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1. Introduction to concepts of Taxonomy
Uma Gupta
MD(OBG),PGDHM,MA(RD)
FAIMER Fellow CMCL 2012
Basic workshop on Medical Education & Technology
ELMCH , Lucknow

2. Learning, teaching, identifying
educational goals and thinking
are interwoven in an intricate
web

3. Objectives
• To understand the concept of educational
objectives
• To understand the principles of taxonomy of
educational objectives.
• Define the terms cognitive, affective and
psychomotor domains
• Formulate educational objectives belonging to
these domains.

4. What do you do when you have to
address an audience or a class
•???
• Plan- Who, What, what is the goal and a take home message
• TL goal oriented (objectives)

5. • Both Teaching and learning should be GOAL
ORIENTED
• GOALS are technically called as OBJECTIVES

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Goal Of Education
Student/Learner
Competent Health
Professional
Intended
Outcomes/Objectives
CURRICULUM
Achieved
Outcomes/Objectives

7. 7
Levels of Objectives
• Institutional objectives
• Intermediate (divisional) departmental
objectives
• Specific learning/teaching (individual
objectives SLO)

9. • Learning Objectives
what the student is expected to learn at the end
of the course
• Teaching Objectives
from teacher’s perspective
driven by learning objectives
• The two can be merged - “Educational
Objectives

10. How Learning Objectives help?
• Guides the learner through the process
of learning
• He/She knows exactly what is expected
from the acquired knowledge and skill
• He/She is also aware of the criteria by
which their performance will be judged

11. How teaching objectives helps?
• By having measurable and observable
objectives
• Help in planning the curriculum
• Implementing the program
• Formulating evaluation systems

12. Knowledge and Education
• Knowledge – all of the information
about any topic
• Education – all the knowledge plus the
process of teaching and learning it.
• Education is more “holistic” word

13. Taxonomy
Etymology - From the Greek word –
arrangement
• Taxonomy means: a system of grouping or
categorizing things
• Taxonomy and classification are synonymous

14. Educational Objectives
• To achieve that ultimate status of complete
Learning
- first step is to understand what all
aspects or components have to be covered
• Systematic categorization or classification
of all the components is called as

15. 2/22/2024 15
Goal Of Education
Student/Learner
Competent Health
Professional
Intended
Outcomes/Objectives
CURRICULUM
Achieved
Outcomes/Objectives

16. 16
Is it the only system of
classification?
• NO - There are other systems or hierarchies
that have been devised in the educational
and training world.
• However - Bloom's taxonomy is easily
understood and is probably the most
widely applied one in use today

17. A committee of colleagues, led by
Benjamin Bloom (1956), identified
three domains of educational
activities

18. Bloom’s taxonomy
THREE DOMAINs of education
HEAD
(Intellectal
skill)
Cognitive
Domain
HEART
Behavioural
skill
(Attitude)
Affective
Domain
HAND
Practical Skill
Psychomotor
Domain

19. Goals of learning……
At the end of the learning session the
learner should have acquired
New Knowledge
New Skills
New Attitudes
KSA

20. The Domains - subclasses
The three domains are divided into
subdivisions,
starting from the simplest
behavior to the most complex.

22. The cognitive domain
• involves knowledge and the development of
intellectual skills.
• includes the recall or recognition of
specific facts,
procedural patterns
concepts
• serve in the development of intellectual
abilities and skills.

23. Categories in the Cognitive domain
• There are six major categories
• 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

25. 1. Knowledge
• Recall data or information
• Remembering of previously learned
Information
• Knowledge of terminology, specific facts,
principles, theories

26. 1. Knowledge
• Key words to be
used in framing
Objectives
Eg. Define
hypertension?
• Define
• Describe
• Enumerate
• Identify
• Label
• List
• Match
• Reproduce

27. 2. Comprehension
Understand the meaning,
Interpretation of instructions and
problem and stating it in one's
own words.
• Grasping the meaning
of informational material
Eg., Given a set of readings-
can categorize mild,
moderate and severe.
Key words to be used in framing
objectives
• Classify
• Categorize
• Convert
• Describe
• Discuss
• Estimate
• Explain
• Illustrate
• Outline
• Summarize

28. 3. Application
• Carry’s out or use
a procedure in a
given situation.
Use of previously
learned information
in new and concrete
situations to solve
problems that have
single or best
answer

29. 3. Application
• Key words to be
used in framing objectives
• Compute
• Construct
• Calculate
• Determine
• Develop
• Prepare
• Use
• Utilize
can use facts –
e.g., predicts how
anti-hypertensive
treatment can be
modified in angina
or CCF

30. 4. Analysis
Distinguishes between facts
and inferences. :
Breakdown of material into
component parts trying to
understand the
organizational structure of
such information to
develop divergent
conclusions and
identifying motives
Action words to be
used in framing
objectives
• Compare
• Contrast
• Correlate
• Differentiate
• Distinguish
• Illustrate

31. Evaluation
• Make judgments
about the value of
ideas or materials
• Judging the value of
the
knowledge material
based on personal
values
and opinions resulting
in
• Appraise
• Contrast
• Conclude
• Criticize
• Justify
• Defend
• Judge
• Reframe
• E.g., can outline
prognosis of

32. Synthesis
• Put elements
together to form
a coherent or
functional whole;
reorganize
elements into a
new pattern or
structure
• Compile
• Compose
• Create
• Develop
• Devise
• Integrate
• Hypothesize
Eg,.Write a rational
individualized
prescription of
patient with

