TAXONOMY OF LEARNINGFor Curriculum Development & Review

YAHYA BIN SAMIANYAHYA BIN SAMIANyahya@fkm.utm.myyahya@fkm.utm.my

F lt f M h i l E i iFaculty of Mechanical EngineeringUTM

Presented toFKM, UTMFeb 2010

ObjectivesObjectives

h i d d hi i iWhat I intend to do In this session is............................

To share some of my limited knowledge andunderstanding on Taxonomy of Learningunderstanding on Taxonomy of Learningin its original / Natural form

Learning OutcomesLearning Outcomes

I am expecting that we are all able to ......

1. Relate its application to the Course Outcomes,Delivery and Assessment.

2. Performs the necessary Taxonomy Mappingrequired by MoHE.

Presentation OutlinePresentation Outline

OBE OVERVIEW

BRIEF OVERVIEW

BASIC DEFINITATION

THE TAXONOMY

OBE OVERVIEWOBE OVERVIEW

OBE DefinitionOBE - Definition

“Outcome-based education means starting with a clear picture of what is important for students to be able to do, then organising the , g gcurriculum, instruction, and assessment to make sure that this learning ultimatelymake sure that this learning ultimately happens.” (Spady, 1994)

OBE ALLIGNMENTOBE - ALLIGNMENTProgram Outcomes

Bloom’s Course‐specific

Program Outcomes

OUTCOMESTaxonomy goals & objectives

Technology Classroom

Act/Coop Lrn.PBL

Technologyassessmenttechniques

Students

DELIVERY ASSESSMENT

LecturesOther 

experiencesTests Other 

Labsexperiences measures

OBE Human AspectsOBE - Human Aspects

MIND / MENTAL TECHNICAL KNOWLEDGEMIND / MENTAL

(Cognitive Domain)

SOUL / HEART(Affective Domain)

BODY / PHYSICAL

( )

GENERIC SKILLS

( Psychomotor Domain)

HUMAN DEVELOPMENT BALANCED

BRIEF OVERVIEW BRIEF OVERVIEW

Learning TaxonomyLearning Taxonomy

Developed by Dr. Benjamin S Bloom and Published in1956 (Taxonomy of Educational Objectives)1956 (Taxonomy of Educational Objectives)

Focus on 'mastery' of subjects and the promotion ofy j phigher forms of thinking, rather than fact transfer andinformation recall

Covering all human aspects – knowledge and intellect(Cognitive Domain); attitude and beliefs (Affective(Cognitive Domain); attitude and beliefs (AffectiveDomain); and the ability to put physical and bodily skillsinto effect (Psychomotor Domain)into effect (Psychomotor Domain)

Brief OverviewBrief Overview

Bloom's Taxonomy has therefore since 1956 provided a basis forideas which have been used (and developed) around the world by

d i d t t h d t i f thacademics, educators, teachers and trainers, for thepreparation of learning evaluation materials, and also provided theplatform for the complete 'Bloom‘s Taxonomy' (including the detailfor the third 'Psychomotor Domain') as we see it today. Collectivelythese concepts which make up the whole Bloom Taxonomy continueto be useful and very relevant to the planning and design of:y p g gschool, college and university education, adult and corporatetraining courses, teaching and lesson plans, and learningmaterials; they also serve as a template for the evaluation of:materials; they also serve as a template for the evaluation of:training, teaching, learning and development, within every aspect ofeducation and industry.

Brief OverviewBrief Overview

Brief OverviewBrief Overview

In each of the three domains Bloom's Taxonomy isbased on the premise that the categories arebased on the premise that the categories areordered in degree of difficulty. An importantpremise of Bloom's Taxonomy is that eachpremise of Bloom s Taxonomy is that eachcategory (or 'level') must be mastered beforeprogressing to the next As such the categoriesprogressing to the next. As such the categorieswithin each domain are levels of learningdevelopment and these levels increase indevelopment, and these levels increase indifficulty.

