BLOOM'S TAXONOMY
Dr.B. S. Bloom(1956) classified the changes of behaviour in three domain----
Cognitive domain, Affective domIn, Psychomotor domain
1)- KNOWLEDGE
(a)- Knowledge of specifies
*Knowledge of terminology
*Knowledge of specific facts
(b)- Knowledge of wats and means of dealing with specifies
*Knowledge of conventions
*Knowledge of trends and sequences
*Knowledge of classification and categories
*Knowledge of criteria
*Knowledge of methodology
(c)- Knowledge of universal and abstraction in a field
*Known of principles and generalizations
*Knowledge of theories and structures
2)- COMPREHENSION
(a)- Translation
(b) Interpretation
(c) Extrapolation
3) APPLICATION
It involves the application of a concept to new or unfamiliar situations.
4)- ANALYSIS
(a) Analysis of elements
(b) Analysis of relationships.
(c) Analysis of organizational principles
5)- SYNTHESIS
(a) Production of unique communications
(b) Production of a plan or a proposed set of operations.
(c) Derivation of a set of abstract relations
6) EVALUATION
(a) Judgement in terms of internal evidence.
(b) Judgement in terms of external criteria.
OBJECTIVE AND MENTAL PROCESS OR ABILITY IN BLOOM'S TAXONOMY
OBJECTIVE MENTAL PROCESS OR ABILITY
1) Knowledge 1) Recall
2) Recognize
2) Comprehension 1) See relationship
2) Cite example
3) Discriminate
4) Classify
5) Interest
6) Verify
7) Generalize
3) Application 1) Reason
2) Formulate
3) Establish
4) Infer
5) Predict
4) Analysis Analyse
5) Synthesis Synthesize
6) Evaluation Evaluate
The first criticism may be correct to some extent, but it is an undisputed fact that the teachers are greatly helped in making their teaching more pointed and more relevant with the help of these taxonomies. Given due motivation, understanding and practice, the school teachers will indeed be able to use them effectively. The overlapping is bound to be there but efforts are always directed towards making distinctions among the different taxonomies and the general and specific outcomes falling under each of them as clear as possible.
LIMITATIONS:-- Though the Taxonomy of educational objectives are implementable in all the classrooms in the country, they could not be implemented due to certain limitations. Some of those limitations are:--
The teachers the teachers on the taxo
All the classroom teachers do not have the complete understanding of the instructional objectives and their specifications relating to different school subjects and their application to the teaching- learning process.
Lack of sufficient inservice programmes for the teachers on the taxonomy of educational objectives.
*The educational Supervisor are not able to provide guidance to the teachers on the instructional objectives during their visits to school for supervision.
*Non- availability of the required infrastructural facilities such as library ,teaching aids, laboratories etc.for objective-base teaching-learning.
*The school are not able to devote much ti.e for providing suitable and required number of activities to develop the abilities relating to cognitive, affective and psychomotor domains among the students.
*The parents, students and teachers give more stress and importance to the marks secured by the students in the examinations rather than to the skills, value, abilities and attitudes and values.
*Even during teaching practice and intership programme, importance is not given to the objective- based teaching and tes3by the students-teachers.
*Non-availability of material or books on the limitations mentioned above, the teachers are not able to bring in the expected learning outcomes and behavioural changes in the students through the classroom teaching. The secondary education boards, SCERTs,teachers organisation and all other professional organisations interested in providing quality education to students should concentrate on getting over some of the limitations listed above.
AFFECTIVE DOMAIN (OBJECTIVES)
Affective objectives are concerned with the interest, emotions, appreciations, attitudes, mental tendencies and values of the pupils. It is the duty of the teachers to develop maximum affective domain of the pupil by affective objectives.
KRATHWOHI AND MASIA CLASSIFIED THE OBJECTIVES OF AFFECTIVE DOMAIN
1) RECEIVING:-- Receiving represent the initial category for the objective belonging to the affective domain. Receiving means pupil 'will to receive '. It is directly concerned with the sensitivity of the pupils which occurs in the presence of some activity or stimulus. It includes development of certain interests, attitudes, values or the ideas. There are following three sequential activities for the fulfilment of this objective domain objective.