33. Factual Knowledge

34. 34
COGNITIVE DOMAIN
Applying
Understanding
Remembering
3.Application-can use
facts –e.g.,predicts how
anti-hpy tt be modified
in angina or CCF
2.Comprehension- -given
a set of readings- can
categorize mild,mod,sev.
1.Knowledge- define
hypertension
Taxonomic levels assessment

35. COGNITIVE DOMAIN
Creating
Evaluating
Analysing
6.Synthesis- ability to assemble,
innovate
Write a rational individualized
prescription with hypertension
5. Evaluation- judge the reliability,
utility, procedure, method. E.g.,
can outline prognosis of
hypertensive pt.
4. Analysis- break the problem to
components and interpret findings-
e.g., cognisance of socioeconomic,
cultural, personal factors while
selecting therapy
Taxonomic levels
assessment

36. Psychomotor domain
• How to do
something
• Physical methods
• Motor skills
• coordination

37. 37
• Psychomotor Domain
• Development of these
skills requires
• Practice
• Measured in terms of
speed,
• precision, distance,
procedures, or
• techniques in execution.
• Three major categories
- from the
• Three major categories
- from the
• simplest behavior to
the complex

38. Psychomotor Domain
control
Imitation
Automation

39. Psychomotor Domain
• Imitation:
Being exposed to an
observational
action undertakes a
similar action
at the level of the
muscular system
• Learner shall observe
CPR
• Readiness to observe to
do CPR

40. Imitation
• Complete
• Perform
• Distinguish
• Hear
• Identify
• Locate
• Manipulate
• Move
• Pickup
• Point to
• Practice
• Press
• Pull
• Push
• See
• Select
• Setup
• Show
• Sort
• Specify

41. Psychomotor Domain
• Control
Acts according to instructions
and
is able to differentiate/ select
between acts
• Shall perform under
guidance
• Learner shall perform CPR
in hospital independently
Adjust
Assemble
Build
Construct
Copy
Demonstrate
Disconnect
Draw
Set
Load
Locate
Loosen
Manipulate
Measure
Open
Operate
Perform

42. Unconsciously competent
Consciously competent
Consciously incompetent
Unconsciously incompetent
Skill Development

43. 43
Miller’s Pyramid

44. TAXONOMY
The Affective Domain
Receiving
Being aware of or attending to
something in the environment
Responding
Showing some new behaviors as a
result of experience
Valuing
Showing some definite
involvement or commitment
Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives.
Handbook II: Affective domain. New York: David McKay.

45. TAXONOMY
The Affective Domain
Organization
Integrating a new value into
one's general set of values,
giving it some ranking among
one's general priorities.
Characterization by
Value
Acting consistently with the new
value; person is known by the
value.

46. Affective DOMAIN-Taxonomic levels assessment
Applying, VALUING
Comprehension Responding
Knowledge Receiving
3. Able to realize that it is worth
spending time reassuring pt when
anxious
2.Able to reassure an anxious pt………
1.Able to show awareness of anxiety of
pt- waiting for invasive proc.

47. Affective DOMAIN-Taxonomic levels assessment
characterisatioin by a value complex
Justifying a decision or course of action
Checking, hypothesising, critiquing,
experimenting, judging
Organisation
Conceptulizing a value , casting to value
in cohernt and personally
acceptableand acting even under
difficult conditions
5.Able to determine the
health for all has a bearing
on political will and
commitment towards
emotional well being
4.Able to form judgement as
to responsibility of
healthcare team for
commitment towards
emotional well being of pt.

48. Affective DOMAIN-Taxonomic levels assessment
characterisatioin by a value
complex
Organisation
Applying,
VALUING
Responding
Receiving
5.Able to determine the health for
all has a bearing on political will
and commitment towards
emotional well being
4.Able to form judgement as to
responsibility of healthcare team
for commitment towards
emotional well being of pt.
3. Able to realize that it is
worthspending time reassuring pt
when anxious
2.Able to reassure an anxious
pt………
1.Able to show awareness of
anxiety of pt- waiting for invasive
proc.

49. Miller’s Pyramid

51. Test YOURSELF

52. Mrs. Anita wants her students to compare and contrast
two Native Rajasthani folktales and the cultures
each represents. At which level of thought is Mrs.
Anita asking her students to work according to
Bloom’s Taxonomy?
a. Remembering
b. Understanding
c. Analyzing

53. 53
Mr. Gode has asked his students to classify the
items in a diagram as living or nonliving. At
what level of Bloom’s Taxonomy is he
having his students think?
a. Understanding
b. Applying
c. Evaluating

54. 54
Students in Mrs. Pradhan’s class have been asked to read
a research article and summarize it in their own
words. At which level of Bloom’s Taxonomy is she
asking them to think?
a. Understanding
b. Remembering
c. Applying

55. 55
Mrs. Hodge has asked students to list every possible
way to answer the math word problem on the
board. Then she asks them to choose the best
method for solving the problem and to defend
their answers. At which level of Bloom’s
Taxonomy is she asking them to think?
a. Creating
b. Analyzing
c. Evaluating

56. 56
Specific Educational Objectives
GROUP TASK
FORMULATION OF SPECIFIC EDUCATIONAL OBJECTIVES
(Time: 10 Minutes)
Draw up one specific educational objective of
your speciality, keeping in mind the elements of
the professional task. Discuss within your group,
select and present any one during the plenary
session.
Plenary session (Time10 mins)

57. 2/22/2024 57
Group Task
• Write 1- 3 broad educational goals for your
curriculum
• Write one Learner Objectives from each
domain for your curriculum
• Present and discuss and few Learning
Objectives with the large group

58. 58
If you plan is for one year, plant rice;
If you plan is for ten years, plant trees;
If your plan is for a hundred years,
Educate children.'
Confucius