TAXONOMY OF LEARNING

For Curriculum Development & Review

YAHYA BIN SAMIAN

yahya@fkm.utm.my
F
Faculty
lt off Mechanical
M h i l Engineering
E i i
UTM

Presented to
FKM, UTM
Feb 2010
 Objectives

What
h I iintend
d to d
do In this
hi session
i iis............................

To share some of my limited knowledge and

understanding on Taxonomy of Learning
in its original / Natural form
 Learning Outcomes

I am expecting that we are all able to ......

1. Relate its application to the Course Outcomes,

Delivery and Assessment.

2. Performs the necessary Taxonomy Mapping

required by MoHE.
 Presentation Outline

OBE OVERVIEW

BRIEF OVERVIEW

BASIC DEFINITATION

THE TAXONOMY
OBE OVERVIEW
 OBE - Definition

“Outcome-based education means starting

with a clear picture of what is important for
students to be able to do,, then organising
g g the
curriculum, instruction, and assessment to
make sure that this learning ultimately
happens.” (Spady, 1994)
 OBE - ALLIGNMENT
Program Outcomes
Program Outcomes

Bloom’s Course‐specific
Taxonomy OUTCOMES goals & objectives

Technology Classroom
assessment
Act/Coop Lrn. techniques
PBL Students

DELIVERY ASSESSMENT

Other  Tests
Lectures Other 
experiences
measures
Labs
 OBE - Human Aspects
TECHNICAL KNOWLEDGE
MIND / MENTAL

(Cognitive Domain)

SOUL / HEART
((Affective Domain))

BODY / PHYSICAL
( Psychomotor
Domain)
GENERIC SKILLS

HUMAN DEVELOPMENT BALANCED

BRIEF OVERVIEW
 Learning Taxonomy

Developed by Dr. Benjamin S Bloom and Published in

1956 (Taxonomy of Educational Objectives)

Focus on 'mastery' y of subjects

j and the ppromotion of
higher forms of thinking, rather than fact transfer and
information recall

Covering all human aspects – knowledge and intellect

(Cognitive Domain); attitude and beliefs (Affective
Domain); and the ability to put physical and bodily skills
into effect (Psychomotor Domain)
 Brief Overview

Bloom's Taxonomy has therefore since 1956 provided a basis for

ideas which have been used (and developed) around the world by
academics,
d i educators,
d t t
teachers
h and
d trainers,
t i f
for th
the
preparation of learning evaluation materials, and also provided the
platform for the complete 'Bloom‘s Taxonomy' (including the detail
for the third 'Psychomotor Domain') as we see it today. Collectively
these concepts which make up the whole Bloom Taxonomy continue
to be useful and very y relevant to the pplanning
g and designg of:
school, college and university education, adult and corporate
training courses, teaching and lesson plans, and learning
materials; they also serve as a template for the evaluation of:
training, teaching, learning and development, within every aspect of
education and industry.
Brief Overview
 Brief Overview

In each of the three domains Bloom's Taxonomy is

based on the premise that the categories are
ordered in degree of difficulty. An important
premise of Bloom
Bloom'ss Taxonomy is that each
category (or 'level') must be mastered before
progressing to the next.
next As such the categories
within each domain are levels of learning
development
development, and these levels increase in
difficulty.
BASIC DEFINITION
 Basic Definition

Taxonomy means 'a set of classification principles',

or 'structure'
' t t '

Domain simply means 'category’ or ‘Area’

Bloom's Taxonomy underpins the classical

'K
'Knowledge,
l d Attit d Skills'
Attitude, Skill ' structure
t t off learning
l i
method and evaluation
 Basic Definition

1. Cognitive domain (intellectual capability, i.e.,

knowledge or 'think')
knowledge, think )

2. Affective domain (feelings,

2 (feelings emotions and
behaviour, i.e., attitude, or 'feel')

3. Psychomotor domain (manual and physical

skills ie.,
skills, ie skills,
skills or 'do')
do )
COGNITIVE DOMAIN
 Cognitive Domain

Intellect - Knowledge - Thinking Ability

ORIGINAL  REVISED 
LEVEL
(Blooms 1956) (Anderson 2001)
1 KNOWLEDGE REMEMBERING

2 COMPREHENSION UNDERSTANDING

3 APPLICATION APPLYING

4 ANALYSIS ANALYSING

5 SYNTHESIS EVALUATING

6 EVALUATION CREATING / DESIGNING

CREATING / DESIGNING
Cognitive Domain
Cognitive Domain
Cognitive Domain

See Poster
 Cognitive Domain

LEVEL DESCRIPTION EXAMPLE  1 (Cartoon Character)

