Bloom's Taxonomy: Psychomotor Domain
Modification of works by Simpson, Gronlund, and others
http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual10.htm
Descriptors of Major Categories in
Illustrative
the
Verbs for Stating Objectives
Psychomotor Domain
Illustrative Verbs for Stating Objectives
1. Imitation - early stages in learning a complex Imitation - begin, assemble, attempt, carry out,
- begin,
assemble,
attempt,
carrydissect,
out, copy,
calibrate,
skill, overtly, after the individual Imitation
has indicated
a copy,
calibrate,
construct,
duplicate,
duplicate,
move,
practice,
readiness to take a particular typeconstruct,
of action. dissect,
follow,
mimic,follow,
move,mimic,
practice,
proceed,
repeat,
proceed,
repeat,
reproduce,
respond,
organize,
sketch,
start,try,
try,
Imitation includes repeating an act that has been reproduce, respond, organize, sketch, start,
demonstrated or explained, and itvolunteer
includes trial volunteer
and error until an appropriate response is
achieved.
2. Manipulation - individual continues
to
- (sameacquire,
as imitation),
acquire,
Manipulation
- Manipulation
(same as imitation),
assemble,
practice a particular skill or sequence
until itconduct,
assemble,
complete,
conduct,
do, execute,
complete,
do, execute,
improve,
maintain,
make,
becomes habitual and the action can
be
improve,
maintain,
make,
manipulate,
manipulate, operate, pace, perform, produce, progress,operate,
use
performed with some confidence and
pace, perform, produce, progress, use
proficiency. The response is more complex than
at the previous level, but the learner still isn't
"sure of him/herself."
Precision - (same as imitation and manipulation), achieve,
accomplish, advance, automatize, exceed, excel, master, reach,
3. Precision - skill has been attained.
Precision - (same as imitation and
refine, succeed, surpass, transcend
Proficiency is indicated by a quick, smooth,
manipulation), achieve, accomplish, advance,
accurate performance, requiring a minimum of automatize, exceed, excel, master, reach, refine,
energy. The overt response is complex and
succeed, surpass, transcend
Articulation - adapt, alter, change, excel, rearrange, reorganize,
performed without hesitation.
revise, surpass, transcend
4. Articulation - involved an even higher level Articulation - adapt, alter, change, excel,
of precision. The skills are so well developed rearrange, reorganize, revise, surpass, transcend
that the individual can modify movement
patterns to fit special requirementsNaturalization
or to meet a - arrange, combine, compose, construct, create,
problem situation.
design, refine, originate, transcend
5. Naturalization - response is automatic. The
individual begins to experiment, creating new
motor acts or ways of manipulating materials
out of understandings, abilities, and skills
developed. One acts "without thinking."
Naturalization - arrange, combine, compose,
construct, create, design, refine, originate,
transcend
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20psychomotor%20domain
3. bloom's taxonomy - psychomotor domain - (physical - skills - 'do')
The Psychomotor Domain was ostensibly established to address skills development relating to manual tasks and physical movement, however it also concerns
and covers modern day business and social skills such as communications and operation IT equipment, for example telephone and keyboard skills, or public
speaking. Thus, 'motor' skills extend beyond the originally traditionally imagined manual and physical skills, so always consider using this domain, even if you
think your environment is covered adequately by the Cognitive and Affective Domains. Whatever the training situation, it is likely that the Psychomotor Domain
is significant. The Dave version of the Psychomotor Domain is featured most prominently here because in my view it is the most relevant and helpful for workand life-related development, although the Psychomotor Domains suggested by Simpson and Harrow are more relevant and helpful for certain types of adult
training and development, as well as the teaching and development of young people and children, so do explore them all. Each has its uses and advantages.
Dave's psychomotor domain taxonomy.
