The document discusses educational objectives and Bloom's Taxonomy, highlighting the distinction between aims and objectives, and exploring the cognitive, affective, and psychomotor domains of learning. It details the structure and benefits of both the original and revised Bloom's Taxonomy, emphasizing the importance of higher-order thinking skills and the effective alignment of learning objectives with assessment techniques. Additionally, it provides insights into formulating questions at lower and higher levels of the taxonomy to promote deeper understanding and critical thinking skills among learners.

1. Classification of
educational objectives
Dr. Shilna V.
• Aims and objectives
• Blooms Taxonomy
• Revised Blooms taxonomy
• Advantages of revised Blooms taxonomy
• Higher order and lower order questions

2. Difference between aims and objectives
AIMS OBJECTIVES
Long term goals Short term goals
General in nature Specific in nature
Limited in number More in number
Influenced by the school as well as
the society
Mainly accomplished in schools
Aims focus on the purpose Objectives focus on the actions.
Aims can be challenging to evaluate Objectives are easier to measure
Aims can remain unchanged Objectives may need to be revised
For example, developing interest/
the curiosity of the learner in
science.
For example, applying Ohm’s law to
calculate the resistance of a
conductor.

4. Taxonomy means 'a set of classification
principles‘ and Domain means ‘category’
The most well known description of
learning domains was developed by
Benjamin s Bloom.
It is known as :
“Bloom’s Taxonomy”

5. Contribution of Benjamin S. Bloom

6. Bloom's Taxonomy comprises three learning domains

7. COGNITIVE DOMAIN
Involves knowledge and the development of intellectual skills
recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and
skills
six major categories: Knowledge, Comprehension, Application,
Analysis, Synthesis, and Evaluation These categories are starting
from the simplest behavior to the most complex in hierarchical
order
The categories can be thought of as degrees of difficulties. That is,
the first ones must normally be mastered before the next ones can
take place
the first three elements—Knowledge, Comprehension,
and Application—represent lower-order thinking skills (LOTS),
while Analysis, Synthesis, and Evaluation are considered higher-
order thinking skills (HOTS). For this reason, the taxonomy is often
graphically represented as a pyramid with higher-order cognition at
the top.

10. AFFECTIVE DOMAIN
• David Krathwohl (1964)
• This domain focuses on the attitudes, values, interests, and
appreciation of learners
• It includes the manner in which individuals deal with things
emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes
• forms a hierarchical structure and is arranged from simpler feelings
to those that are more complex
• The hierarchical structure is based on the principle of internalization.
Internalization refers to the process whereby a person’s affect toward
an object passes from a general awareness level to a point where the
affect is ‘internalized’ and consistently guides or controls the person’s
behavior
• Therefore, with the movement to more complexity, individuals
become more involved, committed, and internally motivated.

11. (1) Receiving :
• Awareness, willingness to hear, selected attention.
• Listen to others with respect. Listen for and remember the name of
newly introduced people.
• Key Words: acknowledge, asks, attentive, courteous, dutiful, follows,
gives, listens, understands
(2) Responding :
• Participates in class discussions. Gives a presentation. Questions new
ideals, concepts, models, etc. in order to fully understand them. Know
the safety rules and practice them
• Key Words: answers, assists, aids, complies, conforms, discusses, greets,
helps, labels, performs, presents, tells

12. ( (3) Valuing :
Demonstrates belief in the democratic process. Is sensitive towards
individual and cultural differences (value diversity). Shows the ability to
solve problems. Proposes a plan to social improvement and follows
through with commitment. Informs management on matters that one
feels strongly about
Key Words: appreciates, cherish, treasure, demonstrates, initiates, invites,
joins, justifies, proposes, respect, shares

13. (4) Organization :
• Recognizes the need for balance between freedom and responsible
behavior. Explains the role of systematic planning in solving problems.
Accepts professional ethical standards. Creates a life plan in harmony
with abilities, interests, and beliefs. Prioritizes time effectively to meet
the needs of the organization, family, and self.
• Key Words: compares, relates, synthesizes
(5) Characterization :
• Shows self-reliance when working independently. Cooperates in group
activities (displays teamwork). Uses an objective approach in problem
solving. Displays a professional commitment to ethical practice on a
daily basis. Revises judgments and changes behavior in light of new
evidence. Values people for what they are, not how they look.
• Key Words: acts, discriminates, displays, influences, modifies, performs,
qualifies, questions, revises, serves, solves, verifies

15. PSYCHOMOTOR DOMAIN
• The Dave’s taxonomy (1970)
• includes utilizing motor skills and the ability to coordinate them
• includes physical movement, coordination, and use of the motor-skill
areas
• Development of these skills requires practice and is measured in
terms of speed, strength, endurance, coordination, precision,
distance, procedures, or techniques in execution
• The psychomotor domain is important to study because it can
deteriorate, which is called psychomotor impairment. For example,
bad posture can affect the spine, and depression can affect body
movements and energy
• Art and craft activities requires eye and hand coordination. Through
these activities psychomotor skills can be developed.

