The document discusses the classification of educational objectives into three domains: cognitive, affective, and psychomotor. It provides detailed descriptions and examples of levels within the cognitive domain, including knowledge, comprehension, application, analysis, synthesis, and evaluation. Sub-categories and action verbs are provided for each level. The document also discusses objectives related to the affective and psychomotor domains.

2. Presented by zunara sabir

3.  Introduction of objectives.
 Classification of educational objectives
 cognitive,
 effective
 psychomotor

4.  Introduction of cognitive domain
 Levels of cognitive domain

5.  Definitionof knowledge.
 Sub categories of knowledge.
 Knowledge
 Knowledge of specifics.
1. Knowledge of terminologies.
2. Knowledge of specific facts.
 Knowledge of ways and means of dealing with
specifies
1. Knowledge of conventions
2. knowledge of trend or sequences
3. Knowledge of classification and categories
4. Knowledge of criteria
5. knowledge of methodology

6.  knowledge of universal and abstraction in a
field
 knowledge of principals and verbalization
 Knowledge of theories and structures.
 Action verb
 defines, describes, identifies, knows, labels,
lists, matches, names, outlines, recalls, reco
gnizes, reproduces, selects, states.

7. Introduction
Sub categories of
knowledge.
translation
interpretation
Extrapolation

8.  comprehends, converts, defends, distinguishes, esti
mates, explains, extends, generalizes, gives
examples, infers, interprets, paraphrases, predicts,
rewrites, summarizes, translates.

9.  Definition of application
 Action verbs
 applies, changes, computes, constructs, dem
onstrates, discovers, manipulates, modifies,
operates, predicts, prepares, produces, relat
es, shows, solves, uses.

10.  Definition of analysis.
 Sub categories:
 analysis of elements
 analysis of relation ship
 analysis of organization principal
 Action verb
 analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates.

11.  Introduction
 Sub categories:
 production of unique communication
 production of a plan or proposed set of
operation
 Derivation of set of abstract relations.

12.  Action verbs
 categorizes, combines, compiles, composes,
creates, devises, designs, explains,
generates, modifies, organizes, plans,
rearranges, reconstructs, relates,
reorganizes, revises, rewrites, summarizes,
tells, writes.

13.  Introduction
 Subcategories
 Judgment in term of internal evidence.
 Judgment in term of external criteria.
 Action verbs
 appraises, compares, concludes, contrasts,
criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports.

15. Categories or cognitive process
Alternative name Definition and
examples
Locating knowledge in long
Recognizing identify term memory that is consisting
with present material,
recognizing the important
event.
Recalling Retrieving Retrieving knowledge for long
term memory. Recall the
important events.

16. Categories or cognitive process
Alternative name Definition and
examples
Interpreting Classify Changing from one from of
Paraphrasing representation to an other,
Representation “paraphrase important
Translating speeches.”
Exemplifying Illustration Find a specific example or
instantiation illustrate any concept or
principle.
Classifying categorize Determine that some thing
subsuming belonging to categories like
classify

17. Categories or cognitive process
Alternative name Definition and
examples
Summarizing •abstracting generalizing Write summary or general
theme.
Inferring •.concluding Draw a logical conclusion
extrapolating from given information?
interpolating
predicting
Comparing •constricting Detecting correspondent
matching between two idea and
mapping facts.
Explaining •constructing Construct a modal?

18. Categories or cognitive
Alternative Definition and
process
examples
name
Executing carrying out Applying a
procedure to
implementing using a familiar
task.
Applying a
procedure to
a un familiar
task.

19. Categories or cognitive process
Alternative name Definition and
examples
Differentiation Discrimination Distinguish from ill relevant
Distinguished part to relevant part,
Focusing selecting
Organizing Finding coherence How element fit with in a
Integrating structure.
Out lining
Parsing
Structuring Determine the point of view or

20. Categories or cognitive process
Alternative name Definition and
examples
Generating Hypothesizing Coming up with alternative
hypothesis based upon
criteria.
Planning Designing Devising a procedure for
completing some task,
producing • constructing Inventing a product.

