Bloom'sTaxonomy:PsychomotorDomain

http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual10.htm
BasedonRHDave'sversionofthePsychomotorDomain('DevelopingandWritingBehavioralObjectives',1970.
ModificationofworksbySimpson,Gronlund,andothers
Examplesofactivityor
DescriptorsofMajorCategoriesinthePsychomotor demonstrationandevidence IllustrativeVerbsforStating
Domain tobemeasured Objectives
1.Imitationearlystagesinlearningacomplexskill, Imitationadhere,begin,bend,
Watchteacherortrainerand
overtly,aftertheindividualhasindicatedareadinessto assemble,attempt,carryout,copy,
repeataction,processor
takeaparticulartypeofaction.Imitationincludes calibrate,construct,dissect,
activity
repeatinganactthathasbeendemonstratedorexplained, duplicate,follow,mimic,move,
anditincludestrialanderroruntilanappropriate practice,proceed,repeat,replicate,
responseisachieved. reproduce,respond,organize,
sketch,start,try,volunteer
Example:Copyingaworkof
Observingandpatterningbehavioraftersomeoneelse. art.
Performancemaybeoflowquality.
2.Manipulationindividualcontinuestopracticea Carryouttaskfromwritten Manipulation(sameas
particularskillorsequenceuntilitbecomeshabitualand orverbalinstruction imitation),acquire,assemble,
theactioncanbeperformedwithsomeconfidenceand build,complete,conduct,do,
proficiency.Theresponseismorecomplexthanatthe execute,grasp,handle,implement,
previouslevel,butthelearnerstillisn't"sureof improve,maintain,make,
him/herself." manipulate,operate,pace,perform
Example:Creatingworkon (skillfully),produce,progress,re
Beingabletoperformcertainactionsbyfollowing one'sown,aftertaking create,use
instructionsandpracticing. lessons,orreadingaboutit.
3.Precisionskillhasbeenattained.Proficiencyis performataskoractivity Precision(sameasimitationand
indicatedbyaquick,smooth,accurateperformance, withexpertiseandtohigh manipulation),achieve,
requiringaminimumofenergy.Theovertresponseis qualitywithoutassistanceor accomplish,advance,automatize,
complexandperformedwithouthesitation. instruction;ableto calibrate,complete,control,
demonstrateanactivityto demonstrate,differentiate(by
otherlearners touch),exceed,excel,master,
Refining,becomingmoreexact.Fewerrorsareapparent. Example:Workingand perfect,reach,refine,show,
reworkingsomething,soit succeed,surpass,transcend
willbe"justright."
4.Articulationinvolvedanevenhigherlevelof relateandcombine Articulationadapt,alter,
precision.Theskillsaresowelldevelopedthatthe associatedactivitiesto change,construct,combine,
individualcanmodifymovementpatternstofitspecial developmethodstomeet coordinate,develop,excel,
requirementsortomeetaproblemsituation. varying,novelrequirements express(facially),formulate,
integrate,master,modify,
Coordinatingaseriesofactions,achievingharmonyand Example:Producingavideo rearrange,reorganize,revise,
internalconsistency. thatinvolvesmusic,drama, solve,surpass,transcend
color,sound,etc.
5.Naturalizationresponseisautomatic.Theindividual Defineaim,approachand Naturalizationarrange,
beginstoexperiment,creatingnewmotoractsorwaysof strategyforuseofactivities combine,compose,construct,
manipulatingmaterialsoutofunderstandings,abilities, tomeetstrategicneed create,design,invent,manage,
andskillsdeveloped.Oneacts"withoutthinking." originate,projectmanage,refine,
Examples:MichaelJordan specify,transcend
Havinghighlevelperformancebecomenatural,without playingbasketball,Nancy
needingtothinkmuchaboutit. Lopezhittingagolfball,etc.

