1. The document discusses different educational taxonomies, including Bloom's Taxonomy for cognitive skills and affective skills, as well as Gagne's cognitive taxonomy and Harrow's psychomotor taxonomy. 2. The taxonomies help organize learning objectives by skill level from basic to more advanced, with Bloom's placing skills such as knowledge, comprehension, and application at lower levels and skills like synthesis and evaluation at higher levels. 3. When developing learning objectives, it is important to consider the taxonomic structure to address multiple skill levels rather than just one low level of activity.

1. This presentation was developed for the
exclusive use of students enrolled in:
Educational Testing & Grading,
Professor Gregory E. Stone.
© 2004 Gregory E. Stone. All rights reserved. This presentation may not be
reproduced in any form, in part or as a whole, without the express written permission
of the author.

2. Taxonomies
in Learning Objectives
Taxonomies help to organize
our thought process.
Ensures higher level skillsets.

3. Taxonomies
in Learning Objectives
Content
Action + Intent = Objective

4. Taxonomies
in Learning Objectives
Action + Intent = Objective
Skill
Level

5. Same Content
Different Skills
Language Arts
 Read Dick and Jane
 Summarize Dick and Jane
 Compose a unique Dick
and Jane story

6. Three Principle
Skill Facets
Cognitive
What we commonly refer
to as “intelligence” or
scholastic abilities.

7. Three Principle
Skill Facets
Affective
Process of developing and
internalizing a set of
societal traits and values.

8. Three Principle
Skill Facets
Psychomotor
Basic and advanced motor
expressions of affect and
cognition.

9. Taxonomic Pioneers
Bloom Bloom’s Taxonomy
Masia Affective Taxonomy
Gagné Alternative Taxonomy

10. Benjamin Bloom’s
COGNITIVE TAXONOMY
Taxonomies are Hierarchical
Lower Levels  Higher Levels
Most common  Least common

11. Using Taxonomies
in Learning Objectives
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

12. Knowledge
Bloom’s Cognitive Taxonomy Level 1
Requires student to recall
memorized information
Define ♦ List ♦ Recall
Identify ♦ Know

13. Knowledge
Bloom’s Cognitive Taxonomy Level 1
Define the meaning of a concept.
Identify simple shapes.
List the parts of a cell.
Know mathematical operation signs.
Match flags to appropriate country.

14. Comprehension
Bloom’s Cognitive Taxonomy Level 2
Use the information in familiar
situations without intimate
understanding
Explain ♦ Infer ♦ Summarize
Paraphrase ♦ Distinguish

15. Comprehension
Bloom’s Cognitive Taxonomy Level 2
Summarize the main events of a story.
Discriminate between styles of painting.
Distinguish living from inanimate objects.
Determine greatest from least.
Describe differences in math operations.

16. Application
Bloom’s Cognitive Taxonomy Level 3
Use previous knowledge in
a new and different setting
Solve ♦ Produce ♦ Compute
(New Situation)
Organize

17. Application
Bloom’s Cognitive Taxonomy Level 3
Compute the sum of fractions (in a
qualitatively different way than in class).
Create a simple short story.
Organize a logical progression.

18. Analysis
Bloom’s Cognitive Taxonomy Level 4
Dissect (break down) a concept
into its component parts
Diagram ♦ Outline ♦ Deduce
High level Discriminate ♦ Illustrate

19. Analysis
Bloom’s Cognitive Taxonomy Level 4
Distinguishes fact from opinion.
Deduces valid conclusions from data.
Identifies assumptions underlying concept.

20. Synthesis
Bloom’s Cognitive Taxonomy Level 5
Produce unique or original
thoughts by piecing together
existing elements in new whole
Compose ♦ Create ♦ Design
Formulate ♦ Categorize

21. Synthesis
Bloom’s Cognitive Taxonomy Level 5
Compose a unique ending to an
unfinished story.
Design a new scientific experiment

22. Evaluation
Bloom’s Cognitive Taxonomy Level 6
Formulate judgements about the
value of a concept/thing using a set
of specified criteria
Compare ♦ Contrast ♦ Support
Interpret ♦ Conclude

23. Evaluation
Bloom’s Cognitive Taxonomy Level 6
Judge a sample writing based upon given
criteria.
Compare and contrast political systems.
Compare and contrast simple opposites.
Support the argument than DaVinci was a
“master painter”.