psychomotor domain (dave)
level
category or 'level'
behaviour descriptions
1
Imitation
2
Manipulation
3
Precision
execute skill reliably, independent
of help
4
Articulation
adapt and integrate expertise to
satisfy a non-standard objective
5
Naturalization
automated, unconscious mastery
of activity and related skills at
strategic level
copy action of another; observe
and replicate
reproduce activity from
instruction or memory
examples of activity or
demonstration and evidence to be
measured
watch teacher or trainer and
repeat action, process or activity
carry out task from written or
verbal instruction
perform a task or activity with
expertise and to high quality
without assistance or instruction;
able to demonstrate an activity to
other learners
relate and combine associated
activities to develop methods to
meet varying, novel requirements
define aim, approach and strategy
for use of activities to meet
strategic need
'key words' (verbs which describe the activity to be
trained or measured at each level)
copy, follow, replicate, repeat, adhere
re-create, build, perform, execute, implement
demonstrate, complete, show, perfect, calibrate, control,
construct, solve, combine, coordinate, integrate, adapt,
develop, formulate, modify, master
design, specify, manage, invent, project-manage
Based on RH Dave's version of the Psychomotor Domain ('Developing and Writing Behavioral
Objectives', 1970. The theory was first presented at a Berlin conference 1967, hence you may see
Dave's model attributed to 1967 or 1970).
Refresh your understanding of where the Psychomotor Domain fits into the Bloom Taxonomy
overview.
It is also useful to refer to the 'Conscious Competence' model, which arguably overlays, and is a
particularly helpful perspective for explaining and representing the 'Psychomotor' domain, and
notably Dave's version. (The 'Conscious Competence' model also provides a helpful perspective
for the other two domains - Cognitive and Affective, and for the alternative Psychomotor
Domains suggested by Harrow and Simpson below.)
Alternative psychomotor domain taxonomy versions
Dave's Psychomotor Domain above is probably the most commonly referenced and used
psychomotor domain interpretation. There are certainly two others; Simpson's, and Harrow's, (if
you know any others please contact us).
It's worth exploring and understanding the differences between the three Psychomotor Domain
interpretations. Certainly each is different and has a different use.
In my view the Dave model is adequate and appropriate for most adult training in the workplace.
For young children, or for adults learning entirely new and challenging physical skills (which
may require some additional attention to awareness and perception, and mental preparation), or
for anyone learning skills which involve expression of feeling and emotion, then the Simpson or
Harrow models can be more useful because they more specifically address these issues.
Simpson's version is particularly useful if you are taking adults out of their comfort zones,
because it addresses sensory, perception (and by implication attitudinal) and preparation issues.
For example anything fearsome or threatening, like emergency routines, conflict situations,
tough physical tasks or conditions.
Harrow's version is particularly useful if you are developing skills which are intended ultimately
to express, convey and/or influence feelings, because its final level specifically addresses the
translation of bodily activities (movement, communication, body language, etc) into conveying
feelings and emotion, including the effect on others. For example, public speaking, training
itself, and high-level presentation skills.
The Harrow and Simpson models are also appropriate for other types of adult development. For
example, teaching adults to run a difficult meeting, or make a parachute jump, will almost
certainly warrant attention on sensory perception and awareness, and on preparing oneself
mentally, emotionally, and physically. In such cases therefore, Simpson's or Harrow's model
would be more appropriate than Dave's.
Simpson's psychomotor domain taxonomy
Elizabeth Simpson's interpretation of the Psychomotor domain differs from Dave's chiefly because it contains extra two levels prior to
the initial imitation or copy stage. Arguably for certain situations, Simpson's first two levels, 'Perception' and 'Set' stage are assumed
or incorporated within Dave's first 'Imitation' level, assuming that you are dealing with fit and healthy people (probably adults rather
than young children), and that 'getting ready' or 'preparing oneself' is part of the routine to be taught, learned or measured. If not, then
the more comprehensive Simpson version might help ensure that these two prerequisites for physical task development are checked
and covered. As such, the Simpson model or the Harrow version is probably preferable than the Dave model for the development of
young children.
psychomotor domain (simpson)
level
category or 'level'
description
1
Perception
awareness
2
Set
readiness
3
Guided Response
attempt
4
Mechanism
basic proficiency
5
Complex Overt
Response
expert proficiency
6
Adaptation
adaptable proficiency
7
Origination
creative proficiency
examples of activity or
demonstration and evidence to be
measured
use and/or selection of senses to
absorb data for guiding
movement
mental, physical or emotional
preparation before experience or
task
imitate or follow instruction, trial
and error
competently respond to stimulus
for action
execute a complex process with
expertise
alter response to reliably meet
varying challenges
develop and execute new
integrated responses and
activities
'key words' (verbs which describe
the activity to be trained or
measured at each level)
recognise, distinguish, notice, touch
, hear, feel, etc
arrange, prepare, get set
imitate, copy, follow, try
make, perform, shape, complete
coordinate, fix, demonstrate
adjust, integrate, solve
design, formulate, modify, redesign, trouble-shoot
Adapted and simplified representation of Simpson's Psychomotor Domain ('The classification of educational objectives in the
psychomotor domain', 1972). Elizabeth Simpson seems actually to have first presented her Psychomotor Domain interpretation in
1966 in the Illinois Journal of Home Economics. Hence you may see the theory attributed to either 1966 or 1972.