1
Dave'sPsychomotorDomainaboveisprobablythemostcommonlyreferencedandusedpsychomotordomain
interpretation.Therearetwoothers;Simpson's,andHarrow's.It'sworthexploringandunderstandingthedifferences
betweenthethreePsychomotorDomaininterpretations.Certainlyeachisdifferentandhasadifferentuse.

InmyviewtheDavemodelisadequateandappropriateformostadulttrainingintheworkplace.Foryoung
children,orforadultslearningentirelynewandchallengingphysicalskills(whichmayrequiresomeadditional
attentiontoawarenessandperception,andmentalpreparation),orforanyonelearningskillswhichinvolve
expressionoffeelingandemotion,thentheSimpsonorHarrowmodelscanbemoreusefulbecausetheymore
specificallyaddresstheseissues.

Simpson'sversionisparticularlyusefulifyouaretakingadultsoutoftheircomfortzones,becauseitaddresses
sensory,perception(andbyimplicationattitudinal)andpreparationissues.Forexampleanythingfearsomeor
threatening,likeemergencyroutines,conflictsituations,toughphysicaltasksorconditions.

Harrow'sversionisparticularlyusefulifyouaredevelopingskillswhichareintendedultimatelytoexpress,convey
and/orinfluencefeelings,becauseitsfinallevelspecificallyaddressesthetranslationofbodilyactivities(movement,
communication,bodylanguage,etc)intoconveyingfeelingsandemotion,includingtheeffectonothers.For
example,publicspeaking,trainingitself,andhighlevelpresentationskills.

TheHarrowandSimpsonmodelsarealsoappropriateforothertypesofadultdevelopment.Forexample,teaching
adultstorunadifficultmeeting,ormakeaparachutejump,willalmostcertainlywarrantattentiononsensory
perceptionandawareness,andonpreparingoneselfmentally,emotionally,andphysically.Insuchcasestherefore,
Simpson'sorHarrow'smodelwouldbemoreappropriatethanDave's.

http://coe.sdsu.edu/eet/articles/BloomsLD/index.htm
ThePsychomotorDomain
Thepsychomotordomainreferstotheuseofbasicmotorskills,coordination,andphysicalmovement.Bloom's
researchgroupdidnotdevelopindepthcategoriesofthisdomain,claiminglackofexperienceinteachingthese
skills.However,Simpson(1972)developedsevenpsychomotorcategoriestosupportBloom'sdomain.
Thesephysicalbehaviorsarelearnedthroughrepetitivepractice.Alearner'sabilitytoperformtheseskillsisbased
onprecision,speed,distance,andtechnique.(Clark,1999).

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20psychomotor%20domain
3.bloom'staxonomypsychomotordomain(physicalskills'do')
ThePsychomotorDomainwasostensiblyestablishedtoaddressskillsdevelopmentrelatingtomanualtasksand
physicalmovement,howeveritalsoconcernsandcoversmoderndaybusinessandsocialskillssuchas
communicationsandoperationITequipment,forexampletelephoneandkeyboardskills,orpublicspeaking.Thus,
'motor'skillsextendbeyondtheoriginallytraditionallyimaginedmanualandphysicalskills,soalwaysconsider
usingthisdomain,evenifyouthinkyourenvironmentiscoveredadequatelybytheCognitiveandAffective
Domains.Whateverthetrainingsituation,itislikelythatthePsychomotorDomainissignificant.TheDaveversion
ofthePsychomotorDomainisfeaturedmostprominentlyherebecauseinmyviewitisthemostrelevantand
helpfulforworkandliferelateddevelopment,althoughthePsychomotorDomainssuggestedbySimpsonand
Harrowaremorerelevantandhelpfulforcertaintypesofadulttraininganddevelopment,aswellastheteaching
anddevelopmentofyoungpeopleandchildren,sodoexplorethemall.Eachhasitsusesandadvantages.
Dave'spsychomotordomaintaxonomy.

