with simple facts to complex
ones or known to un known.
THE HIERARCHY OF LEARNING DOMAINS
COGNITIVE
Knowledge
Observation &recall of facts
Knowledge of dates,
places, events, major
ideas, subject matter
 Define, show, name,
identify
Comprehension
Understand information
Grasp meaning
Interprets facts
 Summarise,
differentiate, contrast,
distinguish
AFFECTIVE PSYCHOMOTOR
Receiving Observing
Awareness Attending a physical event.
willingness to hear Observation is
Selected attention supplemented by reading
 Give, name, select or watching
 Identity, describe Observe, follow
Responding Imitating
Active participation by Attempted copy of a
learners physical behaviour
React to phenomenon The learner is conscious of
 Answer, label, deliberate effort to imitate
perform, discuss, the model
answers, assists, aids, Copy, replicate, repeat,
complies, conforms, recreate
discusses, greets, helps,
performs, presents,.
THE HIERARCHY OF LEARNING DOMAINS
COGNITIVE AFFECTIVE PSYCHOMOTOR
Application Valuing Practicing
Use methods and theories value attached to object, Trying a physical activity
in new situations phenomenon, behaviour over and over
Solve problems Valuing is based on The learner has acquired a
 Apply, demonstrate, internalisation skill but is not an expert.
complete, show,  Initiate, explain, Show, complete, solve,
illustrate, solve justify, select, construct
demonstrate
Analysis Organisation Adapting
Seeing patterns The emphasis is on Making adjustments in the
Organising parts comparing, relating, activity in order to
Recognition of hidden and synthesising values perfect it.
meanings.  Arrange, combine, formulate, adapt,
 Analyse, separate, Formulate ,identify coordinate, formuate
explain, divide, select
 THE HIERARCHY OF LEARNING
DOMAINS
COGNITIVE AFFECTIVE PSYCHOMOTOR
Synthesis Internalising/
Use ideas to create new ones Characterisation
Generalise from facts Emphasis is on
Relate knowledge from several areas. students general
Predict, draw conclusions patterns of adjustment
 Combine, modify, Plan , design, (personal,
Rearrange, compose social, emotional)
 Verify, solve
Evaluation
Compare ideas
Assess value of theories and
presentations
Make choices based on reasoned
argument.
Verify value of evidence
 Assess, decide, test, measure
 Select, explain, conclude
COGNITIVE LEVEL
EXAMPLE OF COGNITIVE OBJECTIVES
Knowledge–Comprehension – Analysis – Synthesis – Evaluation

1.Name the parts of the pelvis

2.Identify the part of a pelvis .
3.Distinguish a normal and abnormal
pelvis.
4.Conduct a pelvic assessment
5.Evaluate the progress of a mother in
first stage of labor.
(B)Affective domain.
Objectives in this level deal with the heart.
They emphasise the emotions, interests,
feelings, values and appreciation.
This domain classifies learning behaviours
such as
feelings, values, attitude, motivation,
emotions etc.
The hierarchy of affective domain forms a
continuum (one level leads to the other)
 EXAMPLES
Receiving; Listen to clients concerns with
respect
Responding; Respond to clients’ concerns
Valuing; The student initiates interventions to
address the client’s concerns
Organization; Adjust the client care plan.
Internalizing ; Support the clients family in
applying the recommended interventions by the
care team during discharge.
 PSYCHOMOTOR DOMAIN
Objectives in this domain deal with the hand.
The combination of the head and the heart will lead to
the use of hands
This domain is interrelated with the cognitive and
affective.
It consists of objects that emphasise muscular or motor
skills or manipulation of objects e.g. writing,
drawing ,performing procedures etc
Objectives are summarised in the table below.
 PSYCHOMOTOR DOMAIN

Level Definition
1. Observing Active mental attending
of a physical event.
2. Imitating Attempted copying of a
physical behavior.
3. Practicing Trying a specific physical
activity over and over.
4. Adapting Fine tuning. Making
minor adjustments in the
physical activity in order
to perfect it.
 EXAMPLES OF PSYCHOMOTOR
OBJECTIVES
Observation: At the end of the session, the nurse
student should observe a more experienced person inject
a child.
Imitating: After observing a demonstration of an
intramuscular injection, the student nurse will repeat the
demonstration in accordance with established procedure
under close supervision.
Practicing: After three observations , the students will
perform a full antenatal examination on a pregnant
woman with minimal supervision
Adapting : By the end of the placement, the student
nurse will be able to remove a drain from the wound of a
patient using aseptic technique and without danger or
discomfort to the patient