(a) Awareness of the phenomenon:-- There can be simple awareness without specific discrimination or recognition of the objective characteristics of the object, even though these characteristics must be seemed to have an effect.
(b) Wiĺlingness to receive phenomena:-- Here we describe the behaviour of being willing to tolerate a given stimulus, not to avoid it.
(c) Controlled or selected attention:-- There is an element of learner's controlling the attention here, so that the favoued stimulus is selected and attended to despite competing and distracting stimuli.
2) RESPONDING:-- Receiving is pre requisite for responding. Once a learner receives or attends to a particular idea, event or thing he must be made to respond to it as actively as possible which is manifested in the active behaviour like obeying, answering, reading, discussing, recording, writing and reacting to a stimulus. The pupils are motivated for response. Responding has three level:--
(a) Obedience for responding:-- There is learner's obedience for responding. 'Compliance' is perhaps a better term than obedience.
(b) Willingness to respond:-- Here the learner is sufficiently willing to respond not because of fear of punishment, but "on his own" or voluntary.
(C) Satisfaction in response:-- At this level the learner gets satisfaction or pleasure in responding.
3) VALUING:-- Receiving and responding are pre-requisites for achieving this category. Valuing depends upon receiving and responding. Valuing includes the woryh of a thing, phenomenon or behaviour. Here the learner is expected to imbibe a definite value pattern towards different ideas, events and object. This level has three types of activities:--
(a) Acceptance of a value:-- There is emotional acceptance of value at this level.
(b) Preference for a value:-- Behaviour at this level implies preference for a value.
(c) Commitment to a value:-- At this level, the students is sufficiently committed or devoted to the value. The students commitment to the underlying value guides his behaviour.
Cognitive domain, Affective domIn, Psychomotor domain
COGNITIVE DOMAIN
1)- KNOWLEDGE
(a)- Knowledge of specifies
*Knowledge of terminology
*Knowledge of specific facts
(b)- Knowledge of wats and means of dealing with specifies
*Knowledge of conventions
*Knowledge of trends and sequences
*Knowledge of classification and categories
*Knowledge of criteria
*Knowledge of methodology
(c)- Knowledge of universal and abstraction in a field
*Known of principles and generalizations
*Knowledge of theories and structures
2)- COMPREHENSION
(a)- Translation
(b) Interpretation
(c) Extrapolation
3) APPLICATION
It involves the application of a concept to new or unfamiliar situations.
4)- ANALYSIS
(a) Analysis of elements
(b) Analysis of relationships.
(c) Analysis of organizational principles
5)- SYNTHESIS
(a) Production of unique communications
(b) Production of a plan or a proposed set of operations.
(c) Derivation of a set of abstract relations
6) EVALUATION
(a) Judgement in terms of internal evidence.
(b) Judgement in terms of external criteria.
OBJECTIVE AND MENTAL PROCESS OR ABILITY IN BLOOM'S TAXONOMY
OBJECTIVE MENTAL PROCESS OR ABILITY
1) Knowledge 1) Recall
2) Recognize
2) Comprehension 1) See relationship
2) Cite example
3) Discriminate
4) Classify
5) Interest
6) Verify
7) Generalize
3) Application 1) Reason
2) Formulate
3) Establish
4) Infer
5) Predict
4) Analysis Analyse
5) Synthesis Synthesize
6) Evaluation Evaluate
CRITICISM OF BLOOM'S TAXONOMY
Some apprehensions, doubts or criticism have been raised against the taxonomies of educational objectives. The main criticism is ss under:----
1) These taxonomies seek to fr
agment or separate in to particular, artificial categories of learners behaviour.
2) There are a number of cases of overlapping of the general as well as specific learning outcomes in these three taxonomies.
3) Classroom teachers may not be able to master and use them so meticulously and so they may remain as a pedogogic rhetoric.