Simpson'spsychomotordomaintaxonomy
ElizabethSimpson'sinterpretationofthePsychomotordomaindiffersfromDave'schieflybecauseitcontainsextra
twolevelspriortotheinitialimitationorcopystage.Arguablyforcertainsituations,Simpson'sfirsttwolevels,
'Perception'and'Set'stageareassumedorincorporatedwithinDave'sfirst'Imitation'level,assumingthatyouare
dealingwithfitandhealthypeople(probablyadultsratherthanyoungchildren),andthat'gettingready'or'preparing
oneself'ispartoftheroutinetobetaught,learnedormeasured.Ifnot,thenthemorecomprehensiveSimpson

2
versionmighthelpensurethatthesetwoprerequisitesforphysicaltaskdevelopmentarecheckedandcovered.As
such,theSimpsonmodelortheHarrowversionisprobablypreferablethantheDavemodelforthedevelopmentof
youngchildren.

3
 psychomotordomain(Simpson)
Lev categoryor
el
Description
'level'
Awareness,theabilitytouse
sensorycuestoguidephysical
activity.Theabilitytousesensory
1 Perception
cuestoguidemotoractivity.This
rangesfromsensorystimulation,
throughcueselection,totranslation.
Readiness,alearner'sreadinessto
act.Readinesstoact.Itincludes
mental,physical,andemotional
sets.Thesethreesetsare
2 Set
dispositionsthatpredeterminea
personsresponsetodifferent
situations(sometimescalled
mindsets).
Attempt.Theearlystagesin
learningacomplexskillthat
Guided
3 includesimitationandtrialand
Response
error.Adequacyofperformanceis
achievedbypracticing.
4 Mechanism basicproficiency,theabilityto
performacomplexmotorskill.
Thisistheintermediatestagein
learningacomplexskill.Learned
responseshavebecomehabitualand
themovementscanbeperformed
withsomeconfidenceand
Actionverbswhichdescribethe
Examplesofactivityordemonstrationandevidencetobe
activitytobetrainedormeasuredat
measured
eachlevel)
useand/orselectionofsensestoabsorbdataforguiding
movement
Examples:Detectsnonverbalcommunicationcues.Estimate
chooses,describes,detects,
whereaballwilllandafteritisthrownandthenmovingtothe
differentiates,distinguishes,feels,
correctlocationtocatchtheball.Adjustsheatofstovetocorrect
hears,identifies,isolates,notices,
temperaturebysmellandtasteoffood.Adjuststheheightofthe
recognizes,relates,selects,separates,
forksonaforkliftbycomparingwheretheforksareinrelation
touches,
tothepallet.
Bytheendofthemusictheatreprogram,studentswillbeable
torelatetypesofmusictoparticulardancesteps.
mental,physicaloremotionalpreparationbeforeexperienceor
task
Examples:Knowsandactsuponasequenceofstepsina
manufacturingprocess.Recognizeonesabilitiesand arranges,begins,displays,explains,
limitations.Showsdesiretolearnanewprocess(motivation). getsset,moves,prepares,proceeds,
NOTE:ThissubdivisionofPsychomotoriscloselyrelatedwith reacts,shows,states,volunteers,
the"Respondingtophenomena"subdivisionoftheAffective responds,starts,
domain.
Bytheendofthephysicaleducationprogram,studentswillbe
abletodemonstratetheproperstanceforbattingaball.
imitateorfollowinstruction,trialanderror.
assembles,builds,calibrates,
Examples:Performsamathematicalequationasdemonstrated.
constructs,copies,dismantles,displays,
Followsinstructionstobuildamodel.Respondshandsignalsof
dissects,fastens,fixes,follows,grinds,
instructorwhilelearningtooperateaforklift.
heats,imitates,manipulates,measures,
mends,mixes,reacts,reproduces,
Bytheendofthephysicaleducationprogram,studentswillbe