Harrow's psychomotor domain taxonomy
Harrow's interpretation of the Psychomotor domain is strongly biased towards the development of physical fitness, dexterity and agility, and control of the
physical 'body', to a considerable level of expertise. As such the Harrow model is more appropriate to the development of young children's bodily movement,
skills, and expressive movement than, say, the development of a corporate trainee's keyboard skills. By the same token, the Harrow model would be perhaps
more useful for the development of adult public speaking or artistic performance skills than Dave's or Simpson's, because the Harrow model focuses on the
translation of physical and bodily activity into meaningful expression. The Harrow model is the only one of the three Psychomotor Domain versions which
specifically implies emotional influence on others within the most expert level of bodily control, which to me makes it rather special.
As ever, choose the framework that best fits your situation, and the needs and aims of the trainees or students.
psychomotor domain (harrow)
level
category or 'level'
description
1
Reflex Movement
involuntary reaction
examples of activity or demonstration
and evidence to be measured
'key words' (verbs which describe the
activity to be trained or measured at each
level)
react, respond
respond physically instinctively
alter position, move, perform simple
2
Basic Fundamental Movements basic simple movement
grasp, walk, stand, throw
action
use than one ability in response to
catch, write, explore, distinguish using
3
Perceptual Abilities
basic response
different sensory perceptions
senses
develop strength, endurance, agility,
endure, maintain, repeat, increase,
4
Physical Abilities
fitness
control
improve, exceed
execute and adapt advanced, integrated drive, build, juggle, play a musical
5
Skilled Movements
complex operations
movements
instrument, craft
meaningfully expressive
activity expresses meaningful
express and convey feeling and meaning
6
Non-discursive Communication
activity or output
interpretation
through movement and actions
Adapted and simplified representation of Harrow's Psychomotor Domain (1972). (Non-discursive means intuitively direct and well expressed.)
In conclusion
Bloom's Taxonomy is a wonderful reference model for all involved in teaching, training, learning, coaching - in the
design, delivery and evaluation of these development methods. At its basic level (refresh your memory of the Bloom
Taxonomy overview if helpful), the Taxonomy provides a simple, quick and easy checklist to start to plan any type
of personal development. It helps to open up possibilities for all aspects of the subject or need concerned, and
suggests a variety of the methods available for delivery of teaching and learning. As with any checklist, it also helps
to reduce the risks of overlooking some vital aspects of the development required.
The more detailed elements within each domain provide additional reference points for learning design and
evaluation, whether for a single lesson, session or activity, or training need, or for an entire course, programme or
syllabus, across a large group of trainees or students, or a whole organisation.
And at its most complex, Bloom's Taxonomy is continuously evolving, through the work of academics following in
the footsteps of Bloom's early associates, as a fundamental concept for the development of formalised education
across the world.
As with so many of the classical models involving the development of people and organisations, you actually have a
choice as to how to use Bloom's Taxonomy. It's a tool - or more aptly - a toolbox. Tools are most useful when the
user controls them; not vice-versa.
Use Bloom's Taxonomy in the ways that you find helpful for your own situation.
http://coe.sdsu.edu/eet/articles/BloomsLD/index.htm
The Psychomotor Domain
The psychomotor domain refers to the use of basic motor skills, coodination, and physical movement. Bloom's
research group did not develop in-depth categories of this domain, claiming lack of experience in teaching these
skills. However, Simpson (1972) developed seven psychomotor categories to support Bloom's domain.
Origination
Adaptation
Complex Overt Response
Mechanism
Guided Response
Set
Perception
a learner's ability to create new movement patterns
a learner's ability to modify motor skills to fit a new
situation
the intermediate stage of learning a complex skill
the ability to perform a complex motor skill
the early stage of learning a complex skill which includes
imitation
a learner's readiness to act
the ability to use sensory cues to guide physical activity
These physical behaviors are learned through repetitive practice. A learner's ability to perform these skills is based
on precision, speed, distance, and technique. (Clark, 1999).
