Objectives
EDUC 3100
What is an Objective?
 A statement of what
we want
students to know, do, and feel.
 A teacher must be able to ASSESS the objective
in some way.
Synonyms: Intended Learning Outcome, Achievement
Target, Standard, Indicator
Bloom’s Taxonomy
In 1956, Benjamin Bloom
headed a group of educational
psychologists. Together, they
developed a classification of
levels of thinking behaviors
thought to be important in the
processes of learning.
 Bloom and co. actually identified three domains of
educational activities.



Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)
 Best known is the Cognitive taxonomy as follows
Knowledge
 observation and recall of information
 knowledge of dates, events, places
 knowledge of major ideas
 mastery of subject matter
Knowledge
Comprehension
 understanding information
 grasp meaning
 translate knowledge into new context
 interpret facts, compare, contrast
 order, group, infer causes
 predict consequences
Comprehension
Knowledge
Application
 use information
 use methods, concepts, theories in
new situations
 solve problems using required skills
or knowledge
Application
Comprehension
Knowledge
Analysis
 seeing patterns
 organization of parts
 recognition of hidden meanings
 identification of components
Analysis
Application
Comprehension
Knowledge
Synthesis
 use old ideas to create new ones
 generalize from given facts
 relate knowledge from several areas
 predict, draw conclusions
Synthesis
Analysis
Application
Comprehension
Knowledge
Evaluation
 compare and discriminate between




ideas
assess value of theories,
presentations
Evaluation
make choices based on reasoned
Synthesis
argument
Analysis
verify value of evidence
Application
recognize subjectivity
Comprehension
Knowledge
Bloom’s Mnemonic
 Karen
 Can
 Add
 And
 Subtract
 Easily
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Taxonomy - Revised
Original Terms
New Terms
• Evaluation
•Creating
• Synthesis
•Evaluating
• Analysis
•Analyzing
• Application
•Applying
• Comprehension
•Understanding
• Knowledge
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Change in Terms
• The names of six major categories were changed from noun to verb
forms.
• As the taxonomy reflects different forms of thinking and thinking is an
active process verbs were more accurate.
• The subcategories of the six major categories were also replaced by verbs
• Some subcategories were reorganized.
• The knowledge category was renamed. Knowledge is a product of
thinking and was inappropriate to describe a category of thinking and was
replaced with the word remembering instead.
• Comprehension became understanding and synthesis was renamed
creating in order to better reflect the nature of the thinking described by
each category.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Affective Domain
Attitudes
 Receiving:
 Awareness, willingness to hear, selected attention.
 Responding
 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).
 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 ín overt behavior and
are often identifiable.
Affective Domain (cont.)
Attitudes
 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.
 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).
Psychomotor Domain
Skills
 Perception
 The ability to use sensory cues to guide motor
activity. This ranges from sensory stimulation, through
cue selection, to translation.
 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).
 Guided Response
 The early stages in learning a complex skill that includes
imitation and trial and error. Adequacy of performance is
achieved by practicing.
 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.
 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.
 Adaptation
 Skills are well developed and the individual can modify
movement patterns to fit special requirements
 Origination
 Creating new movement patterns to fit a particular situation
or specific problem. Learning outcomes emphasize
creativity based upon highly developed skills.
Cognitive Demand
 Cognitive demand relates to how much thinking is called
for by the students for a specific task. For example, routine
memorization involves low cognitive demand, no matter
how advanced the content. The brain can hold more
information in working memory when the task is lower in
cognitive demand. Applying, analyzing, and evaluating
concepts involves high cognitive demand, even for basic
content. When a task is higher in cognitive demand, there
is less room in working memory so less information can be
processed. Both types of cognitive demand are associated
with student performance and are necessary in the
classroom.
 Solve geometric proofs using the appropriate
theorems.
APPLICATION
High cognitive demand
 Explain the “melting pot” philosophy.
COMPREHENSION
Low cognitive demand
 Compare and contrast enrichment versus
acceleration in terms of readiness, academic
benefits, and social and emotional adjustment for
precocious youth.
ANALYZE
High cognitive demand
 Create a poem using metaphors
SYNTHESIS
High cognitive demand
 Define the associative property of addition
KNOWLEDGE
Low cognitive demand
 Justify the selection of materials for an insulated
box.
EVALUATE
High cognitive demand
So What Do We Use This For?
 To write objectives
 To help us match objectives to
assessment methods and instructional
tasks
You Try!
 Put each objective on the correct level of Bloom’s
taxonomy on the board.
Homework
 Talk to your partner about the grade level, subject,
and topic you would like to use for your TWS
 Bring the state core to class on Friday for the topic
 Remember your Contextual Factors paper is due
Friday

Identify at least three contextual factors that influence student
learning – positive or negative. Use one student, one
classroom, and one schoolwide or community factor. Then
provide suggestions for how you will respond to the factor.
Typed, 1-2 pages, double spaced