21.  Introduction

22.  Introduction
 Subcategories
 Awareness
 Willingness
 Controlled or selected intention.
 Action verbs
 ask, listen, focus, attend, take
part, discuss, acknowledge, hear, be open
to, retain, follow, concentrate, read, do, feel

23.  Introduction
 Subcategories
 Acquiescence in responding
 Willingness to response
 Satisfaction to response
 Action verb
 react, respond, seek
clarification, interpret, clarify, provide other
references and
examples, contribute, question, present, cite, beco
me animated or excited, help team, write, perform

24.  Introduction
 Subcategories
 Acceptance of value
 preference for a value
 Commitment
 Action verb
 argue, challenge, debate, refute, confront, justify,
persuade, criticize

25.  Introduction
 Subcategories
 Conceptualization of a value
 organization of a value
 Action verbs
 build, develop, formulate, defend, modify, relate, p
riorities, reconcile, contrast, arrange, compare

26.  Introduction
 Subcategories
 Generalization set
 Characterization
 Action verbs
 act, display, influence, solve, practice,

28.  Introduction
 Subcategories
 Segmental reflexes
 inter segmental reflexes
 Supra segmental reflexes
 Action verbs
 Bite, harden, jerk, lengthen, loosen, make,
small, relax, stop, straighten, stretch,

29.  Introduction
 Subcategories
 Locomotors movements.
 Non locomotors movements
 Manipulative movements.
 Action verbs
 Befall, catch, creep, drink, hold
movement, jump, kneel, move, reach, run, a
nd walk

30.  Introduction
 Subcategories
 Kinesthetic: the muscle sense pertaining to
sensitivity from activation of receptor in
muscle.
 Visual; concern with the mental picture. or
image obtain through eye.
 Auditory: sense of organ of hearing.
 Tactile: pertaining to sense of touch.
 Coordinating ability. A mental process trough
which all organs coordinate each other.

31.  Action verbs
 Balance, bend, catch, discovery, eat, explore
, feed, identification by
touching, seeing, smelling or
hearing, throw, write

32.  Introduction
 Subcategories
 Endurance
 Strength
 flexibility
 Agility
 Actionverb
 Begun, beat, bend, conduct, increase, lean,
reform, smash, start, atop.

33.  Introduction
 Subcategories
 Simple skill
 Compound skill
 Complex skill
 Action verb
 Dance, dig, dive, knit, play, row, skate,
shoot, swim, type.

34.  Introduction
 Subcategories
 Expressive movement
 Interpretive movement.
 Action verbs
 Mimic, pose, sit, sketch, smile, communicati
on, stand, tease

35.  introduction
 Essentialpart
 Optional part
1. Level of achievement
2. Condition of performance
 Characteristic
 Advantages
 Methods

36.  RobertMager’s approach
 Robert Miller’s approach
 RCEM approach

37.  This approach consider that objectives
should be written in followings ways
 Identify the terminal behavior and define it.
 Important behavior under which the
expected behaviors would be accrued.
 Criteria which help to compare the learner
behavior.
 Draw back of Robert Approach

38.  This approach is used to write the
psychomotor objectives in behaviors term. It
depends upon skill analysis. He also gives a
list of associated action verbs for the
psychomotor objectives which is based upon
the classification of psychomotor objectives
pointed out by Harrow (1972).

39.  Introduction
 Taxonomy of educational objectives in
RCEM
Bloom taxonomy of objectives RCEM taxonomy of objectives
1. Knowledge 1. Knowledge
2. Comprehension 2. Understanding
3. Application 3. application
4. Analysis 4. creativity
5. Synthesis

40.  Mental process
 Recall
 Recognized
 seeing relation ship
 cite example
 discrimination
 classify
 interpret
 verify
 generalize
 reason out
 formulate hypothesis
 establish hypothesis
 infer
 predict
 analyze
 synthesize