respondssketches,traces,tries.
abletoperformagolfswingasdemonstratedbytheinstructor.
competentlyrespondtostimulusforaction assembles,builds,calibrates,
completes,constructs,dismantles,
Examples:Useapersonalcomputer.Repairaleakingfaucet. displays,fastens,fixes,grinds,heats,
Driveacar. makes,manipulates,measures,mends,
mixes,organizes,performs,shapes,
Bytheendofthebiologyprogram,studentswillbeableto sketches.
assemblelaboratoryequipmentappropriateforexperiments.
4
 proficiency.
lev categoryor
Description
el 'level'
expertproficiency,theintermediate
stageoflearningacomplexskill.
Theskillfulperformanceofmotor
actsthatinvolvecomplex
movementpatterns.
Proficiencyisindicatedbyaquick,
accurate,andhighlycoordinated
Complex performance,requiringaminimum
5 Overt ofenergy.Thiscategoryincludes
Response performingwithouthesitation,and
automaticperformance.For
example,playersareoftenutter
soundsofsatisfactionorexpletives
assoonastheyhitatennisballor
throwafootball,becausetheycan
tellbythefeeloftheactwhatthe
resultwillproduce.
adaptableproficiency,alearner's
abilitytomodifymotorskillstofita
newsituation.
6 Adaptation
Skillsarewelldevelopedandthe
individualcanmodifymovement
patternstofitspecialrequirements.
creativeproficiency,alearner's
abilitytocreatenewmovement
patterns.
Creatingnewmovementpatternsto
7 Origination
fitaparticularsituationorspecific
problem.Learningoutcomes
emphasizecreativitybasedupon
highlydevelopedskills.
Examplesofactivityordemonstrationandevidencetobe
measured
Executeacomplexprocesswithexpertise
Examples:Maneuversacarintoatightparallelparkingspot.
Operatesacomputerquicklyandaccurately.Displays
competencewhileplayingthepiano.
Bytheendoftheindustrialeducationprogram,studentswill
beabletodemonstrateproperuseofwoodworkingtoolstohigh
schoolstudents.
alterresponsetoreliablymeetvaryingchallenges
Examples:Respondseffectivelytounexpectedexperiences.
Modifiesinstructiontomeettheneedsofthelearners.Performa
taskwithamachinethatitwasnotoriginallyintendedtodo
(machineisnotdamagedandthereisnodangerinperforming
thenewtask).
Bytheendoftheindustrialeducationprogram,studentswill
beabletoadapttheirlessonsonwoodworkingskillsfor
disabledstudents.
developandexecutenewintegratedresponsesandactivities
Examples:Constructsanewtheory.Developsanewand
comprehensivetrainingprogramming.Createsanewgymnastic
routine.
Actionverbswhichdescribethe
activitytobetrainedormeasuredat
eachlevel)
assembles,builds,calibrates,
constructs,coordinates,demonstrates,
dismantles,displays,dissects,fastens,
fixes,grinds,heats,manipulates,
measures,mends,mixes,organizes,
sketches.
NOTE:Thekeywordsarethesameas
Mechanism,butwillhaveadverbsor
adjectivesthatindicatethatthe
performanceisquicker,better,more
accurate,etc.
adapts,adjusts,alters,changes,
integrates,rearranges,reorganizes,
revises,solves,varies.
arranges,builds,combines,composes,
constructs,creates,designs,formulates,
initiate,makes,modifies,originates,re
designs,
troubleshoots.
5
AdaptedandsimplifiedrepresentationofSimpson'sPsychomotorDomain('Theclassificationofeducationalobjectivesinthepsychomotordomain',1972).Elizabeth
SimpsonseemsactuallytohavefirstpresentedherPsychomotorDomaininterpretationin1966intheIllinoisJournalofHomeEconomics.Henceyoumayseethetheory
attributedtoeither1966or1972.