This child is demonstrating a behavior from the
psychomotor domain. While practicing the physical
movements in throwing a softball he is learning and
improving this skill through repetitive practice.
http://www.humboldt.edu/~tha1/bloomtax.html
Affective Domain of the Taxonomy of Educational Objectives.
The Affective Domain addresses interests, attitudes, opinions, appreciations, values, and
emotional sets.
The original purpose of the Taxonomy of Educational Objectives was to provide a tool for
classifying instructional objectives. The Taxonomy is hierarchical (levels increase in
difficulty/sophistication) and cumulative (each level builds on and subsumes the ones below).
The levels, in addition to clarifying instructional objectives, may be used to provide a basis for
questioning that ensures that students progress to the highest level of understanding. If the
teaching purpose is to change attitudes/behavior rather than to transmit/process information, then
the instruction should be structured to progress through the levels of the Affective Domain:
1. Receiving. The student passively attends to particular phenomena or stimuli [classroom
activities, textbook,music, etc. The teacher's concern is that the student's attention is focused.
Intended outcomes include the pupil's awareness that a thing exists. Sample objectives: listens
attentively, shows sensitivity to social problems. Behavioral terms: asks, chooses, identifies,
locates, points to, sits erect, etc.
2. Responding. The student actively participates. The pupil not only attends to the stimulus but
reacts in some way. Objectives: completes homework, obeys rules, participates in class
discussion, shows interest in subject, enjoys helping others, etc. Terms: answers, assists,
complies, discusses, helps, performs, practices, presents, reads, reports, writes,etc.
3. Valuing. The worth a student attaches to a particular object, phenomenon, or behavior.
Ranges from acceptance to commitment (e.g., assumes responsibility for the functioning of a
group). Attitudes and appreciation. Objectives: demonstrates belief in democratic processes,
appreciates the role of science in daily life, shows concern for others' welfare, demonstrates a
problem-solving approach, etc. Terms: differentiates, explains, initiates, justifies, proposes,
shares, etc.
4. Organization. Bringing together different values, resolving conflicts among them, and
starting to build an internally consistent value system--comparing, relating and synthesizing
values and developing a philosophy of life. Objectives: recognizes the need for balance between
freedom and responsibility in a democracy, understands the role of systematic planning in
solving problems, accepts responsibility for own behavior, etc. Terms: Arranges, combines,
compares, generalizes, integrates, modifies, organizes, synthesizes, etc.
5. Characterization by a Value or Value Complex. At this level, the person has held a value
system that hascontrolled his behavior for a sufficiently long time that acharacteristic "life style"
has been developed. Behavior ispervasive, consistent and predictable. Objectives are
concernedwith personal, social, and emotional adjustment: displays self reliance in working
independently, cooperates in groupactivities, maintains good health habits, etc. Terms:
PSYCHOMOTOR DOMAIN of Educational Objectives.
Instructional objectives and derived questions/tasks typically have cognitive/affective elements,
but the focus is on motorskill development. The suggested areas for use are speechdevelopment,
reading readiness, handwriting, and physical educa‚tion. Other areas include manipulative skills
required inbusiness training [e.g., keyboarding], industrial technology, andperformance areas in
science, art and music. American educationhas tended to emphasize cognitive development at the
expense ofaffective and psychomotor development. The well©rounded and fully functioning
person needs development in all three domains. In the psychomotor domain, performance may
take the place ofquestioning strategies in many cases.
1. Reflex movements. Segmental, intersegmental, and suprasegmental reflexes.
2. Basic-fundamental movements. Locomotor movements, nonlocomotor movements,
manipulative movements.
3. Perceptual abilities. Kinesthetic, visual, auditory and tactile discrimination and coordinated
abilities.
4. Physical abilities. Endurance, strength, flexibility, and agility.
5. Skilled movements. Simple, compound, and complex adaptive skills.
6. Nondiscursive communication. Expressive andinterpretive movement.
Sample general objectives: writes smoothly and legibly; accurately reproduces a picture,
map, etc.; operates a [machine] skillfully; plays the piano skillfully; demonstrates correct
swimming form; drives an automobile skillfully; creates a new way of performing [creative
dance]; etc.
