Bloom'sTaxonomy:PsychomotorDomain

http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual10.htm
BasedonRHDave'sversionofthePsychomotorDomain('DevelopingandWritingBehavioralObjectives',1970.
ModificationofworksbySimpson,Gronlund,andothers
Examplesofactivityor
DescriptorsofMajorCategoriesinthePsychomotor demonstrationandevidence IllustrativeVerbsforStating
tobemeasured
Domain
Objectives
1.Imitationearlystagesinlearningacomplexskill,
Imitationadhere,begin,bend,
Watchteacherortrainerand
overtly,aftertheindividualhasindicatedareadinessto
assemble,attempt,carryout,copy,
repeataction,processor
takeaparticulartypeofaction.Imitationincludes
calibrate,construct,dissect,
activity
repeatinganactthathasbeendemonstratedorexplained,
duplicate,follow,mimic,move,
anditincludestrialanderroruntilanappropriate
practice,proceed,repeat,replicate,
responseisachieved.
reproduce,respond,organize,
sketch,start,try,volunteer
Example:Copyingaworkof
Observingandpatterningbehavioraftersomeoneelse. art.
Performancemaybeoflowquality.
2.Manipulationindividualcontinuestopracticea
Carryouttaskfromwritten Manipulation(sameas
particularskillorsequenceuntilitbecomeshabitualand orverbalinstruction
imitation),acquire,assemble,
theactioncanbeperformedwithsomeconfidenceand
build,complete,conduct,do,
proficiency.Theresponseismorecomplexthanatthe
execute,grasp,handle,implement,
previouslevel,butthelearnerstillisn't"sureof
improve,maintain,make,
him/herself."
manipulate,operate,pace,perform
Example:Creatingworkon (skillfully),produce,progress,re
one'sown,aftertaking
Beingabletoperformcertainactionsbyfollowing
create,use
lessons,orreadingaboutit.
instructionsandpracticing.
performataskoractivity
3.Precisionskillhasbeenattained.Proficiencyis
Precision(sameasimitationand
withexpertiseandtohigh manipulation),achieve,
indicatedbyaquick,smooth,accurateperformance,
qualitywithoutassistanceor accomplish,advance,automatize,
requiringaminimumofenergy.Theovertresponseis
instruction;ableto
complexandperformedwithouthesitation.
calibrate,complete,control,
demonstrateanactivityto
demonstrate,differentiate(by
otherlearners
touch),exceed,excel,master,
perfect,reach,refine,show,
Refining,becomingmoreexact.Fewerrorsareapparent. Example:Workingand
reworkingsomething,soit succeed,surpass,transcend
willbe"justright."
relateandcombine
4.Articulationinvolvedanevenhigherlevelof
Articulationadapt,alter,
associatedactivitiesto
precision.Theskillsaresowelldevelopedthatthe
change,construct,combine,
individualcanmodifymovementpatternstofitspecial developmethodstomeet
coordinate,develop,excel,
varying,novelrequirements express(facially),formulate,
requirementsortomeetaproblemsituation.
integrate,master,modify,
Coordinatingaseriesofactions,achievingharmonyand Example:Producingavideo rearrange,reorganize,revise,
internalconsistency.
thatinvolvesmusic,drama, solve,surpass,transcend
color,sound,etc.
5.Naturalizationresponseisautomatic.Theindividual Defineaim,approachand
Naturalizationarrange,
beginstoexperiment,creatingnewmotoractsorwaysof strategyforuseofactivities combine,compose,construct,
manipulatingmaterialsoutofunderstandings,abilities, tomeetstrategicneed
create,design,invent,manage,
andskillsdeveloped.Oneacts"withoutthinking."
originate,projectmanage,refine,
Examples:MichaelJordan specify,transcend
Havinghighlevelperformancebecomenatural,without playingbasketball,Nancy
Lopezhittingagolfball,etc.
needingtothinkmuchaboutit.

