This document discusses the taxonomy of educational objectives, focusing on the psychomotor domain. It defines taxonomy as a scheme of classification used to categorize things according to how they are related. Educational objectives aim to change behavior and are divided into three domains: cognitive, affective, and psychomotor. The psychomotor domain involves physical skills and movement. Several theorists have proposed hierarchies of levels within the psychomotor domain ranging from basic imitation and manipulation to advanced skills performed with ease and in complex environments. The document provides examples of psychomotor objectives for administering injections at different levels of the taxonomy.

1. TAXONOMY OF
EDUCATIONAL OBJECTIVES
The Psychomotor Domain
Nirmala Roberts
India

2. Let’s revise….

3. Taxonomy
⌗Taxonomy - A scheme of classification used to categorize
things according to how they are related to one another
⌗Taxonomy of Educational Objectives – Defining and
arranging levels of behaviour by their type and complexity
( by Psychologists & Educators)

4. ⌗Education  Change in behaviour
⌗Behaviour = Knowledge, Skill, attitude
⌗Educational objectives = Behavioural objectives

5. Educational Objectives
are divided into 3 broad domains/ categories…
⌗Cognitive Domain : Knowledge = Think
⌗Affective Doman : Attitude = Feel
⌗Psychomotor Domain : Skills = Do
Skill
Attitude
The 3 domains, though
existing separately, are
interdependent

6. Educational/ Behavioural Objectives
⌗Classified into various levels –
☆ Low (simple)
☆ Medium (moderately difficult) and
☆ High (complex) levels
⌗Placed in a hierarchical form in each domain
 Learners must successfully achieve behaviours at
the lower levels in order to move up the hierarchy to
learn behaviours at the higher level

7. 1. The Cognitive domain
⌗Aim - To develop the mental skills and the acquisition of
knowledge of the individual.
⌗The cognitive domain encompasses six categories –
☆ Knowledge
☆ Comprehension
☆ Application
☆ Analysis
☆ Synthesis
☆ Evaluation

8. Levels of Objectives in the Cognitive Domain
Revised by Anderson & Krathwohl
Higher
Order
Lower
Order

9. The Affective Domain
⌗Processing and internalizing learning objects on an
affective or emotional level.
⌗Internalization – Movement of feeling from general
awareness level to unconscious assimilation into one’s
nature, that consistently guides or controls one’s
behaviour.

10. Acts consistently due to an internal belief
Integrating a new value Classifying, prioritizing,
discussing, examining
Actively participating with internalizing
Levels of Objectives in the Affective Domain
by Krathwohl
Being aware of the setting/
situation…..accepting it
Committing & participating to the inputs,
obediently and later willingly
Higher
Order
Lower
Order

11. The domains are interdependent…

12. Today, we shall discuss…..

13. 2. THE PSYCHOMOTOR DOMAIN
(THE ‘MOTOR SKILL’ DOMAIN)

14. Psychomotor learning
⌗Psychomotor ability - A wide range
of actions involving physical movement
related to conscious cognitive processing.
⌗Psychomotor learning - Relationship between cognitive
functions and physical movement.
⌗Psychomotor skills - Coordinated activity involving the arms,
hands, fingers, and feet

15. Levels of Objectives in the Psychomotor Domain
by Simpson (1972)
Higher
Order
Lower
Order
Skilful performance and with complex movement
patterns
Use of sense organs to guide motor activities
Readiness to take a particular type of action
In the early stages – Imitation and Trial & error
Responses become habitual, with ease & confidence
Skill well developed, with good ability to modify
Creating new movement patterns to fit the situation
Higher
Order
Lower
Order

16. Actions elicited without learning in response to stimuli
Inherent movement patterns formed by combining
reflexes
Cognitive interpretation of stimuli to make adjustments to
the environment
Require endurance, strength, vigor, and agility which produces a
sound, efficiently functioning body
Communication through bodily movements ranging – posture… gestures,
creative movements, facial expressions, role-play through sophisticated
choreographics
Acquisition of a degree of efficiency, to perform a complex task
Harrow’s Taxonomy of Psychomotor
Domain (1972) Higher
Order
Lower
Order

17. Levels of objectives in Psychomotor
domain – Moore (1998)
Precision
Imitation
Manipulation
Performs skills accurately, efficiently,
effortlessly & automatically
Performs skill independently
Performs rudiments of skills with
instructional support from teacher

18. Levels of Objectives in the Psychomotor Domain
Simpson Harlow
Moore

19. References
⌗ Basavanthappa B T, Nursing Education, 2nd Ed, Jaypee Bro’s Med pub., N Delhi, 2009,
Pp – 433 – 435
⌗ Bastable S. B, Nurse as Educator, 1st Ed, Jones & Barlett India Pvt ltd., New Delhi,
2020, Pp – 401- 407
⌗ Sharma M C, Textbook of Nursing Education, 1st Ed, Jaypee Bro’s Med pub., N Delhi,
2013, Pp – 45 – 46

21. Practice session
⌗ Write educational objectives in the psychomotor domain for a lesson on “Administering IM Injection” – in
the 6 levels –
At the end of the class, the students are able to
☆ Perceive – Follows the procedure demonstration and reads the directions and related principles
☆ Follow a Set – Follows directions (asks questions), sensory attending, body language
☆ Perform a guided response – Imitates the act of recording of BP with hesitation, but with willingness
under guidance of teacher
☆ Mechanically perform – Repeatedly performs BP recording with some ease and confidence (indicates
mastery of the procedure)
☆ Perform complex procedures well – Automatically records BP with good skill and independence,
without any guidance.
☆ Adapt skills for effective performance – Well developed skill. Can modify approach to client’s needs
☆ Develops originality at work – Can record BP in any situation through novel ways

22. Thank you