Behavioral terms: assembles, builds, composes, fastens, grips, hammers, makes, manipulates,
paints, sharpens, sketches, uses, etc. [See Anita Harrow, 1972, for more detail on the
psychomotor domain.]
http://coe.sdsu.edu/eet/articles/psychomotor/index.htm
The Psychomotor Taxonomy
PSYCHOMOTOR ABILITIES ARE ESSENTIAL to successful performance in many fields of
endeavor. To perform well, adequate cognitive knowledge and precise psychomotor skills are
often essential. One will be glad to know that the pilot landing the 747 has more than adequate
knowledge of the plane coupled with the physical ability to make the landing successfully. Does
the pilot come by these physical skills by happen chance or because of undertaking a welldesigned instructional product that develops necessary cognitive and psychomotor domains?
Psychomotor Taxonomy History
Bloom recognized that there are three domains that affect learning: cognitive, psychomotor, and
affective. It would be rare for a learning experience to be effective if it were not to place proper
importance on all three domains. The widely accepted psychomotor taxonomy adaptation that
this article overviews was developed by R. H. Dave.
Imitation
An example of an education process that involves psychomotor skills is the Naval Rescue
Swimmer School. The swimmers acquire extensive cognitive knowledge along with many
associated psychomotor skills. An absence of the proper skills could lead to peril on the open
sea.
When ready click the play arrow.
To begin the process of teaching an intricate skill the instructor first imparts necessary
knowledge, explains the affective importance, and finally demonstrates the given technique.
Next, the student is provided the opportunity to "imitate" the instructor. At this stage, the
instructor ensures that the student has a fundamental understanding of the skill. The adjacent
video illustrates the imitation stage.
Manipulation
During this stage, the student repeats the skill until it can be done with some accuracy and
confidence. The student will “adjust” the procedure until proficient at the task. The student may
manipulate the procedure on his or her own or under supervision depending on complexity.
When ready click the play arrow.
Precision
This is the stage that the student must be able to perform the task with the required degree of
accuracy. To ensure reliability, the instructor must check that the student is accurate in as many
attempts as deemed necessary. The adjacent video illustrates the precision stage.
Articulation
At this stage, the student continues to practice the skill with the goal being mastery. If successful,
the student will be able to adapt the skill to unique conditions and situations.
Naturalization
Finally, with success at this stage, the student has internalized the skill and created often-subtle
changes. One only need think of Tiger Woods to understand naturalization.
Conclusion
The psychomotor education process if followed well, will lead to successful learning in many
fields that require multi-dimensional skills. The process may conclude at different stages, but
will generally end with precision at initial training and at articulation during follow on
curriculum.
http://academic.udayton.edu/health/syllabi/health/lesson01b
.htm
Affective 2
This domain includes the manner in which we deal with things emotionally, such as feelings,
values, appreciation, enthusiasms, motivations, and attitudes. The five major categories listed in
order are:
Receiving phenomena: Awareness, willingness to hear, selected attention.
Examples: Listen to others with respect. Listen for and remember the name of newly introduced
people.
Keywords: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to,
selects, sits, erects, replies, uses.
Responding to phenomena: Active participation on the part of the learners. Attends and reacts to
a particular phenomenon. Learning outcomes may emphasize compliance in responding,
willingness to respond, or satisfaction in responding (motivation).
Examples: Participates in class discussions. Gives a presentation. Questions new ideals,
concepts, models, etc. in order to fully understand them. Know the safety rules and practices
them.
Keywords: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports, selects, tells, writes.
Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior.
This ranges from simple acceptance to the more complex state of commitment. Valuing is based
on the internalization of a set of specified values, while clues to these values are expressed in the
learner’s overt behavior and are often identifiable.
Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and
cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to
social improvement and follows through with commitment. Informs management on matters that
one feels strongly about.
Keywords: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites,
joins, justifies, proposes, reads, reports, selects, shares, studies, works.
Organization: Organizes values into priorities by contrasting different values, resolving conflicts
between them, and creating an unique value system. The emphasis is on comparing, relating,
and synthesizing values.
Examples: Recognizes the need for balance between freedom and responsible behavior. Accepts
responsibility for one’s behavior. Explains the role of systematic planning in solving problems.
Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests,
and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.
Keywords: adheres, alters, arranges, combines, compares, completes, defends, explains,
formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates,
synthesizes.
Internalizing values (characterization): Has a value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner.
Instructional objectives are concerned with the student's general patterns of adjustment (personal,
social, emotional).
Examples: Shows self-reliance when working independently. Cooperates in group activities
(displays teamwork). Uses an objective approach in problem solving. Displays a professional
commitment to ethical practice on a daily basis. Revises judgments and changes behavior in
light of new evidence. Values people for what they are, not how they look.