Dave'sPsychomotorDomainaboveisprobablythemostcommonlyreferencedandusedpsychomotordomain
interpretation.Therearetwoothers;Simpson's,andHarrow's.It'sworthexploringandunderstandingthedifferences
betweenthethreePsychomotorDomaininterpretations.Certainlyeachisdifferentandhasadifferentuse.
InmyviewtheDavemodelisadequateandappropriateformostadulttrainingintheworkplace.Foryoung
children,orforadultslearningentirelynewandchallengingphysicalskills(whichmayrequiresomeadditional
attentiontoawarenessandperception,andmentalpreparation),orforanyonelearningskillswhichinvolve
expressionoffeelingandemotion,thentheSimpsonorHarrowmodelscanbemoreusefulbecausetheymore
specificallyaddresstheseissues.
Simpson'sversionisparticularlyusefulifyouaretakingadultsoutoftheircomfortzones,becauseitaddresses
sensory,perception(andbyimplicationattitudinal)andpreparationissues.Forexampleanythingfearsomeor
threatening,likeemergencyroutines,conflictsituations,toughphysicaltasksorconditions.
Harrow'sversionisparticularlyusefulifyouaredevelopingskillswhichareintendedultimatelytoexpress,convey
and/orinfluencefeelings,becauseitsfinallevelspecificallyaddressesthetranslationofbodilyactivities(movement,
communication,bodylanguage,etc)intoconveyingfeelingsandemotion,includingtheeffectonothers.For
example,publicspeaking,trainingitself,andhighlevelpresentationskills.
TheHarrowandSimpsonmodelsarealsoappropriateforothertypesofadultdevelopment.Forexample,teaching
adultstorunadifficultmeeting,ormakeaparachutejump,willalmostcertainlywarrantattentiononsensory
perceptionandawareness,andonpreparingoneselfmentally,emotionally,andphysically.Insuchcasestherefore,
Simpson'sorHarrow'smodelwouldbemoreappropriatethanDave's.
http://coe.sdsu.edu/eet/articles/BloomsLD/index.htm
ThePsychomotorDomain
Thepsychomotordomainreferstotheuseofbasicmotorskills,coordination,andphysicalmovement.Bloom's
researchgroupdidnotdevelopindepthcategoriesofthisdomain,claiminglackofexperienceinteachingthese
skills.However,Simpson(1972)developedsevenpsychomotorcategoriestosupportBloom'sdomain.
Thesephysicalbehaviorsarelearnedthroughrepetitivepractice.Alearner'sabilitytoperformtheseskillsisbased
onprecision,speed,distance,andtechnique.(Clark,1999).
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20psychomotor%20domain
3.bloom'staxonomypsychomotordomain(physicalskills'do')
ThePsychomotorDomainwasostensiblyestablishedtoaddressskillsdevelopmentrelatingtomanualtasksand
physicalmovement,howeveritalsoconcernsandcoversmoderndaybusinessandsocialskillssuchas
communicationsandoperationITequipment,forexampletelephoneandkeyboardskills,orpublicspeaking.Thus,
'motor'skillsextendbeyondtheoriginallytraditionallyimaginedmanualandphysicalskills,soalwaysconsider
usingthisdomain,evenifyouthinkyourenvironmentiscoveredadequatelybytheCognitiveandAffective
Domains.Whateverthetrainingsituation,itislikelythatthePsychomotorDomainissignificant.TheDaveversion
ofthePsychomotorDomainisfeaturedmostprominentlyherebecauseinmyviewitisthemostrelevantand
helpfulforworkandliferelateddevelopment,althoughthePsychomotorDomainssuggestedbySimpsonand
Harrowaremorerelevantandhelpfulforcertaintypesofadulttraininganddevelopment,aswellastheteaching
anddevelopmentofyoungpeopleandchildren,sodoexplorethemall.Eachhasitsusesandadvantages.
Dave'spsychomotordomaintaxonomy.
Simpson'spsychomotordomaintaxonomy
ElizabethSimpson'sinterpretationofthePsychomotordomaindiffersfromDave'schieflybecauseitcontainsextra
twolevelspriortotheinitialimitationorcopystage.Arguablyforcertainsituations,Simpson'sfirsttwolevels,
'Perception'and'Set'stageareassumedorincorporatedwithinDave'sfirst'Imitation'level,assumingthatyouare
dealingwithfitandhealthypeople(probablyadultsratherthanyoungchildren),andthat'gettingready'or'preparing
oneself'ispartoftheroutinetobetaught,learnedormeasured.Ifnot,thenthemorecomprehensiveSimpson

