Accreditation and

Outcome based Learning

Dr. S. K. Das Mandal
Centre for Educational Technology
Indian Institute of Technology Kharagpur
sdasmandal@cet.iitkgp.ernet.in

Lecture 7
www.ide.iitkgp.ernet.in
 Introduction to Learning Taxonomy
Lecture outcome
1. Describe Bloom’s Taxonomy of learning
2. Categorized the domains of learning
3. State with example cognitive domains of learning and Categorized
the sub-domains of cognitive domains
 Background

 A group of college and university professors led by Benjamin S

Bloom published a handbook in 1956 called
Taxonomy of Educational Objectives –
The classification of Educational Goals

 Bloom’s Taxonomy is used extensively for planning of teaching /

learning activities
 Why Bloom’s Taxonomy?
Bloom’s Taxonomy provides us with a solid theoretical base for
 Systematic planning for teaching and evaluation at macro and micro
level:

1.We can write the curriculum of any course in terms of observable student
performance called Specific Instructional Objectives

2. We can plan teaching /learning strategy in keeping with our Instructional

Objectives

3. We can plan our assessment and evaluation strategies to match

Instructional Objectives
 Domains of Learning
Benjamin Bloom asserted that all learning can broadly be classified
into one of the following three domains :

1.COGNITIVE  DOMAIN :  Involves Thinking

2.PSYCHOMOTOR  DOMAIN : Involves Action

3.AFFECTIVE  DOMAIN :  Involves Feelings /Attitudes

 Sub classification of learning domains
 Each domain of learning has 5 or 6 levels

T he lowest level needs to be learnt before   learning the next higher level

 Achievement at a higher level implies achievement at all lower levels

 Most levels are divided into multiple categories
 Cognitive Domain
Thinking skills
 The domain most involved in higher education.

 Includes all learning that deal with - recall / recognition /

development of intellectual abilities & skills

 Six major categories / levels-

Starting from Knowledge / Recall (lowest) ending in Evaluation /
Creation (highest)
 Original Revised
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Verb
• Knowledge:
Recall of data. Remembering previously learned material [as
defined by Bloom]
• Comprehension:
Ability to grasp meaning of material.
• Application:
Use a concept in a new situation
• Analysis:
Ability to break down material into its component parts so that its
organizational structure may be understood
• Synthesis:
Ability to build a structure or pattern from diverse elements. Put
parts together to form a whole, with emphasis on creating a new
meaning or structure.
• Evaluation:
Student makes decisions based on in‐depth reflection, criticism and
assessment. Make judgments about the value of ideas or materials
 Types of Knowledge
Knowledge of Terminology: Define technical terms / range of meanings of words (as in dictionary) /
terms & concepts in science
Knowledge of “Specific Facts”: About Cultures / organisms / major natural resources / properties of
elements & compounds / data
Knowledge of Conventions: Conventional symbols used in the domain area / rules of social behavior /
forms in scientific papers / rules of circuit drawing / protocols / standards
Knowledge of trends & sequences: Trends in data compression, sequence of a given process or
operation
Knowledge of classifications & categories: Types of semiconductor devices, EM wave range names
Knowledge of criteria: Boiling point of water, Pass marks in a exam.
Knowledge of Methodology: Methods of inquiry / techniques / procedures
Knowledge of Principles & Generalizations: Recall of principles (in learning / biology etc…)
Knowledge of Theories & Structures: Recalling major theories in any area (civilization / science etc)
TAXONOMY CATEGORIES SAMPLE VERBS
Knowledge Arrange, Define, Describe, Duplicate, Identify,
Label, List, Match, Memorize, Name, Order,
Outline, Recognize, Relate, Recall, Repeat,
Reproduce, Select, State

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Types of Comprehension
Translation:
• Into other language
• Into other forms of communication (data to graph)
• state in own words / explain

Summarization
Generalization

Extrapolation
• Making predictions – based on understanding of trends /
consequences of actions described in a communication
TAXONOMY CATEGORIES SAMPLE VERBS
Comprehension Classify, Convert, Defend, Describe,
Discuss, Distinguish, Explain, Express, Extend,
Generalized, Give example(s), Identify, Indicate,
Infer, Locate, Paraphrase, Recognize, Rewrite,
Review, Select, Summarize, Translate

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Types of Application

Be able to apply principles, concepts, methods, techniques,

procedures , theories , information etc. learnt under
knowledge and comprehension categories earlier in a new
situation

:
TAXONOMY CATEGORIES SAMPLE VERBS
Application Apply, Change, Choose, Compute,
Demonstrate, Discover, Dramatize, Employ,
Illustrate, Interpret, Manipulate, Modify,
Operate, Practice, Prepare, Produce, Relate,
Schedule, Show, Sketch, Solve, Use, Write

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 Types of Analysis
Student breaks learned information into its parts to best understand that
information