BASIC DEFINITION BASIC DEFINITION

Basic DefinitionBasic Definition

Taxonomy means 'a set of classification principles',' t t 'or 'structure'

Domain simply means 'category’ or ‘Area’

Bloom's Taxonomy underpins the classical'K l d Attit d Skill ' t t f l i'Knowledge, Attitude, Skills' structure of learningmethod and evaluation

Basic DefinitionBasic Definition

1. Cognitive domain (intellectual capability, i.e.,knowledge or 'think')knowledge, or think )

2 Affective domain (feelings emotions and2. Affective domain (feelings, emotions andbehaviour, i.e., attitude, or 'feel')

3. Psychomotor domain (manual and physicalskills ie skills or 'do')skills, ie., skills, or do )

COGNITIVE DOMAINCOGNITIVE DOMAIN

Cognitive DomainCognitive Domain

ORIGINAL  REVISED 

Intellect - Knowledge - Thinking Ability

LEVELORIGINAL 

(Blooms 1956)REVISED 

(Anderson 2001)

1 KNOWLEDGE REMEMBERING1 KNOWLEDGE REMEMBERING

2 COMPREHENSION UNDERSTANDING

3 APPLICATION APPLYING

4 ANALYSIS ANALYSING

5 SYNTHESIS EVALUATING

6 EVALUATION CREATING / DESIGNING6 EVALUATION CREATING / DESIGNING

Cognitive DomainCognitive Domain

Cognitive DomainCognitive Domain

Cognitive DomainCognitive Domain

See Poster

Cognitive DomainCognitive Domain

LEVEL DESCRIPTION EXAMPLE  1 (Cartoon Character)

1 REMEMBERING List down (as many as you wish) cartoon charactersthat you watch on TVthat you watch on TV

2 UNDERSTANDING Select one cartoon charater that you like most anddescribe its character. Use sketch if necessary

3 APPLYING Explain how these characters can help you in real life

4 ANALYSINGChoose three cartoon character that you like most andstudy the similarities differences strengths and4 ANALYSING study the similarities, differences, strengths andweakness

5 EVALUATINGOut of three above, which one (in your opinion) is thebest character and explain the reasons behind your5 EVALUATING best character and explain the reasons behind yourselection

6 CREATING / DESIGNINGBased on the cartoon characters that you havet h d t t h t ( k t h) d6 CREATING / DESIGNING watched, create a new cartoon character (sketch) and

describe its features and main characters

Cognitive Domain RememberingCognitive Domain - Remembering

Cognitive Domain – UnderstandingCognitive Domain – Understanding

Cognitive Domain CreatingCognitive Domain - Creating

Cognitive Domain CreatingCognitive Domain - Creating

Cognitive DomainCognitive Domain

LEVEL DESCRIPTION EXAMPLE 2 (Shipyard Location and  Layout)

List down five characteristics for selecting shipyard location / Three1 REMEMBERING List down five characteristics for selecting shipyard location / Threecharacteristics of a good shipyard layout

2 UNDERSTANDING Briefly explain one of the characteristics listed above. Use sketch ifnecessary

3 APPLYING Based on the characteristics of shipyard location above, prepare asurvey work to be carried out on the selected location

4 ANALYSING Based on the data collected from several potential locations, analyse thestrength and weaknesses of each location.

5 EVALUATING Based on the analysis above, make your judgment on which location tobe selectedBased on the characteristics of a good shipyard layout, and the given

6 CREATING / DESIGNING piece of land (map), propose a suitable layout for a medium size steelship.

Cognitive DomainCognitive Domain

LEVEL DESCRIPTION EXAMPLE 3 (L  A  St bilit )LEVEL DESCRIPTION EXAMPLE 3 (Large Ange Stability)

1 REMEMBERINGState correctly the definition of ship stability / State the different between InitialStability and Large angle stability of a ship / Write down the formula for calculatinglarge angle stabilitylarge angle stability

2 UNDERSTANDING Using simple lay man language, explain the concept of righting moment to a nonnaval architect / non technical manager / ship owner

3 APPLYING Based on the given ship data , calculate the righting arm value (GZ) up to 90 degreeheel using one of the method discussed in class and plot the curve.