6
Harrow'spsychomotordomaintaxonomy

Harrow'sinterpretationofthePsychomotordomainisstronglybiasedtowardsthedevelopmentofphysicalfitness,dexterityandagility,andcontrolofthephysical
'body',toaconsiderablelevelofexpertise.AssuchtheHarrowmodelismoreappropriatetothedevelopmentofyoungchildren'sbodilymovement,skills,andexpressive
movementthan,say,thedevelopmentofacorporatetrainee'skeyboardskills.Bythesametoken,theHarrowmodelwouldbeperhapsmoreusefulforthedevelopmentof
adultpublicspeakingorartisticperformanceskillsthanDave'sorSimpson's,becausetheHarrowmodelfocusesonthetranslationofphysicalandbodilyactivityinto
meaningfulexpression.TheHarrowmodelistheonlyoneofthethreePsychomotorDomainversionswhichspecificallyimpliesemotionalinfluenceonotherswithinthe
mostexpertlevelofbodilycontrol,whichtomemakesitratherspecial.

Asever,choosetheframeworkthatbestfitsyoursituation,andtheneedsandaimsofthetraineesorstudents.
psychomotordomain(harrow)
level Categoryor'level'
ReflexMovement(Involuntary
1 Segmental,intersegmental,and respondphysicallyinstinctively
Movement)
2 BasicFundamentalMovements
3 PerceptualAbilities
4 PhysicalAbilities
5 SkilledMovements
6 NondiscursiveCommunication
AdaptedandsimplifiedrepresentationofHarrow'sPsychomotorDomain(1972).(Nondiscursivemeansintuitivelydirectandwellexpressed.)
Examplesofactivityordemonstration Actionverbswhichdescribetheactivity
Description
andevidencetobemeasured tobetrainedormeasuredateachlevel)
involuntaryreaction,
react,respond
suprasegmentalreflexes.
basicsimplemovement.
Locomotormovements, alterposition,move,performsimple
grasp,walk,stand,throw
nonlocomotormovements, action
manipulativemovements.
basicresponse.Kinesthetic,
visual,auditoryandtactile usethanoneabilityinresponseto catch,write,explore,distinguishusing
discriminationandcoordinated differentsensoryperceptions senses
abilities.
Fitness.Endurance,strength, developstrength,endurance,agility, endure,maintain,repeat,increase,
stamina,flexibility,andagility. control improve,exceed
complexoperations.Simple,
compound,andcomplex executeandadaptadvanced,integrated drive,build,juggle,playamusical
adaptiveskills,advanced movements instrument,craft
learnedmovements
meaningfullyexpressive
activityoroutput;Expressive activityexpressesmeaningful expressandconveyfeelingandmeaning
andinterpretivemovement, interpretation throughmovementandactions
effectivebodylanguage.

7
 TheAffectiveDomain
http://www.humboldt.edu/~tha1/bloomtax.html & http://academic.udayton.edu/health/syllabi/health/lesson01b.htm

TheAffectiveDomainaddressesinterests,attitudes,opinions,appreciations,values,andemotionalsets.Thisdomainincludesthemannerinwhichwedealwiththings
emotionally,suchasfeelings,values,appreciation,enthusiasms,motivations,andattitudes.TheTaxonomyishierarchical(levelsincreaseindifficulty/sophistication)and
cumulative(eachlevelbuildsonandsubsumestheonesbelow).Thelevels,inadditiontoclarifyinginstructionalobjectives,maybeusedtoprovideabasisfor
questioningthatensuresthatstudentsprogresstothehighestlevelofunderstanding.Iftheteachingpurposeistochangeattitudes/behaviorratherthantotransmit/process
information,thentheinstructionshouldbestructuredtoprogressthroughthelevelsoftheAffectiveDomain.
Level
Category Description Examples ActionVerbs
1 Receiving Thestudentpassivelyattendstoparticular Listensattentively,showssensitivitytosocialproblems. Attends,accepts,asks,
phenomenaorstimuli[classroomactivities, chooses,describes,follows,
textbook,music,etc.]Theteacher'sconcernis Listenstootherswithrespect.Listensforandremembersthe gives,holds,identifies,
thatthestudent'sattentionisfocused.Intended nameofnewly listens,locates,names,
outcomesincludethepupil'sawarenessthata pointsto,selects,selectively
thingexists.Emphasisisonawareness, Bytheendofthewomen'sstudiesprogram,studentswilllisten attendsto,replies,uses.
willingnesstohear,selectedattention. attentivelytoalternativeviewsonselectissues.