List down (as many as you wish) cartoon characters
1 REMEMBERING
that you watch on TV
Select one cartoon charater that you like most and
2 UNDERSTANDING
describe its character. Use sketch if necessary
3 APPLYING Explain how these characters can help you in real life

Choose three cartoon character that you like most and

4 ANALYSING study the similarities,
similarities differences,
differences strengths and
weakness
Out of three above, which one (in your opinion) is the
5 EVALUATING best character and explain the reasons behind your
selection
Based on the cartoon characters that you have
6 CREATING / DESIGNING
CREATING / DESIGNING watched,
t h d createt a new cartoon
t character
h t (sketch)
( k t h) and
d
describe its features and main characters
Cognitive Domain - Remembering
Cognitive Domain – Understanding
Cognitive Domain - Creating
Cognitive Domain - Creating
 Cognitive Domain

LEVEL DESCRIPTION EXAMPLE 2 (Shipyard Location and  Layout)

List down five characteristics for selecting shipyard location / Three

1 REMEMBERING
characteristics of a good shipyard layout

Briefly explain one of the characteristics listed above. Use sketch if

2 UNDERSTANDING
necessary

Based on the characteristics of shipyard location above, prepare a

3 APPLYING
survey work to be carried out on the selected location

Based on the data collected from several potential locations, analyse the
4 ANALYSING
strength and weaknesses of each location.

Based on the analysis above, make your judgment on which location to

5 EVALUATING
be selected
Based on the characteristics of a good shipyard layout, and the given
6 CREATING / DESIGNING piece of land (map), propose a suitable layout for a medium size steel
ship.
 Cognitive Domain
LEVEL DESCRIPTION EXAMPLE 3 (L
EXAMPLE 3 (Large Ange Stability)
 A  St bilit )

State correctly the definition of ship stability / State the different between Initial
1 REMEMBERING Stability and Large angle stability of a ship / Write down the formula for calculating
large angle stability

Using simple lay man language, explain the concept of righting moment to a non
2 UNDERSTANDING
naval architect / non technical manager / ship owner

Based on the given ship data , calculate the righting arm value (GZ) up to 90 degree
3 APPLYING
heel using one of the method discussed in class and plot the curve.

Repeat the above calculation for other anticipated loading conditions of the ship.
4 ANALYSING
Analyze the graphs plotted.

Evaluate
E l t / assess the
th stability
t bilit off the
th ship
hi based
b d on the
th IMO stabilty
t bilt criteria
it i for
f all
ll
5 EVALUATING
loading conditions

CREATING /  Propose improvement that can be performed either on the main dimension of the
6
DESIGNING ship, hull form or general arrangement of the ship in order to improve the stability.
AFFECTIVE DOMAIN
 Affective Domain
Feeling,
ee g, Emotions,
ot o s, Attitude,
tt tude, Beliefs
e es
First developed by Bloom (1956), revised by Bloom, Krathwhol and Masia (1964)

LEVEL DESCRIPTION BEHAVIOUR

1 RECEIVE AWARENESS

2 RESPOND REACT

3 VALUE UNDERSTAND & ACT

4 ORGANIZE DEVELOP VALUE SYSTEM

5 INTERNALIZE BEHAVE CONSISTENTLY

BEHAVE CONSISTENTLY
Affective Domain
Affective Domain
 Affective Domain

LEVEL DESCRIPTION EXAMPLE 1 (Punctuality)

Listen / get to know the class rules on punctual attendance.

1 RECEIVE
Willing to adhere to the rules / aware of the consequences

2 RESPOND Attend class punctually most of the time

Put high value on punctuality / encourage others to follow /

3 VALUE
willing to discuss the importance of punctuality

Able to extend / develop punctuality in other aspect of life

4 ORGANIZE
(not only class attendance)

Always consistent / punctual on other aspect of life (Second

5 INTERNALIZE
nature)
 Affective Domain

LEVEL DESCRIPTION EXAMPLE 2 (Safety Practice ­ in Lab)

Listen / read / get to know the class rules and regulation on lab
safety . Willing to adhere to or take seriously the safety regulation.
1 RECEIVE Take the necessary preparation to adhere to the safety requirements /
aware of the consequences

Wear the necessary safety attire, follow the instruction / safety

2 RESPOND procedure during the lab experiment. Use the appropriate tools

Encourage and help others to follow safety rules / able to

3 VALUE discuss/stand firm on the importance of safety with others

Able to extend / develop safety awareness in other premises or aspect

4 ORGANIZE of life

Always consistent / adhere to safety standard on all aspects/ Able to

5 INTERNALIZE develop or improve safety practices
 Affective Domain

LEVEL DESCRIPTION EXAMPLE 3 (Sustainability element ­ in Design)