18. Why use Bloom’s taxonomy?
•Write and revise learning
objectives
•Plan curriculum
•Identifies simple to most
difficult skills
•Effectively align objectives
to assessment techniques
and standards
•Incorporate knowledge to
be learned (knowledge
dimension) and cognitive
process to learn
•Facilitate questioning (oral
language = important role
within framework)

19. Revised Bloom’s
Taxonomy

20. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Original Revised
Noun Verb

21. Creating Generating new ideas, products, or ways of viewing
things, Designing, constructing, planning, producing, inventing
Evaluating Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing Breaking information into parts to explore
understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering Recalling information
Recognising, listing, describing, retrieving, naming, finding

23. Change in Terms
•Categories noun to verb
• Taxonomy reflects different forms of thinking
• thinking is an active process
• verbs describe actions, nouns do not
•Reorganized categories
• Knowledge is product/outcome of thinking
• remembering is process of thinking
• Comprehension now understanding
• Synthesis now creating to better reflect nature of thinking
described by each category

24. Changes in Structure
• Products of thinking part of taxonomy
• Forms of knowledge = factual, conceptual, procedural,
metacognitive (thinking about thinking)
• Synthesis (creating) and evaluation (evaluating)
interchanged
• Creative thinking more complex form of thinking than critical
thinking (evaluating)

25. Changes in Emphasis
• USE: More authentic tool for curriculum planning,
instructional delivery and assessment
• Aimed at broader audience
• Easily applied to all levels of education
• Revision emphasizes explanation and description of
subcategories

26. Remembering
The learner is able to recall, restate and remember learned information
•Describing
•Finding
•Identifying
•Listing
• Retrieving
• Naming
• Locating
• Recognizing
Can students recall information?

27. Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
• Classifying
• Comparing
• Exemplifying
• Explaining
• Inferring
• Interpreting
• Paraphrasing
• Summarizing
Can students explain ideas or concepts?

28. Applying
Student makes use of information in a context different from
the one in which it was learned
• Implementing
• Carrying out
• Using
• Executing
Can students use the information in
another familiar situation?
c =

29. Analysing
Student breaks learned information into
its parts to best understand that information
• Attributing
• Comparing
• Deconstructing
• Finding
• Integrating
• Organizing
• Outlining
• Structuring
Can students break information into parts to
explore understandings and relationships?

30. Evaluating
Student makes decisions based on in-depth reflection,
criticism and assessment
• Checking
• Critiquing
• Detecting
• Experimenting
• Hypothesising
• Judging
• Monitoring
• Testing
Can students justify a decision or
a course of action?

31. Creating
Student creates new ideas and information using what
previously has been learned
• Constructing
• Designing
• Devising
• Inventing
• Making
• Planning
• Producing
Can students generate new products,
ideas, or ways of viewing things?

32. Advantages of revised Blooms taxonomy
• Clear learning goals: It's easier for educators to set clear
and achievable learning goals and objectives
• Understand learning expectations: Students can more
easily understand what they need to do to be successful
• Design instructional activities: Educators can design
appropriate instructional activities and evaluation
methods
• Support neurodiverse learners: It provides a structured
framework for designing learning objectives, instructional
strategies, and assessments for diverse cognitive needs
• Promote higher level thinking: It promotes a higher level
of thinking that enables learners to apply their new skills
and knowledge
• Develop critical thinking: It helps learners analyze and
interpret information, evaluate ideas, make decisions, and
solve problems creatively

33. Why Blooms taxonomy revised?
Bloom's Taxonomy was revised in 2001 to better reflect the
complexity of the learning process and to align with modern
educational practices:
•Reflect the complexity of learning
The original model was linear and hierarchical, but cognitive
processes are often simultaneous and interactive. The revised model
is more dynamic and acknowledges this interconnectedness.
•Align with modern educational practices
The revised model promotes active, inquiry-based learning, student-
centered learning, and critical thinking.
•Use verbs instead of nouns
The revised model uses verbs to describe actions, which focuses on
active performance rather than acquisition.
•Swap the highest two levels
The revised model moves "create" to the highest level and drops
"synthesis".
The revised taxonomy is a useful tool for course design because it
helps move students through the learning process, from
remembering and understanding to evaluating and creating.

34. Lower and Higher Order Questions
• Lower level questions are those at the remembering, understanding
and lower level application levels of the taxonomy.
• Usually questions at the lower levels are appropriate for:
• Evaluating students’ preparation and comprehension
• Diagnosing students’ strengths and weaknesses
• Reviewing and/or summarizing content

35. Lower and Higher Order Questions
• Higher level questions are those requiring complex application,
analysis, evaluation or creation skills.
• Questions at higher levels of the taxonomy are usually most
appropriate for:
• Encouraging students to think more deeply and critically
• Problem solving
• Encouraging discussions
• Stimulating students to seek information on their own

36. “Remembering” stems
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
(Pohl, 2000)

37. “Understanding” stems
Explain why…
Write in your own words…
How would you explain…?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…
(Pohl, 2000)

38. “Applying” stems
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set of instructions
about…
(Pohl, 2000)

39. “Analyzing” stems
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, 2000)

40. “Evaluating” stems
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose? (Pohl, 2000)

41. “Creating” stems
Design a...to...
Devise a possible solution to...
If you had access to all resources, how would you
deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...
(Pohl, 2000)