versionmighthelpensurethatthesetwoprerequisitesforphysicaltaskdevelopmentarecheckedandcovered.As
such,theSimpsonmodelortheHarrowversionisprobablypreferablethantheDavemodelforthedevelopmentof
youngchildren.

psychomotordomain(Simpson)
Lev
el

categoryor
'level'

Perception

Set

Guided
Response

Mechanism

Description

Awareness,theabilitytouse
sensorycuestoguidephysical
activity.Theabilitytousesensory
cuestoguidemotoractivity.This
rangesfromsensorystimulation,
throughcueselection,totranslation.

Readiness,alearner'sreadinessto
act.Readinesstoact.Itincludes
mental,physical,andemotional
sets.Thesethreesetsare
dispositionsthatpredeterminea
personsresponsetodifferent
situations(sometimescalled
mindsets).

Attempt.Theearlystagesin
learningacomplexskillthat
includesimitationandtrialand
error.Adequacyofperformanceis
achievedbypracticing.
basicproficiency,theabilityto
performacomplexmotorskill.
Thisistheintermediatestagein
learningacomplexskill.Learned
responseshavebecomehabitualand
themovementscanbeperformed
withsomeconfidenceand

Examplesofactivityordemonstrationandevidencetobe
measured
useand/orselectionofsensestoabsorbdataforguiding
movement
Examples:Detectsnonverbalcommunicationcues.Estimate
whereaballwilllandafteritisthrownandthenmovingtothe
correctlocationtocatchtheball.Adjustsheatofstovetocorrect
temperaturebysmellandtasteoffood.Adjuststheheightofthe
forksonaforkliftbycomparingwheretheforksareinrelation
tothepallet.

Actionverbswhichdescribethe
activitytobetrainedormeasuredat
eachlevel)

chooses,describes,detects,
differentiates,distinguishes,feels,
hears,identifies,isolates,notices,
recognizes,relates,selects,separates,
touches,

Bytheendofthemusictheatreprogram,studentswillbeable
torelatetypesofmusictoparticulardancesteps.
mental,physicaloremotionalpreparationbeforeexperienceor
task
Examples:Knowsandactsuponasequenceofstepsina
manufacturingprocess.Recognizeonesabilitiesand
limitations.Showsdesiretolearnanewprocess(motivation).
NOTE:ThissubdivisionofPsychomotoriscloselyrelatedwith
the"Respondingtophenomena"subdivisionoftheAffective
domain.
Bytheendofthephysicaleducationprogram,studentswillbe
abletodemonstratetheproperstanceforbattingaball.
imitateorfollowinstruction,trialanderror.
Examples:Performsamathematicalequationasdemonstrated.
Followsinstructionstobuildamodel.Respondshandsignalsof
instructorwhilelearningtooperateaforklift.
Bytheendofthephysicaleducationprogram,studentswillbe
abletoperformagolfswingasdemonstratedbytheinstructor.
competentlyrespondtostimulusforaction
Examples:Useapersonalcomputer.Repairaleakingfaucet.
Driveacar.
Bytheendofthebiologyprogram,studentswillbeableto
assemblelaboratoryequipmentappropriateforexperiments.