4 ANALYSING Repeat the above calculation for other anticipated loading conditions of the ship.Analyze the graphs plotted.

E l t / th t bilit f th hi b d th IMO t bilt it i f ll5 EVALUATING Evaluate / assess the stability of the ship based on the IMO stabilty criteria for allloading conditions

6 CREATING /  Propose improvement that can be performed either on the main dimension of the6 DESIGNING ship, hull form or general arrangement of the ship in order to improve the stability.

AFFECTIVE DOMAINAFFECTIVE DOMAIN

Affective DomainAffective DomainFeeling, Emotions, Attitude, Beliefsee g, ot o s, tt tude, e e s

First developed by Bloom (1956), revised by Bloom, Krathwhol and Masia (1964)

LEVEL DESCRIPTION BEHAVIOUR

1 RECEIVE AWARENESS1 RECEIVE AWARENESS

2 RESPOND REACT

3 VALUE UNDERSTAND & ACT

4 ORGANIZE DEVELOP VALUE SYSTEM

5 INTERNALIZE BEHAVE CONSISTENTLY5 INTERNALIZE BEHAVE CONSISTENTLY

Affective DomainAffective Domain

Affective DomainAffective Domain

Affective DomainAffective Domain

LEVEL DESCRIPTION EXAMPLE 1 (Punctuality)

1 RECEIVE Listen / get to know the class rules on punctual attendance.Willing to adhere to the rules / aware of the consequences

2 RESPOND Attend class punctually most of the time

Put high value on punctuality / encourage others to follow /3 VALUE Put high value on punctuality / encourage others to follow /willing to discuss the importance of punctuality

Able to extend / develop punctuality in other aspect of life4 ORGANIZE Able to extend / develop punctuality in other aspect of life(not only class attendance)

Always consistent / punctual on other aspect of life (Second5 INTERNALIZE Always consistent / punctual on other aspect of life (Secondnature)

Affective DomainAffective Domain

LEVEL DESCRIPTION EXAMPLE 2 (Safety Practice ­ in Lab)

Listen / read / get to know the class rules and regulation on lab

1 RECEIVE safety . Willing to adhere to or take seriously the safety regulation.Take the necessary preparation to adhere to the safety requirements /aware of the consequences

2 RESPOND Wear the necessary safety attire, follow the instruction / safetyprocedure during the lab experiment. Use the appropriate tools

3 VALUE Encourage and help others to follow safety rules / able todiscuss/stand firm on the importance of safety with others

Able to extend / develop safety awareness in other premises or aspect4 ORGANIZE Able to extend / develop safety awareness in other premises or aspectof life

5 INTERNALIZE Always consistent / adhere to safety standard on all aspects/ Able to5 INTERNALIZE develop or improve safety practices

Affective DomainAffective Domain

LEVEL DESCRIPTION EXAMPLE 3 (Sustainability element ­ in Design)

Read / get to know the definition, theory, requirement, concept1 RECEIVE of sustainability (life cycle). Willing to consider the sustainability

aspect In design work.

Apply sustainability in design work Analyze the sustainability of2 RESPOND Apply sustainability in design work. Analyze the sustainability ofthe product being designed

Put qualitative/quantitative value on sustainability aspect in the3 VALUE design of product or system. Willing to share, Encourage and

help others to inculcate sustainability

Able to formulate / develop sustainability aspect in design4 ORGANIZE Able to formulate / develop sustainability aspect in designprocedure

5 INTERNALIZE Always include sustainability aspect in any design work

PSYCHOMOTOR DOMAINPSYCHOMOTOR DOMAIN

Psychomotor DomainPsychomotor Domain

Physical - Skills – Hands on - 'Do'Physical - Skills – Hands on - Do

Was established to address skills development relating to manualWas established to address skills development relating to manualtasks and physical movement (Sport, Dance, Martial Art etc)

However it also concerns and covers modern day business and socialHowever it also concerns and covers modern day business and socialskills such as communications and operation IT equipment, forexample telephone and keyboard skills, or public speaking.