Analysis of Elements
Recognizing
Hypothesis
Conclusions from statements,
Unstated assumptions
Statement of facts, values etc…
Analysis of Relationships
 Comprehending inter-relationships between ideas
 Distinguish cause-effect relationship
 Detect logical fallacies
 Check consistency of hypothesis with given information
Analysis of Organizational Principles
 Arrangement / structure / form / pattern
 Ability to infer author’s point-of-view
TAXONOMY CATEGORIES SAMPLE VERBS
Analysis Analyze, Appraise, Breakdown, Calculate,
Categorize, Compare, Contrast, Criticize,
Diagram, Differentiate, Discriminate,
Distinguish, Examine, Experiment, Identify,
Illustrate, Infer, Model, Outline, Point out,
Question, Relate, Select, Separate, Subdivide,
Test

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Types of Synthesis
 Drawing elements from many sources & putting them together into a
new structure

 Production of a unique communication (allowing diff solutions by

different people)

 Creative writing (within set limits)/ extempore

 Skill in writing – through using organization of ideas & statements

 Produce a plan or proposed set of operations

 Propose ways of testing hypothesis / modifying hypothesis

 Integrate results of an investigation into an effective plan for problem

solving

 Design tools to perform specific operations / design building

TAXONOMY CATEGORIES SAMPLE VERBS
Synthesis Arrange, Assemble, Categorize, Collect,
Combine, Comply, Compose, Construct,
Create, Design, Develop, Devise, Explain,
Formulate, Generate, Plan, Prepare, Rearrange,
Reconstruct, Relate, Reorganize, Revise,
Rewrite, Set up, Summarize, Synthesize, Tell

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Types of Evaluating
• Hypothesising
• Checking • Judging
• Critiquing • Monitoring
• Detecting  • Testing
• Experimenting

Can students justify a decision or a course of action?

TAXONOMY CATEGORIES SAMPLE VERBS
Evaluation Appraise, Argue, Assess, Attach, Choose,
Compare, Conclude, Contrast, Defend,
Describe, Discriminate, Estimate, Evaluate,
Explain, Judge, Justify, Interpret, Relate,
Predict, Rate, Select, Summarize, Support,
Value

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 Examples
Use of inappropriate verbs
1. Student will know Newton's Laws of Motion  
2. The teacher will tell why…….. Or  how……
3. Using the given data in table 1 calculate …….
4. Feel a strong commitment to professional ethics
5. Student will understand  how  to operate a …… machine  to ………..
6. Student will appreciate the concepts of sustainable development to 
engineering design 
7. The teacher will teach the perspective view of ….…using ……..
8. Learn the best design for a given application
Examples: Identify the domains
1. State Newton's Laws of Motion
2. Explain why…….. Or  how……
3. Using the given data in table 1 calculate …….
4. Draw the perspective view of …
5. Select the best design for a given application
6. Use numerical methods for solve 1st order and 2nd order ordinary differential 
equation
7. Given the specification for a auditorium or studio requirement list the acoustical 
requirements  and design the acoustic part of the auditorium or studio.
Lecture 08

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Psychomotor domain and Affective domain of learning

Lecture outcome
1. Describe Psychomotor domain and Affective domain of learning
2. State with example sub-domains of Psychomotor domain and Affective
domain

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 Psychomotor Domain
Action
 Includes physical movement, coordination, and use of the motor-skill areas.

 Requires practice

 Naturalization Highest level

 Articulation
 Precision
 Manipulation
 Imitation Lowest level
 Imitation

 Observing and patterning behavior after someone else. 

 Performance may be of low quality.

Includes repeating an act that has been demonstrated or Includes trial 
and error until an appropriate response is achieved. 

Example: Trying to operate an equipment by observing someone else
Manipulation

Being able to perform certain actions by following instructions

and practicing - until it becomes habitual

Learner still isn't sure of himself / herself.

Example: Trying to operate an equipment on one's own, after
taking lessons, or reading about it.
 Precision
 Refining, becoming more exact. skill has been attained. 

 Proficiency is indicated by a quick, smooth, accurate performance, 
requiring a minimum of energy. 

 The overt response is complex and performed without hesitation. 

 Few errors are apparent. 

Example: Working and reworking something, so it will be "just right”

 Articulation

 Coordinating a series of actions, achieving harmony and internal

consistency. involving an even higher level of precision.

The skills are so well developed that the individual can modify movement
patterns to fit special requirements or to meet a problem situation.

Example: Using an equipment skillfully
 Naturalization
 Having high level performance‐ becomes natural, without needing to
think much about it ‐ response is automatic.

 The individual begins to experiment, creating new motor acts or ways of

manipulating materials out of understandings, abilities, and skills
developed.

Example: Can use the equipment  without thinking even in novel ways 
 Affective Domain
Feelings / Attitudes

 Characterizing Highest level

 Organizing
 Valuing
 Responding
 Receiving Lowest level
Receiving - is being aware of or sensitive to the existence
of certain ideas, material, or phenomena and being willing to
tolerate them

Responding - is committed in some small measure to the

ideas, materials, or phenomena involved by actively
responding to them.
Valuing - is willing to be perceived by others as valuing certain
ideas, materials, or phenomenon

Organization - is to relate the value to those already held and

bring it into a harmonious and internally consistent philosophy.

Characterization- by value or value set - is to act

consistently in accordance with the values he or she has
internalized.