Keywords: acts, discriminates, displays, influences, listens, modifies, performs, practices,
proposes, qualifies, questions, revises, serves, solves, verifies.
Psychomotor 3
The psychomotor domain includes physical movement, coordination, and use of the motor-skill
areas. Development of these skills requires practice and is measured in terms of speed, precision,
distance, procedures, or techniques in execution. The seven major categories listed in order are:
Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory
stimulation, through cue selection, to translation.
Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is
thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct
temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing
where the forks are in relation to the pallet.
Keywords: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates,
selects.
Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are
dispositions that predetermine a person’s response to different situations (sometimes called
mindsets).
Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize
one’s abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This
subdivision of Psychomotor is closely related with the "Responding to phenomena" subdivision
of the Affective domain.
Keywords: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Guided response: The early stages in learning a complex skill that includes imitation and trial
and error. Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a
model. Responds hand-signals of instructor while learning to operate a forklift.
Keywords: copies, traces, follows, react, reproduce, responds
Mechanism: This is the intermediate stage in learning a complex skill. Learned responses have
become habitual and the movements can be performed with some confidence and proficiency.
Examples: Use a personal computer. Repair a leaking faucet. Drive a car.
Keywords: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes, sketches.
Complex Overt Response: The skillful performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated
performance, requiring a minimum of energy. This category includes performing without
hesitation, and automatic performance. For example, players are often utter sounds of
satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can
tell by the feel of the act what the result will produce.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and
accurately. Displays competence while playing the piano.
Keywords: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds,
heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The key words are the
same as Mechanism, but will have adverbs or adjectives that indicate that the performance is
quicker, better, more accurate, etc.
Adaptation: Skills are well developed and the individual can modify movement patterns to fit
special requirements.
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the
needs of the learners. Perform a task with a machine that it was not originally intended to do
(machine is not damaged and there is no danger in performing the new task).
Keywords: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to fit a particular situation or specific problem.
Learning outcomes emphasize creativity based upon highly developed skills.
Examples: Constructs a new theory. Develops a new and comprehensive training programming.
Creates a new gymnastic routine.
Keywords: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes,
originates.
As mentioned earlier, the committee did not produce a compilation for the psychomotor domain
model, but others have. The one discussed above is by Simpson (1972). There are two other
popular versions:
R.H. Dave's (1970):
bullet Imitation: Observing and patterning behavior after someone else. Performance may be of
low quality. Example: Copying a work of art.
bullet Manipulation: Being able to perform certain actions by following instructions and
practicing. Example: Creating work on one's own, after taking lessons, or reading about it.
bullet Precision: Refining, becoming more exact. Few errors are apparent. Example: Working
and reworking something, so it will be "just right."
bullet Articulation: Coordinating a series of actions, achieving harmony and internal
consistency. Example: Producing a video that involves music, drama, color, sound, etc.
bullet Naturalization: Having high level performance become natural, without needing to think
much about it. Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball,
etc.
Harrow's:
bullet Involuntary movement - reaction
bullet Fundamental movements - basic movements
bullet Perception - response to stimuli
bullet Physical abilities - stamina that must be developed for further development
bullet Skilled movements - advanced learned movements
bullet No discursive communication - effective body language
Knowing the three types of learning and what they represent will aid you when selecting learning
strategies.
Reference
1. Bengamin S. Bloom, Bertram B. Mesia, and David R. Krathwohl (1964). Taxonomy of
Educational Objectives (two vols: The Affective Domain & The Cognitive Domain). New York.
David McKay.
Return
2. IBID
Return
3. Simpson (1972)
Writing Student Learning Outcomes for CMU Programs
http://www.provost.cmich.edu/assessment/toolkit/writingoutc
omes.htm
Writing Student Learning Outcomes for CMU Program
When writing Student Learning Outcomes, the focus should be on observable outcomes and an “action verb” ca
focus. Student Learning Outcomes usually begin with something like:
By the end of the secondary education program, students will be able to design curriculum and instruction appr
cognitive development of all learners.
Design is the “action verb” in this example.
By the end of the chemistry program, students will be able to apply knowledge of ions, solutions and solubility to
formation and properties of homogeneous mixtures.
Apply and explain are the “action verbs” in this example.