Thus, 'motor' skills extend beyond the originally manual andphysical skills, so always consider using this domain, even if youthi k i t i d d t l b th C iti dthink your environment is covered adequately by the Cognitive andAffective Domains. Whatever the training situation, it is likely thatthe Psychomotor Domain is significant.

Psychomotor DomainPsychomotor Domain

LEVELDAVE  SIMPSON HARROW

(1967 ­ 1970) (1966 ­ 1972) (1972)

1 IMITATION PERCEPTION REFLEX MOVEMENTS

2 MANIPULATION SET BASIC  MOVEMENTS

3 PRECISION GUIDED RESPONSE PERCEPTUAL ABILITIES

4 ARTICULATION MECHANISM PHYSICAL ABILITIES

5 NATURALIZATION COMPLEX OVERT RESPONSE SKILLED MOVEMENTS

6 ADAPTATION NON‐DISCURSIVE COMMUNICATION

7 ORGANIZATION

Psychomotor DomainPsychomotor DomainSIMPSON

LEVEL DESCRIPTION BEHAVIOUR

S M SON

1 PERCEPTION AWARENESS

2 SET READINESS

3 GUIDED RESPONSE ATTEMPT

4 MECHANISM BASIC PROFICIENCY

5 COMPLEX OVERT RESPONSE EXPERT PROFICIENCYRESPONSE

6 ADAPTATION ADAPTABLE PROFICIENCY

7 ORGANIZATION CREATIVE PROFICIENCY

Psychomotor DomainPsychomotor Domain

Psychomotor DomainPsychomotor Domain

Psychomotor DomainPsychomotor Domain

LEVEL DESCRIPTION EXAMPLE 1 (Swimming)

1 PERCEPTION Attend swimming class, search for swimming methods, watchd t ti t /1 PERCEPTION demonstration etc/

2 SET Prepare swimming attire, perform warming up exercise, take thenecessary supplement etc. Get prepared for swimming session

3 GUIDED RESPONSE Jump to the water and start following the instruction from theswimming instructor

4 MECHANISM Able to practice basic swimming stroke independently, remain afloat4 MECHANISM Able to practice basic swimming stroke independently, remain afloat

5 COMPLEX OVERT RESPONSE Able to perform various swimming strokes

6 ADAPTATION Able to swim in difficult situation, various water conditions and ableto rescue others,Able to develop / create or improve swimming method or7 ORGANIZATION Able to develop / create or improve swimming method orprocedures

Psychomotor DomainPsychomotor Domain

LEVEL DESCRIPTION EXAMPLE 2 (Lab Work)

1 PERCEPTION Knowing the lab procedure

2 SET Get the necessary information / theory / lab sheet / materials etc beforeattending the lab work

P f l b k b d th l id li i id d b3 GUIDED RESPONSE Perform lab work based on the manual or guidelines given or guided bythe technicians

4 MECHANISM Able to perform the simple lab work without supervision

5 COMPLEX OVERT RESPONSE Able to carry out difficult lab work efficiently

6 ADAPTATION Able to undertake any experiment work (in other fields) independently

Able to design develop formulate experiment procedure (and rig) that is7 ORGANIZATION Able to design, develop, formulate experiment procedure (and rig) that isable to collect the required data or perform the desired analysis

Psychomotor DomainPsychomotor Domain

LEVEL DESCRIPTION EXAMPLE 3 (Statics / Dynamics ­ drawing Free Body Diagram)

K / f th k l d h t d th f1 PERCEPTION Know / aware of the necessary knowledge on how to draw the freebody diagram (FBD) correctly

2 SET Mentally ready to draw the FBD whenever needed

3 GUIDED RESPONSE Able to draw FBD with proper guidance from lecturer

4 MECHANISM Able to draw Simple FBD independently

5 COMPLEX OVERT RESPONSE Able to draw FBD of a difficult or complex system accurately

6 ADAPTATION Able to extend / apply knowledge on FBD in other fields or in real lifesituation

7 ORGANIZATION Able to develop alternative method to draw FBD that capable to7 ORGANIZATION p prepresent any system effectively

Thanks to;

d ALL f Yand ALL of You