arranges,begins,displays,explains,
getsset,moves,prepares,proceeds,
reacts,shows,states,volunteers,
responds,starts,

assembles,builds,calibrates,
constructs,copies,dismantles,displays,
dissects,fastens,fixes,follows,grinds,
heats,imitates,manipulates,measures,
mends,mixes,reacts,reproduces,
respondssketches,traces,tries.
assembles,builds,calibrates,
completes,constructs,dismantles,
displays,fastens,fixes,grinds,heats,
makes,manipulates,measures,mends,
mixes,organizes,performs,shapes,
sketches.

proficiency.
lev
el

categoryor
'level'

Description

Complex
Overt
Response

expertproficiency,theintermediate
stageoflearningacomplexskill.
Theskillfulperformanceofmotor
actsthatinvolvecomplex
movementpatterns.
Proficiencyisindicatedbyaquick,
accurate,andhighlycoordinated
performance,requiringaminimum
ofenergy.Thiscategoryincludes
performingwithouthesitation,and
automaticperformance.For
example,playersareoftenutter
soundsofsatisfactionorexpletives
assoonastheyhitatennisballor
throwafootball,becausetheycan
tellbythefeeloftheactwhatthe
resultwillproduce.

Examplesofactivityordemonstrationandevidencetobe
measured

Executeacomplexprocesswithexpertise
Examples:Maneuversacarintoatightparallelparkingspot.
Operatesacomputerquicklyandaccurately.Displays
competencewhileplayingthepiano.
Bytheendoftheindustrialeducationprogram,studentswill
beabletodemonstrateproperuseofwoodworkingtoolstohigh
schoolstudents.

Actionverbswhichdescribethe
activitytobetrainedormeasuredat
eachlevel)

assembles,builds,calibrates,
constructs,coordinates,demonstrates,
dismantles,displays,dissects,fastens,
fixes,grinds,heats,manipulates,
measures,mends,mixes,organizes,
sketches.
NOTE:Thekeywordsarethesameas
Mechanism,butwillhaveadverbsor
adjectivesthatindicatethatthe
performanceisquicker,better,more
accurate,etc.

alterresponsetoreliablymeetvaryingchallenges

Adaptation

Origination

adaptableproficiency,alearner's
abilitytomodifymotorskillstofita
newsituation.
Skillsarewelldevelopedandthe
individualcanmodifymovement
patternstofitspecialrequirements.

creativeproficiency,alearner's
abilitytocreatenewmovement
patterns.
Creatingnewmovementpatternsto
fitaparticularsituationorspecific
problem.Learningoutcomes
emphasizecreativitybasedupon
highlydevelopedskills.

Examples:Respondseffectivelytounexpectedexperiences.
Modifiesinstructiontomeettheneedsofthelearners.Performa
taskwithamachinethatitwasnotoriginallyintendedtodo
(machineisnotdamagedandthereisnodangerinperforming
thenewtask).

adapts,adjusts,alters,changes,
integrates,rearranges,reorganizes,
revises,solves,varies.

Bytheendoftheindustrialeducationprogram,studentswill
beabletoadapttheirlessonsonwoodworkingskillsfor
disabledstudents.
developandexecutenewintegratedresponsesandactivities
Examples:Constructsanewtheory.Developsanewand
comprehensivetrainingprogramming.Createsanewgymnastic
routine.

arranges,builds,combines,composes,
constructs,creates,designs,formulates,
initiate,makes,modifies,originates,re
designs,
troubleshoots.

AdaptedandsimplifiedrepresentationofSimpson'sPsychomotorDomain('Theclassificationofeducationalobjectivesinthepsychomotordomain',1972).Elizabeth
SimpsonseemsactuallytohavefirstpresentedherPsychomotorDomaininterpretationin1966intheIllinoisJournalofHomeEconomics.Henceyoumayseethetheory
attributedtoeither1966or1972.