24. Gagné’s
COGNITIVE TAXONOMY
While Bloom focused on
developmental “Mastery”,
Gagné concentrated on
developmental “Logic”

25. Gagné’s
COGNITIVE TAXONOMY
Higher Order Rules
Rules
Defined Concepts
Concrete Concepts
Discrimination
Verbal Information

26. Verbal Information
Gagné’s Cognitive Taxonomy Level 1
Akin to Bloom’s Knowledge
(Recall) level.
Memorize ♦ Remember

27. Discrimination
Gagné’s Cognitive Taxonomy Level 2
Relating to stimuli - determining
similarities and differences.
Have I seen it before? ♦

28. Concrete Concepts
Gagné’s Cognitive Taxonomy Level 3
Identifying physical objects that
have a specified characteristics.
This is an apple because it
has apple qualities ♦

29. Defined Concepts
Gagné’s Cognitive Taxonomy Level 4
Understanding abstract levels of
classification.
Can distinguish a noun
from a verb ♦

30. Rules
Gagné’s Cognitive Taxonomy Level 5
Applying principles that regulate
the relationship between objects.
Compose simple sentences ♦
Solve standard math problems

31. Higher Order Rules
Gagné’s Cognitive Taxonomy Level 6
Combining a series of rules into a
single, more complex rule / to solve
a new problem.
Write a unique story ♦ Solve a
novel science problem

32. Bloom & Masia’s
AFFECTIVE TAXONOMY
Provides theoretical
framework within which the
ideas, beliefs, attitudes, etc. of
others/society are internalized
by a person.

33. Bloom & Masia’s
AFFECTIVE TAXONOMY
Characterizing by aValue
Organizing
Valuing
Responding
Receiving (Attending)

34. Receiving (Attending)
Bloom & Masia’s Affective Taxonomy Level 1
An awareness of the object and a
willingness to listen, watch.
At the top of the range, the student
can distinguish what is and is not
related to the object..

35. Responding
Bloom & Masia’s Affective Taxonomy Level 2
Student actively participates.
At first, just “acceptance”.
Later we hope students will approach
with “willingness” & “satisfaction”.

36. Valuing
Bloom & Masia’s Affective Taxonomy Level 3
Judges activity on it’s “worthiness” -
according to a consistent pattern.
Minimally “accepts the idea”.
Then “prefers the idea”.
Finally, “conviction for the idea”.

37. Organization
Bloom & Masia’s Affective Taxonomy Level 4
The many ideas become interrelated.
An “organization” suggests the start
of the conceptualization of a value
system.

38. Characterizing by a Value
Bloom & Masia’s Affective Taxonomy Level 5
Students behave in a way consistent
with their value system - avoiding
hypocritical behavior (behaving with
almost perfect consistency).

39. Example
Bloom & Masia’s Affective Taxonomy
Johnny finds biology totally boring.
Ms. Jones assigns a paper about the
importance of biology as a science.
How could Affect help us?

40. Example
Bloom & Masia’s Affective Taxonomy
Johnny finds biology totally boring.
Receiving
Ms. Jones assigns a paper about the
importance of biology as a science.
Responding
or Valuing

41. Psychomotor
TAXONOMY (Harrow)
From involuntary reactions to
complex movements - the
psychomotor taxonomy
examines the relationship
between body and intent.

42. Psychomotor
TAXONOMY (Harrow)
Nondiscursive Communication
Skilled Movements
Physical Abilities
Perceptual Abilities
Basic Fundamental Movements
Reflex Movements

43. Low Levels
Psychomotor Taxonomy
Reflex Movements
Involuntary movements
(autonomic)
Basic Fundamental Movements
Simple, but inherent to more
complex movements

44. Middle Levels
Psychomotor Taxonomy
Perceptual Abilities
Perceptions sent to the brain that
affects motor movements
Physical Abilities
The physical self that enables
smooth and efficient movements

45. Highest Levels
Psychomotor Taxonomy
Skilled Movements
Learned complex tasks
Nondiscursive Communication
Communication through
movement (facial expressions,
dance moves, etc.)

46. Plan your Actions
Using the Taxonomies
It is important to consider the
taxonomic structure -
otherwise we run the real risk
of addressing one, usually low,
level of activity.

47. Group Exercise!
Meet with your group for the
next 20 minutes.