Read / get to know the definition, theory, requirement, concept

1 RECEIVE of sustainability (life cycle). Willing to consider the sustainability
aspect In design work.

Apply sustainability in design work.

work Analyze the sustainability of
2 RESPOND the product being designed

Put qualitative/quantitative value on sustainability aspect in the

3 VALUE design of product or system. Willing to share, Encourage and
help others to inculcate sustainability

Able to formulate / develop sustainability aspect in design

4 ORGANIZE procedure

5 INTERNALIZE Always include sustainability aspect in any design work

PSYCHOMOTOR DOMAIN
 Psychomotor Domain
Physical - Skills – Hands on - 'Do'
Do

Was established to address skills development relating to manual

tasks and physical movement (Sport, Dance, Martial Art etc)

However it also concerns and covers modern day business and social
skills such as communications and operation IT equipment, for
example telephone and keyboard skills, or public speaking.

Thus, 'motor' skills extend beyond the originally manual and

physical skills, so always consider using this domain, even if you
thi k your environment
think i t is
i covered
d adequately
d t l by
b the
th Cognitive
C iti and d
Affective Domains. Whatever the training situation, it is likely that
the Psychomotor Domain is significant.
 Psychomotor Domain

DAVE  SIMPSON HARROW

LEVEL
(1967 ­ 1970) (1966 ­ 1972) (1972)
1 IMITATION PERCEPTION REFLEX MOVEMENTS
2 MANIPULATION SET BASIC  MOVEMENTS
3 PRECISION GUIDED RESPONSE PERCEPTUAL ABILITIES
4 ARTICULATION MECHANISM PHYSICAL ABILITIES

5 NATURALIZATION COMPLEX OVERT RESPONSE SKILLED MOVEMENTS

NON‐DISCURSIVE 
6 ADAPTATION
COMMUNICATION

7 ORGANIZATION
 Psychomotor Domain
SIMPSON
S M SON
LEVEL DESCRIPTION BEHAVIOUR
1 PERCEPTION AWARENESS
2 SET READINESS
3 GUIDED RESPONSE ATTEMPT
4 MECHANISM BASIC PROFICIENCY

COMPLEX OVERT 
5 EXPERT PROFICIENCY
RESPONSE

6 ADAPTATION ADAPTABLE PROFICIENCY
7 ORGANIZATION CREATIVE PROFICIENCY
Psychomotor Domain
Psychomotor Domain
 Psychomotor Domain

LEVEL DESCRIPTION EXAMPLE 1 (Swimming)

Attend swimming class, search for swimming methods, watch
1 PERCEPTION d
demonstration
t ti etc/
t /
Prepare swimming attire, perform warming up exercise, take the
2 SET necessary supplement etc. Get prepared for swimming session
Jump to the water and start following the instruction from the
3 GUIDED RESPONSE swimming instructor

4 MECHANISM Able to practice basic swimming stroke independently, remain afloat

COMPLEX OVERT 
5 Able to perform various swimming strokes
RESPONSE

Able to swim in difficult situation, various water conditions and able

6 ADAPTATION to rescue others,
Able to develop / create or improve swimming method or
7 ORGANIZATION procedures
 Psychomotor Domain

LEVEL DESCRIPTION EXAMPLE 2 (Lab Work)

1 PERCEPTION Knowing the lab procedure

Get the necessary information / theory / lab sheet / materials etc before
2 SET
attending the lab work
Perform
P f l b work
lab k based
b d on the
th manuall or guidelines
id li given
i or guided
id d by
b
3 GUIDED RESPONSE
the technicians

4 MECHANISM Able to perform the simple lab work without supervision

COMPLEX OVERT 
5 Able to carry out difficult lab work efficiently
RESPONSE

6 ADAPTATION Able to undertake any experiment work (in other fields) independently

Able to design,
design develop,
develop formulate experiment procedure (and rig) that is
7 ORGANIZATION
able to collect the required data or perform the desired analysis
 Psychomotor Domain

LEVEL DESCRIPTION EXAMPLE 3 (Statics / Dynamics ­ drawing Free Body Diagram)

Know / aware off the

K th necessary knowledge
k l d on how
h t draw
to d th free
the f
1 PERCEPTION
body diagram (FBD) correctly
2 SET Mentally ready to draw the FBD whenever needed

3 GUIDED RESPONSE Able to draw FBD with proper guidance from lecturer

4 MECHANISM Able to draw Simple FBD independently

COMPLEX OVERT 
5 Able to draw FBD of a difficult or complex system accurately
RESPONSE

Able to extend / apply knowledge on FBD in other fields or in real life

6 ADAPTATION
situation
Able to developp alternative method to draw FBD that capable
p to
7 ORGANIZATION
represent any system effectively
 Thanks to;

and
d ALL of
fYYou