Harrow'spsychomotordomaintaxonomy
Harrow'sinterpretationofthePsychomotordomainisstronglybiasedtowardsthedevelopmentofphysicalfitness,dexterityandagility,andcontrolofthephysical
'body',toaconsiderablelevelofexpertise.AssuchtheHarrowmodelismoreappropriatetothedevelopmentofyoungchildren'sbodilymovement,skills,andexpressive
movementthan,say,thedevelopmentofacorporatetrainee'skeyboardskills.Bythesametoken,theHarrowmodelwouldbeperhapsmoreusefulforthedevelopmentof
adultpublicspeakingorartisticperformanceskillsthanDave'sorSimpson's,becausetheHarrowmodelfocusesonthetranslationofphysicalandbodilyactivityinto
meaningfulexpression.TheHarrowmodelistheonlyoneofthethreePsychomotorDomainversionswhichspecificallyimpliesemotionalinfluenceonotherswithinthe
mostexpertlevelofbodilycontrol,whichtomemakesitratherspecial.
Asever,choosetheframeworkthatbestfitsyoursituation,andtheneedsandaimsofthetraineesorstudents.
psychomotordomain(harrow)
Examplesofactivityordemonstration Actionverbswhichdescribetheactivity
level
Categoryor'level'
Description
andevidencetobemeasured
tobetrainedormeasuredateachlevel)
involuntaryreaction,
ReflexMovement(Involuntary
1
Segmental,intersegmental,and respondphysicallyinstinctively
react,respond
Movement)
suprasegmentalreflexes.
basicsimplemovement.
Locomotormovements,
alterposition,move,performsimple
2
BasicFundamentalMovements
grasp,walk,stand,throw
nonlocomotormovements,
action
manipulativemovements.
basicresponse.Kinesthetic,
visual,auditoryandtactile
usethanoneabilityinresponseto
catch,write,explore,distinguishusing
3
PerceptualAbilities
discriminationandcoordinated differentsensoryperceptions
senses
abilities.
Fitness.Endurance,strength,
developstrength,endurance,agility,
endure,maintain,repeat,increase,
4
PhysicalAbilities
stamina,flexibility,andagility. control
improve,exceed
complexoperations.Simple,
compound,andcomplex
executeandadaptadvanced,integrated drive,build,juggle,playamusical
5
SkilledMovements
adaptiveskills,advanced
movements
instrument,craft
learnedmovements
meaningfullyexpressive
activityoroutput;Expressive
activityexpressesmeaningful
expressandconveyfeelingandmeaning
6
NondiscursiveCommunication
andinterpretivemovement,
interpretation
throughmovementandactions
effectivebodylanguage.
AdaptedandsimplifiedrepresentationofHarrow'sPsychomotorDomain(1972).(Nondiscursivemeansintuitivelydirectandwellexpressed.)

TheAffectiveDomain
http://www.humboldt.edu/~tha1/bloomtax.html

&

http://academic.udayton.edu/health/syllabi/health/lesson01b.htm

TheAffectiveDomainaddressesinterests,attitudes,opinions,appreciations,values,andemotionalsets.Thisdomainincludesthemannerinwhichwedealwiththings
emotionally,suchasfeelings,values,appreciation,enthusiasms,motivations,andattitudes.TheTaxonomyishierarchical(levelsincreaseindifficulty/sophistication)and
cumulative(eachlevelbuildsonandsubsumestheonesbelow).Thelevels,inadditiontoclarifyinginstructionalobjectives,maybeusedtoprovideabasisfor
questioningthatensuresthatstudentsprogresstothehighestlevelofunderstanding.Iftheteachingpurposeistochangeattitudes/behaviorratherthantotransmit/process
information,thentheinstructionshouldbestructuredtoprogressthroughthelevelsoftheAffectiveDomain.
Level
Category
Description
Examples
ActionVerbs
Receiving
1
Thestudentpassivelyattendstoparticular
Listensattentively,showssensitivitytosocialproblems.
Attends,accepts,asks,
phenomenaorstimuli[classroomactivities,
chooses,describes,follows,
textbook,music,etc.]Theteacher'sconcernis
Listenstootherswithrespect.Listensforandremembersthe
gives,holds,identifies,
thatthestudent'sattentionisfocused.Intended
nameofnewly
listens,locates,names,
outcomesincludethepupil'sawarenessthata
pointsto,selects,selectively
thingexists.Emphasisisonawareness,
Bytheendofthewomen'sstudiesprogram,studentswilllisten
attendsto,replies,uses.
willingnesstohear,selectedattention.
attentivelytoalternativeviewsonselectissues.
2