2 Responding Thestudentactivelyparticipates.Thepupilnot Completeshomework,obeysrules,participatesinclass Acclaims,aids,answers,

onlyattendstothestimulusbutreactsinsome
way.
Emphasisisonactiveparticipationonthepartof
thelearners.Learningoutcomesmayemphasize
complianceinresponding,willingnessto
respond,orsatisfactioninresponding
(motivation).
discussion,showsinterestinsubject,enjoyshelpingothers. applauds,approves,assists,
complies,conforms,
Givesapresentation.Questionsnewideals,concepts,models,in discusses,greets,helps,
ordertofullyunderstandthem.Knowssafetyrulesandpractices labels,performs,practices,
them. presents,reads,recites,
reports,selects,tells,writes,
Bytheendoftheelementaryeducationprogram,studentswill Volunteers.
abletocomplywithPL94142.

3 Valuing Theworthastudentattachestoaparticular Demonstratesbeliefindemocraticprocesses,appreciatestherole Assists,completes,debates,

object,phenomenon,orbehavior.Rangesfrom
acceptancetocommitment(e.g.,assumes
responsibilityforthefunctioningofagroup).
Attitudesandappreciation.
Valuingisbasedontheinternalizationofasetof
specifiedvalues,whilecluestothesevaluesare
expressedinthelearnersovertbehaviorandare
ofscienceindailylife,showsconcernforothers'welfare, demonstrates,denies,
demonstratesaproblemsolvingapproach. differentiates,explains,
follows,forms,increases
Issensitivetowardsindividualandculturaldifferences(value proficiencyin,initiates,
diversity).Showstheabilitytosolveproblems.Proposesaplanto invites,joins,justifies,
bringaboutsocialimprovementandfollowsthroughwith proposes,protests,reads,
commitment.Informsmanagementonstronglyfeltmatters. relinquishes,reports,selects,
shares,studies,supports,

8
 oftenidentifiable.
Level
Category Description
4 Organization Bringstogetherdifferentvalues,resolving
conflictsamongthem,andstartingtobuildan
internallyconsistentvaluesystemcomparing,
relatingandsynthesizingvaluesanddeveloping
aphilosophyoflife.
Organizesvaluesintoprioritiesbycontrasting
differentsystems.Theemphasisison
comparing,relating,andsynthesizingvalues.
5 Internalizing Atthislevel,thepersonhasheldavaluesystem Concernedwithpersonal,social,andemotionaladjustment:
values:
forasufficientlylongtimetocontrolhis/her
Characterizat
ionbya behavior,hasdevelopedacharacteristic"life
Valueor style."Behaviorispervasive,consistent,
Value predictable,andmostimportantly,characteristic
Complex
ofthelearner.Instructionalobjectivesare
concernedwiththestudent'sgeneralpatternsof
adjustment(personal,social,emotional).
Reference
1.BengaminS.Bloom,BertramB.Mesia,andDavidR.Krathwohl(1964).TaxonomyofEducationalObjectives(twovols:TheAffectiveDomain&TheCognitive
Domain).NewYork.DavidMcKay
Bytheendofthepoliticalscienceprogram,studentswillbeable works.
todebatenumeroussidestoanargument.
Examples ActionVerbs
Recognizestheneedforbalancebetweenfreedomandresponsible Accommodates,adheres,
behavior,understandstheroleofsystematicplanninginsolving alters,arranges,balances,
problems;acceptsresponsibilityforownbehavior. combines,compares,
completes,defends,
Explainstheroleofsystematicplanninginsolvingproblems. explains,formulates,
Acceptsprofessionalethicalstandards.Createsalifeplanin generalizes,identifies,
harmonywithabilities,interests,andbeliefs.Prioritizestime integrates,modifies,orders,
effectivelytomeettheneedsoftheorganization,family,andself. organizes,prepares,relates,
synthesizes.
Bytheendoftheenvironmentalstudiesprogram,studentswill
beabletoorganizetheconservationeffortsofurban,suburbanand
ruralcommunities.
displaysselfrelianceinworkingindependently,cooperatesin
groupactivities(displaysteamwork),maintainsgoodhealth Acts,discriminates,
habits. displays,influences,
interprets,listens,maintains
Usesanobjectiveapproachinproblemsolving.Displaysa objectivitymodifies,
professionalcommitmenttoethicalpracticeonadailybasis. performs,practices,
Revisesjudgmentsandchangesbehaviorinlightofnewevidence. proposes,qualifies,
Valuespeopleforwhattheyare,nothowtheyappear. questions,respects,revises,
serves,solves,uses
Bytheendofthecounselingprogram,studentswillbeableto evidence,verifies.
objectivelyinterpretevidencepresentedbyclientsduringa
therapysession.
9
 Krathwohl'sTaxnomyofAffectiveDomain

