TAXONOMY OF OBJECTIVES

Cognitive Affective Psychomotor

Benjamin Bloom (1956) David Krathwohl (1964) Anita Harlow (1972) Moore
Knowledge or recall Receiving Reflex movements Imitation
Comprehension Responding Fundamental
movement
Manipulation
Application Valuing Perceptual abilities Precision
Analysis Organization Physical abilities
Synthesis Characterization Skilled movements
Evaluation Nondiscursive
communication


INSTRUCTIONAL OBJECTIVES IN THE COGNITIVE DOMAIN
Knowledge or recall = knowledge of terminology and conventions, trends and sequences, classifications
and categories, criteria and methodologies, principles and theories, and structures. E.g. to
identify the capital of a place
Comprehension = relate to translation, interpretation, and extrapolation, e.g. to interpret a table
showing something
Application = use of abstractions in particular situations; e.g. to predict the probable effect of a change
in temperature on a chemical
Analysis = objectives relate to breaking a whole into parts, e.g. to deduce facts from a hypothesis
Synthesis = putting parts together in a new form such as unique communication, a plan of operation,
and a set of abstract relations, e.g. to produce an original piece of art
Evaluation = judging in terms of internal evidence or logical consistency and external evidence or
consistency with facts developed elsewhere; to recognise fallacies in an argument
INSTRUCTIONAL OBJECTIVES IN THE AFFECTIVE DOMAIN
Receiving = awareness, willingness to receive, selective attention e.g. to listen attentively during group
presentational
Responding = acquiescence, willing response, feelings of satisfaction; e.g. to contribute to group
discussions by asking questions
Valuing = acceptance, preference, commitment; e.g. to argue over an issue involving health care
Organization = conceptualization of values, organisation of a value system; e.g. to organize a meeting
concerning a neighborhoods housing integration plan

Characterization = generalised set of values, characterization or philosophy of life; e.g. to join a rally in
behalf of a noble cause
INSTRUCTIONAL OBJECTIVES IN THE PSYCHOMOTOR DOMAIN
Reflex movements = relate to reflexes; e.g. to contract a muscle
Fundamental movements = relate to walking, running, jumping, pushing, pulling, manipulating; e.g. to
run a 100-yard dash
Perceptual abilities = objectives relate to kinaesthetic, visual, auditory, tactile, and coordination abilities;
e.g. to distinguish distant and close sounds
Physical abilities = relate to endurance, strength, flexibility, agility, reaction-response time, dexterity;
e.g. to do five sit ups
Skilled movements = objectives relate to games, sports, dances, and the arts; e.g. to dance the basic
steps of the waltz
Nondiscursive communication = expressive movements through postures, gestures, facial expressions,
creative movements; e.g. to act part in a plat
Moores 3 levels in the Psychomotor Domain
Imitation = a student can carry out the rudiments of the skills with instructional support from the
teacher. This level follows modelling by the teacher and involves the students first attempts to
perform the skill. The skill is not performed smoothly; nor are the coordination and timing
refined.
Manipulation = A student is able to perform the skill independently, without the aid of the instructor.
During this phase of psychomotor learning, the student who is able to perform the skill without
prompts from the teacher or without consciously thinking about it.
Precision = Students can perform a skill accurately, efficiently, and effortlessly. Automaticity, the ability
to perform a skill with unconscious effort.