Identify
Name
Distinguish
Define
Describe
Classify
Order
Construct
Demonstrate
Translate
Predict
Interpret
Generalize
Explain
Apply
Analyze
Recognize
Specify
Create
Judge
Attend
Volunteer
Participate
Run
Hit
Communicate
Dance
Solve
Perform
Evaluate
Speak
Interview
Predict
Design
Locate
Draw
Conjugate
Others?
Student Learning Outcomes should describe what students should know, be able to do and/or be like (dispositio
the defined program. These types of Student Learning Outcomes are typically linked to domains. The common
learning include cognitive, affective and psychomotor.
Benjamin Bloom is credited with identifying the Taxonomy of the Cognitive Domain. There are six levels that be
more complex.
Cognitive (Knowledge) Domain
Level
Action Verbs
Outcome Example
Knowledge
Recite, List
By the end of the chem
students will be able to
elements on the Period
Comprehension
Translate, interpret, predict, generalize,
identify examples
By the end of the Frenc
students will be able to
paragraph of text from
Application
Apply, rewrite
By the end of the BIS p
will be able to apply ba
development skills
Analysis
Analyze, dissect, resolve, solve,
diagnose, investigate
By the end of the speci
program, students will b
diagnose learning disab
settings.
Synthesis
Create, synthesize, write
By the end of the art pr
will be able to create at
works in their medium.
Evaluation
Evaluate, judge, rate, appraise
By the end of the music
program, students will b
student performances.
Other domains commonly used as a reference in teaching are the Affective Taxonomy and the Psychomotor Ta
affective domain includes a focus on students’ attitudes, values and dispositions. These outcomes are a little m
measure; however, it is possible, and many disciplines are including these in their national standards. In fact, s
Student Learning Outcomes appear in the Bulletin as part of the CMU Mission and goals (e.g., Students should
and understanding for people from all backgrounds and cultures and be able to engage in constructive discussio
social and ethical issues.) as well as part of the General Education Requirements (e.g., Develop intellectual con
cross-cultural perspective through the study of diverse cultures).
Affective (Values, Dispositions) Domain
Level
Action Verbs
Outcome Example
Receiving
Attend, accept, listen, selectively attend
to
By the end of the wome
program, students will l
alternative views on se
Responding
Comply with, approve, volunteer,
applaud, acclaim
By the end of the eleme
program, students will a
with PL 94-142.
Valuing
Increase proficiency in, relinquish, assist,
support, deny, protest, debate
By the end of the politic
program, students will b
numerous sides to an a
Organization
Balance, organize, formulate,
accommodate
By the end of the enviro
program, students will b
organize the conservat
urban, suburban and ru
Characterization by a value complex
Respect, interpret, use evidence,
maintain objectivity
By the end of the couns
students will be able to
interpret evidence pres
during a therapy sessio
The Psychomotor Taxonomy focuses on the development of students’ physical abilities and skills. These Stude
Outcomes may include performances, skill in a sport, typing skills, painting, playing an instrument, manipulating
limbs during physical therapy and demonstrating a dissection.
Psychomotor (Skills) Domain
Level
Action Verbs
Outcome Example
Perception
Chooses, describes, detects,
differentiates, distinguishes, isolates,
relates, selects, separates
By the end of the music
students will be able to
music to particular danc
Set
Begins, displays, explains, moves,
proceeds, reacts, responds, shows,
starts, volunteers
By the end of the physi
program, students will b
demonstrate the proper
batting a ball.
Guided Response
Assembles, builds, calibrates,
constructs, dismantles, displays,
dissects, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
sketches
By the end of the physi
program, students will b
a golf swing as demons
instructor.
Mechanical Response
Assembles, builds, calibrates,
constructs, dismantles, displays,
dissects, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
sketches
By the end of the biolog
students will be able to
laboratory equipment a
experiments.
Complex Response
Assembles, builds, calibrates,
constructs, dismantles, displays,
dissects, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
sketches, demonstrate
By the end of the indus
program, students will b
demonstrate proper use
tools to high school stu
Adaptation
Adapts, alters, changes, rearranges,
reorganizes, revises, varies
By the end of the indus
program, students will b
their lessons on woodw
disabled students.
Origination
Arranges, combines, composes,
constructs, creates, designs, originates
By the end of the dance
students will be able to
step.
Reference:
Gronlund, N.E. (2000). How to Write and Use Instructional Objectives. Upper Saddle River, NJ: Prentice-Hall
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