Krathwohl'saffectivedomaintaxonomyisperhapsthebestknownofanyoftheaffectivetaxonomies."The
taxonomyisorderedaccordingtotheprincipleofinternalization.Internalizationreferstotheprocesswherebya
person'saffecttowardanobjectpassesfromageneralawarenessleveltoapointwheretheaffectis'internalized'and
consistentlyguidesorcontrolstheperson'sbehavior(Seels&Glasgow,1990,p.28)."

Receivingisbeingawareofor
sensitivetotheexistenceofcertainideas,
material,orphenomenaandbeingwilling
totoleratethem.Examplesinclude:to
differentiate,toaccept,tolisten(for),to
respondto.

Respondingiscommittedin
somesmallmeasuretotheideas,
materials,orphenomenainvolvedby
activelyrespondingtothem.Examples
are:tocomplywith,tofollow,to
commend,tovolunteer,tospendleisure
timein,toacclaim.

Valuingiswillingtobeperceived
byothersasvaluingcertainideas,materials,orphenomena.Examplesinclude:toincreasemeasuredproficiencyin,
torelinquish,tosubsidize,tosupport,todebate.

Organizationistorelatethevaluetothosealreadyheldandbringitintoaharmoniousandinternally
consistentphilosophy.Examplesare:todiscuss,totheorize,toformulate,tobalance,toexamine.

Characterizationbyvalueorvaluesetistoactconsistentlyinaccordancewiththe
valuesheorshehasinternalized.Examplesinclude:torevise,torequire,toberatedhighinthevalue,toavoid,to
resist,tomanage,toresolve.

Krathwohl,D.R.,Bloom,B.S.,andMasia,B.B.(1964).Taxonomyofeducationalobjectives:HandbookII:Affective
domain.NewYork:DavidMcKayCo.

SeelsandGlasgow(1990).Exercisesininstructionaldesign.ColumbusOH:MerrillPublishingCompany.

TaskAnalysis

10
 Harrow'sTaxonomyofPsychomotorDomain

AnitaHarrow'staxonomyforthepsychomotordomainAnitaHarrow'staxonomyforthepsychomotordomainis
organizedaccordingtothedegreeofcoordinationincludinginvoluntaryresponsesaswellaslearnedcapabilities.
Simplereflexesbeginatthelowestlevelofthetaxonomy,whilecomplexneuromuscularcoordinationmakeupthe
highestlevels(Seels&Glasgow,1990).

Reflexmovementsare
actionselicitedwithoutlearningin
responsetosomestimuli.Examples
include:flexion,extension,stretch,
posturaladjustments.

