The document presents an overview of educational taxonomy, classified into three domains: cognitive, affective, and psychomotor. Each domain includes a hierarchy of objectives, ranging from knowledge and comprehension in the cognitive domain to receiving and valuing in the affective domain, and various types of movements in the psychomotor domain. Examples are provided for each level to illustrate the application of these educational principles.

1. SAIQUA MAITLO
PRESENTED TO : DR. AMJAD ALI ARAIN
FACULTY OF EDUCATION
UNIVERSITY OF SINDH, PAKISTAN

2. INTRODUCTION
Taxonomy comes from Greek word.
“Taxis = arrangements” and “Nomo's = Science”
Science of arrangements means a set of classification ,
principles or structures and Domain simply means
category.

3. Taxonomy of Objectives
 Educational Taxonomy is classified into three domains
namely:
A. Cognitive Domain ( knowing )
B. Affective Domain ( Feeling )
C. Psychomotor Domain ( Doing )

4. A. Cognitive Domain ( knowing )
 Taxonomy of objectives in the cognitive domain
given by Bloom, etal in 1956. Instructional objectives
are arranged from lowest to highest level . They are
as follows.
1. Knowledge: knowledge is the psychological
process of remembering. Knowledge refers such
objects as memorizing facts & principles and
recalling information.
For example:
 Recite a policy/poem.

5. 2. Comprehension: It is based on knowledge. If there
is no knowledge, there will be no comprehension.
To interpret information in one’s own words.
For example :
 Re writes the principles of test writing .
3. Application: Apply knowledge or generalization to
new situation. Knowledge is useful only when it is
to be applied.
For example :
 Apply laws of statistics to evaluate a reliability of a written test.

6. 4. Analysis: It refers to the break down of knowledge
into parts and show relationship among parts.
For example :
 Gathers information from a departments and select the
required task for training.

7. 5. Synthesis: It refers to the “bring together parts of
knowledge to form as whole and built a
relationship for new situation”.
For example :
 Design a machine to perform a specific task.
6. Evaluation: It is concerned with the “to give value to
something”. Make judgment on the basis of
criterion.
For example:
 Explain and justify a new budget.

8. B. Affective Domain ( Feeling )
Taxonomy of objectives in the affective domain given by
David Reading Krathwohl , etal in 1964.They are as
follows.
1. Receiving: For the inculcation of certain
interst,values or ideas. It is essential that the
learner is made to receive or attend the desired
ideas or events.
For example:
 Listen to others with respect.

9. 2. Responding: Once a learner, receives or
attends to a particular area of thing. He must be
made to respond as actively as possible.
For example:
 Participates in Class discussions.
3. Valuing: When one attends as well as responds to a
particular idea, event or thing. He/She is naturally
drifted towards taking value judgment.
For example:
 Demonstrates belief in the democratic process.

10. 4. Organizanizing: This category of objectives lead the
learners to form a set value structure or philosophy
of life.
For example:
 Accepts responsibility for one's behavior.
5. Characterization By A Value Or Value Complex:
By value or value set is to act consistently in
according to the value that He/She internalized.
For example:
 Shows self-reliance when
working independently.

11. C. Psychomotor Domain ( Doing )
Taxonomy of objectives in the psychomotor domain
given by Simpson , in 1972.They are as follows.
1. Reflex Movements :
They may be considered as the involuntary motor
responses to various stimuli in environment.
Examples are:
 Extension
 Stretch

12. 2. Basic Fundamental Movements:
They are not in born and innate as reflex movements but
a child may be seen to demonstrate such movements
from very early days of life.
Examples are:
 Pushing
 Pulling
3. Perceptual Abilities:
When some meaning is attached to sensation it is
termed as perception.
Examples are:
 Co ordinate movements such as jumping,roping,catching.

13. 4. Physical Abilities:
There is an urgent need of the development
of desirable physical abilities.
Examples are:
 Muscular exertion
 Quick, Precise movements
5. Skilled movements:
These are complex bodily movements which
help in performing skilled task.
Examples are:
 Sports
 Kicking

14. 6. Non-Discursive communication:
They may be defined in terms of the overt
behavioral activities related to the
communication.
Examples are:
 Body Postures
 Facial Expressions

15. Thank You All