Responding

Thestudentactivelyparticipates.Thepupilnot
onlyattendstothestimulusbutreactsinsome
way.
Emphasisisonactiveparticipationonthepartof
thelearners.Learningoutcomesmayemphasize
complianceinresponding,willingnessto
respond,orsatisfactioninresponding
(motivation).

Valuing

Theworthastudentattachestoaparticular
object,phenomenon,orbehavior.Rangesfrom
acceptancetocommitment(e.g.,assumes
responsibilityforthefunctioningofagroup).
Attitudesandappreciation.
Valuingisbasedontheinternalizationofasetof
specifiedvalues,whilecluestothesevaluesare
expressedinthelearnersovertbehaviorandare

Completeshomework,obeysrules,participatesinclass
discussion,showsinterestinsubject,enjoyshelpingothers.
Givesapresentation.Questionsnewideals,concepts,models,in
ordertofullyunderstandthem.Knowssafetyrulesandpractices
them.
Bytheendoftheelementaryeducationprogram,studentswill
abletocomplywithPL94142.
Demonstratesbeliefindemocraticprocesses,appreciatestherole
ofscienceindailylife,showsconcernforothers'welfare,
demonstratesaproblemsolvingapproach.
Issensitivetowardsindividualandculturaldifferences(value
diversity).Showstheabilitytosolveproblems.Proposesaplanto
bringaboutsocialimprovementandfollowsthroughwith
commitment.Informsmanagementonstronglyfeltmatters.

Acclaims,aids,answers,
applauds,approves,assists,
complies,conforms,
discusses,greets,helps,
labels,performs,practices,
presents,reads,recites,
reports,selects,tells,writes,
Volunteers.
Assists,completes,debates,
demonstrates,denies,
differentiates,explains,
follows,forms,increases
proficiencyin,initiates,
invites,joins,justifies,
proposes,protests,reads,
relinquishes,reports,selects,
shares,studies,supports,

oftenidentifiable.
Level

Category

Organization

Description
Bringstogetherdifferentvalues,resolving
conflictsamongthem,andstartingtobuildan
internallyconsistentvaluesystemcomparing,
relatingandsynthesizingvaluesanddeveloping
aphilosophyoflife.
Organizesvaluesintoprioritiesbycontrasting
differentsystems.Theemphasisison
comparing,relating,andsynthesizingvalues.

Bytheendofthepoliticalscienceprogram,studentswillbeable
todebatenumeroussidestoanargument.
Examples
Recognizestheneedforbalancebetweenfreedomandresponsible
behavior,understandstheroleofsystematicplanninginsolving
problems;acceptsresponsibilityforownbehavior.
Explainstheroleofsystematicplanninginsolvingproblems.
Acceptsprofessionalethicalstandards.Createsalifeplanin
harmonywithabilities,interests,andbeliefs.Prioritizestime
effectivelytomeettheneedsoftheorganization,family,andself.

works.
ActionVerbs
Accommodates,adheres,
alters,arranges,balances,
combines,compares,
completes,defends,
explains,formulates,
generalizes,identifies,
integrates,modifies,orders,
organizes,prepares,relates,
synthesizes.