The first criticism may be correct to some extent, but it is an undisputed fact that the teachers are greatly helped in making their teaching more pointed and more relevant with the help of these taxonomies. Given due motivation, understanding and practice, the school teachers will indeed be able to use them effectively. The overlapping is bound to be there but efforts are always directed towards making distinctions among the different taxonomies and the general and specific outcomes falling under each of them as clear as possible.
LIMITATIONS:-- Though the Taxonomy of educational objectives are implementable in all the classrooms in the country, they could not be implemented due to certain limitations. Some of those limitations are:--
The teachers the teachers on the taxo
All the classroom teachers do not have the complete understanding of the instructional objectives and their specifications relating to different school subjects and their application to the teaching- learning process.
Lack of sufficient inservice programmes for the teachers on the taxonomy of educational objectives.
*The educational Supervisor are not able to provide guidance to the teachers on the instructional objectives during their visits to school for supervision.
*Non- availability of the required infrastructural facilities such as library ,teaching aids, laboratories etc.for objective-base teaching-learning.
*The school are not able to devote much ti.e for providing suitable and required number of activities to develop the abilities relating to cognitive, affective and psychomotor domains among the students.
*The parents, students and teachers give more stress and importance to the marks secured by the students in the examinations rather than to the skills, value, abilities and attitudes and values.
*Even during teaching practice and intership programme, importance is not given to the objective- based teaching and tes3by the students-teachers.
*Non-availability of material or books on the limitations mentioned above, the teachers are not able to bring in the expected learning outcomes and behavioural changes in the students through the classroom teaching. The secondary education boards, SCERTs,teachers organisation and all other professional organisations interested in providing quality education to students should concentrate on getting over some of the limitations listed above.
AFFECTIVE DOMAIN (OBJECTIVES)
Affective objectives are concerned with the interest, emotions, appreciations, attitudes, mental tendencies and values of the pupils. It is the duty of the teachers to develop maximum affective domain of the pupil by affective objectives.
KRATHWOHI AND MASIA CLASSIFIED THE OBJECTIVES OF AFFECTIVE DOMAIN
1) RECEIVING:-- Receiving represent the initial category for the objective belonging to the affective domain. Receiving means pupil 'will to receive '. It is directly concerned with the sensitivity of the pupils which occurs in the presence of some activity or stimulus. It includes development of certain interests, attitudes, values or the ideas. There are following three sequential activities for the fulfilment of this objective domain objective.
(a) Awareness of the phenomenon:-- There can be simple awareness without specific discrimination or recognition of the objective characteristics of the object, even though these characteristics must be seemed to have an effect.
(b) Wiĺlingness to receive phenomena:-- Here we describe the behaviour of being willing to tolerate a given stimulus, not to avoid it.
(c) Controlled or selected attention:-- There is an element of learner's controlling the attention here, so that the favoued stimulus is selected and attended to despite competing and distracting stimuli.
2) RESPONDING:-- Receiving is pre requisite for responding. Once a learner receives or attends to a particular idea, event or thing he must be made to respond to it as actively as possible which is manifested in the active behaviour like obeying, answering, reading, discussing, recording, writing and reacting to a stimulus. The pupils are motivated for response. Responding has three level:--
(a) Obedience for responding:-- There is learner's obedience for responding. 'Compliance' is perhaps a better term than obedience.
(b) Willingness to respond:-- Here the learner is sufficiently willing to respond not because of fear of punishment, but "on his own" or voluntary.
(C) Satisfaction in response:-- At this level the learner gets satisfaction or pleasure in responding.
3) VALUING:-- Receiving and responding are pre-requisites for achieving this category. Valuing depends upon receiving and responding. Valuing includes the woryh of a thing, phenomenon or behaviour. Here the learner is expected to imbibe a definite value pattern towards different ideas, events and object. This level has three types of activities:--
(a) Acceptance of a value:-- There is emotional acceptance of value at this level.
(b) Preference for a value:-- Behaviour at this level implies preference for a value.
(c) Commitment to a value:-- At this level, the students is sufficiently committed or devoted to the value. The students commitment to the underlying value guides his behaviour.
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