Basicfundamental
movementareinherent
movementpatternswhichareformedby
combiningofreflexmovementsandare
thebasisforcomplexskilledmovements.
Examplesare:walking,running,pushing,
twisting,gripping,grasping,
manipulating.

Perceptualreferstointerpretation
ofvariousstimulithatenableonetomakeadjustmentstotheenvironment.Visual,auditory,kinesthetic,ortactile
discrimination.Suggestscognitiveaswellaspsychomotorbehavior.Examplesinclude:coordinatedmovements
suchasjumpingrope,punting,orcatching.

Physicalactivitiesrequireendurance,strength,vigor,andagilitywhichproducesasound,efficiently
functioningbody.Examplesare:allactivitieswhichrequirea)strenuouseffortforlongperiodsoftime;b)muscular
exertion;c)aquick,widerangeofmotionatthehipjoints;andd)quick,precisemovements.

Skilledmovementsaretheresultoftheacquisitionofadegreeofefficiencywhenperforminga
complextask.Examplesare:allskilledactivitiesobviousinsports,recreation,anddance.

Nondiscursivecommunicationiscommunicationthroughbodilymovementsrangingfrom
facialexpressionsthroughsophisticatedchoreographics.Examplesinclude:bodypostures,gestures,andfacial
expressionsefficientlyexecutedinskilleddancemovementandchoreographics.

Harrow,A.J.(1972).Ataxonomyofthepsychomotordomain.NewYork:DavidMcKayCo.

SeelsandGlasgow(1990).Exercisesininstructionaldesign.ColumbusOH:MerrillPublishingCompany.

TaskAnalysis

11
WritingStudentLearningOutcomesforCMUPrograms
http://www.provost.cmich.edu/assessment/toolkit/writingoutcomes.htm
WritingStudentLearningOutcomesforCMUPrograms
WhenwritingStudentLearningOutcomes,thefocusshouldbeonobservableoutcomesandanactionverbcan
providethatfocus.StudentLearningOutcomesusuallybeginwithsomethinglike:
Bytheendofthesecondaryeducationprogram,studentswillbeabletodesigncurriculumandinstruction
appropriateforthecognitivedevelopmentofalllearners.
Designistheactionverbinthisexample.
Bytheendofthechemistryprogram,studentswillbeabletoapplyknowledgeofions,solutionsandsolubilityto
explaintheformationandpropertiesofhomogeneousmixtures.
Applyandexplainaretheactionverbsinthisexample.

StudentLearningOutcomesshoulddescribewhatstudentsshouldknow,beabletodoand/orbelike(dispositions)
bytheendofthedefinedprogram.ThesetypesofStudentLearningOutcomesaretypicallylinkedtodomains.The
commondomainsoflearningincludecognitive,affectiveandpsychomotor.
Theaffectivedomainincludesafocusonstudentsattitudes,valuesanddispositions.Theseoutcomesarealittle
moredifficulttomeasure;however,itispossible,andmanydisciplinesareincludingtheseintheirnational
standards(e.g.,Studentswilldeveloprespectandunderstandingforpeoplefromallbackgroundsandculturesand
beabletoengageinconstructivediscussionofsignificantsocialandethicalissues.andaspartoftheGeneral
EducationRequirements,Studentswilldevelopintellectualconcernstoincludeacrossculturalperspective
throughthestudyofdiversecultures).

ThePsychomotorTaxonomyfocusesonthedevelopmentofstudentsphysicalabilitiesandskills.TheseStudent
LearningOutcomesmayincludeperformances,skillinasport,typingskills,painting,playinganinstrument,
manipulatinganotherpersonslimbsduringphysicaltherapyanddemonstratingadissection

Reference:
Gronlund,N.E.(2000).HowtoWriteandUseInstructionalObjectives.UpperSaddleRiver,NJ:PrenticeHall,
Inc.

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