Bytheendoftheenvironmentalstudiesprogram,studentswill
beabletoorganizetheconservationeffortsofurban,suburbanand
ruralcommunities.
5

Internalizing
values:
Characterizat
ionbya
Valueor
Value
Complex

Atthislevel,thepersonhasheldavaluesystem
forasufficientlylongtimetocontrolhis/her
behavior,hasdevelopedacharacteristic"life
style."Behaviorispervasive,consistent,
predictable,andmostimportantly,characteristic
ofthelearner.Instructionalobjectivesare
concernedwiththestudent'sgeneralpatternsof
adjustment(personal,social,emotional).

Concernedwithpersonal,social,andemotionaladjustment:
displaysselfrelianceinworkingindependently,cooperatesin
groupactivities(displaysteamwork),maintainsgoodhealth
habits.
Usesanobjectiveapproachinproblemsolving.Displaysa
professionalcommitmenttoethicalpracticeonadailybasis.
Revisesjudgmentsandchangesbehaviorinlightofnewevidence.
Valuespeopleforwhattheyare,nothowtheyappear.
Bytheendofthecounselingprogram,studentswillbeableto
objectivelyinterpretevidencepresentedbyclientsduringa
therapysession.

Acts,discriminates,
displays,influences,
interprets,listens,maintains
objectivitymodifies,
performs,practices,
proposes,qualifies,
questions,respects,revises,
serves,solves,uses
evidence,verifies.

Reference
1.BengaminS.Bloom,BertramB.Mesia,andDavidR.Krathwohl(1964).TaxonomyofEducationalObjectives(twovols:TheAffectiveDomain&TheCognitive
Domain).NewYork.DavidMcKay

Krathwohl'sTaxnomyofAffectiveDomain
Krathwohl'saffectivedomaintaxonomyisperhapsthebestknownofanyoftheaffectivetaxonomies."The
taxonomyisorderedaccordingtotheprincipleofinternalization.Internalizationreferstotheprocesswherebya
person'saffecttowardanobjectpassesfromageneralawarenessleveltoapointwheretheaffectis'internalized'and
consistentlyguidesorcontrolstheperson'sbehavior(Seels&Glasgow,1990,p.28)."

Receivingisbeingawareofor
sensitivetotheexistenceofcertainideas,
material,orphenomenaandbeingwilling
totoleratethem.Examplesinclude:to
differentiate,toaccept,tolisten(for),to
respondto.

Respondingiscommittedin
somesmallmeasuretotheideas,
materials,orphenomenainvolvedby
activelyrespondingtothem.Examples
are:tocomplywith,tofollow,to
commend,tovolunteer,tospendleisure
timein,toacclaim.

Valuingiswillingtobeperceived
byothersasvaluingcertainideas,materials,orphenomena.Examplesinclude:toincreasemeasuredproficiencyin,
torelinquish,tosubsidize,tosupport,todebate.

Organizationistorelatethevaluetothosealreadyheldandbringitintoaharmoniousandinternally
consistentphilosophy.Examplesare:todiscuss,totheorize,toformulate,tobalance,toexamine.

Characterizationbyvalueorvaluesetistoactconsistentlyinaccordancewiththe
valuesheorshehasinternalized.Examplesinclude:torevise,torequire,toberatedhighinthevalue,toavoid,to
resist,tomanage,toresolve.
Krathwohl,D.R.,Bloom,B.S.,andMasia,B.B.(1964).Taxonomyofeducationalobjectives:HandbookII:Affective
domain.NewYork:DavidMcKayCo.
SeelsandGlasgow(1990).Exercisesininstructionaldesign.ColumbusOH:MerrillPublishingCompany.

TaskAnalysis

10

Harrow'sTaxonomyofPsychomotorDomain
AnitaHarrow'staxonomyforthepsychomotordomainAnitaHarrow'staxonomyforthepsychomotordomainis
organizedaccordingtothedegreeofcoordinationincludinginvoluntaryresponsesaswellaslearnedcapabilities.
Simplereflexesbeginatthelowestlevelofthetaxonomy,whilecomplexneuromuscularcoordinationmakeupthe
highestlevels(Seels&Glasgow,1990).

Reflexmovementsare
actionselicitedwithoutlearningin
responsetosomestimuli.Examples
include:flexion,extension,stretch,
posturaladjustments.

Basicfundamental
movementareinherent
movementpatternswhichareformedby
combiningofreflexmovementsandare
thebasisforcomplexskilledmovements.
Examplesare:walking,running,pushing,
twisting,gripping,grasping,
manipulating.

Perceptualreferstointerpretation
ofvariousstimulithatenableonetomakeadjustmentstotheenvironment.Visual,auditory,kinesthetic,ortactile
discrimination.Suggestscognitiveaswellaspsychomotorbehavior.Examplesinclude:coordinatedmovements
suchasjumpingrope,punting,orcatching.

Physicalactivitiesrequireendurance,strength,vigor,andagilitywhichproducesasound,efficiently
functioningbody.Examplesare:allactivitieswhichrequirea)strenuouseffortforlongperiodsoftime;b)muscular
exertion;c)aquick,widerangeofmotionatthehipjoints;andd)quick,precisemovements.

Skilledmovementsaretheresultoftheacquisitionofadegreeofefficiencywhenperforminga
complextask.Examplesare:allskilledactivitiesobviousinsports,recreation,anddance.

Nondiscursivecommunicationiscommunicationthroughbodilymovementsrangingfrom
facialexpressionsthroughsophisticatedchoreographics.Examplesinclude:bodypostures,gestures,andfacial
expressionsefficientlyexecutedinskilleddancemovementandchoreographics.
Harrow,A.J.(1972).Ataxonomyofthepsychomotordomain.NewYork:DavidMcKayCo.
SeelsandGlasgow(1990).Exercisesininstructionaldesign.ColumbusOH:MerrillPublishingCompany.

TaskAnalysis

11

WritingStudentLearningOutcomesforCMUPrograms
http://www.provost.cmich.edu/assessment/toolkit/writingoutcomes.htm
WritingStudentLearningOutcomesforCMUPrograms
WhenwritingStudentLearningOutcomes,thefocusshouldbeonobservableoutcomesandanactionverbcan
providethatfocus.StudentLearningOutcomesusuallybeginwithsomethinglike:
Bytheendofthesecondaryeducationprogram,studentswillbeabletodesigncurriculumandinstruction
appropriateforthecognitivedevelopmentofalllearners.
Designistheactionverbinthisexample.
Bytheendofthechemistryprogram,studentswillbeabletoapplyknowledgeofions,solutionsandsolubilityto
explaintheformationandpropertiesofhomogeneousmixtures.
Applyandexplainaretheactionverbsinthisexample.
StudentLearningOutcomesshoulddescribewhatstudentsshouldknow,beabletodoand/orbelike(dispositions)
bytheendofthedefinedprogram.ThesetypesofStudentLearningOutcomesaretypicallylinkedtodomains.The
commondomainsoflearningincludecognitive,affectiveandpsychomotor.
Theaffectivedomainincludesafocusonstudentsattitudes,valuesanddispositions.Theseoutcomesarealittle
moredifficulttomeasure;however,itispossible,andmanydisciplinesareincludingtheseintheirnational
standards(e.g.,Studentswilldeveloprespectandunderstandingforpeoplefromallbackgroundsandculturesand
beabletoengageinconstructivediscussionofsignificantsocialandethicalissues.andaspartoftheGeneral
EducationRequirements,Studentswilldevelopintellectualconcernstoincludeacrossculturalperspective
throughthestudyofdiversecultures).

ThePsychomotorTaxonomyfocusesonthedevelopmentofstudentsphysicalabilitiesandskills.TheseStudent
LearningOutcomesmayincludeperformances,skillinasport,typingskills,painting,playinganinstrument,
manipulatinganotherpersonslimbsduringphysicaltherapyanddemonstratingadissection
Reference:
Gronlund,N.E.(2000).HowtoWriteandUseInstructionalObjectives.UpperSaddleRiver,NJ:PrenticeHall,
Inc.

12