Transcript OBE FSG-DRJJ-July 28th 2009

Me with the
Director General
of UNESCO
Me with the
Howard Gardner
email: [email protected], [email protected]; [email protected]
Website: http://drjj.uitm.edu.my; http://www2.uitm.edu.my/drjj/
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Me with the
Director General
of UNESCO
Me with the
Howard Gardner
email: [email protected], [email protected]; [email protected]
Website: http://drjj.uitm.edu.my
7/17/2015
Copyright DrJJ, ASERG, FSG, UiTM. March 2010
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From the universe, nebulaes, stars, solar system, planets,
our earth, magnetic field, charged particles, light years,
acceleration, forces, nature, ionization, aurora,
earthquake, tsunami, Ketsana, H1N1, to human & people
interactions, humankind will never stop enduring and
exploring in finding the truth…
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Learning Outcomes
At the end of this session, my respectable intellects will be
able to:
1. Describe the purpose of education.
2. Describe attributes of the 21st century university undergraduates
3. List out the 9 MOHE learning outcomes and the 7 generic student’s
(graduates) attributes (GSA).
4. Suggest classroom action plans which are consistent with the
National Higher Education Plan of Action to produce knowledgeable,
skillful and responsible graduates.
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Me with the
Director General
of UNESCO
“The principle goal of education is to create men who are
capable of doing new things, not simply of repeating what
other generations have done -- men who are creative,
inventive and discoverers. “ Jean Piaget
Me with the
Howard Gardner
“The only person who is educated is the one who has
learned how to learn and change.” Carl Rogers
“Teachers are powerful people and keepers of the future.
Help your students dream big!” Leslie Owen Wilson
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http://drjj.uitm.edu.my
Developing 3 Domains of Education-Learn
Cognitive
Knowing, the Head
The KNOWLEDGE
Intellectual Skills
Affective
Psychomotor
Feeling, The Heart
The CARE, Emotions
Doing, The Hand, Body
The SKILLS
3H
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http://drjj.uitm.edu.my
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http://drjj.uitm.edu.my
Learning is
 what students know AND
 what they can do with what they know
 Knowledge, skills, and attitudes.
21st Century MUST HAVE skills:
Learning should be relevant to the variety of graduates ‘roles
included in their working, civic and personal life.
“It is an emphasis on what students can do with knowledge,
rather than what units of knowledge they have, that best
describes the essence of 21st century skills.”
Elena Silva in the Education Sector Report 2008
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COPPA
Me with Edward De Bono
Born & Raised in the state of Hang Jebat…
Early education at St. David’s, Science Malacca & SDAR (Seremban)
B.Sc. Physics (1983); M.Sc. Condensed Matter (1985) - KSU
Teaching Certificate (1986) – MPTI
Served ITM – Jan 1987
PhD Physics Education (1991-1994)
Physics & Education expert
• Practiced OBE & Active Learning especially on his own since 1997.
• Vice-Chair Asian Physics Education Network (ASPEN), UNESCO
• Chair for ASPEN, Malaysia
• Nominated for Innovative Teaching & Learning National & International
• Active Member, Science Educ. Committee, Academy Science Malaysia since
2005.
• Keynote, Plenary and Invited Speaker in Conferences Nationally &
Internationally
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
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Marc Tucker and Judy Codding urges adoption of
thinking curriculum (TSWZ is strongly for this)
that provides a deep understanding of the subject and
the ability to apply that understanding to the
complex, real-world problems that the student will
face as an adult
Tucker, M.S. & Codding, J.B. (2002/1998)
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One of the most important goals of a university is to develop
individuals who have advanced literacy skills in
their discipline: people who can participate effectively by
critiquing information and ideas and by contributing with rigour
and creativity to new insights and knowledge, who are
self-aware as learners, and who are rhetorically versatile,
confident communicators able to adapt and contribute
to the demands of employment and life in a changing
society and wider world.
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Steering the Future of Higher Education
The attainment of world class status by Malaysian universities hinges, in
part, on keeping a fine balance between two competing objectives:
expanding the system and improving quality. The achievement of both
objectives calls for careful development of a strategic plan that supports
concrete policy reforms in the areas of governance, financing,
curriculum, and pedagogy needed to facilitate the transformation of the
university system.
Source: Malaysia and the Knowledge Economy: Building a World-Class Higher Education System
Human Development Sector Reports. East Asia and the Pacific Region, World Bank, March 2007
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Sternberg suggests Curriculum must develop the other 3 R’s.
• Reasoning
• which include analytical, critical thinking, and problem solving skills
• Resilience
• which encompasses life skills such as flexibility, adaptability, and
self-reliance
• Responsibility
• wisdom, which he defines as “the application of intelligence,
creativity, and knowledge for a common good.”
Sternberg, R. & Subotnik, R., eds. (2006). Optimizing Student Success with the Other Three Rs:
Reasoning, Resilience, and Responsibility. Greenwich, CT: Information Age Publishing.
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Can explain: provide thorough, supported, and justifiable accounts
of phenomena, facts, and data.
Can interpret: tell meaningful stories; offer apt translations; provide
a revealing historical or personal dimension to ideas and events;
make it personal or accessible through images, anecdotes,
analogies, and models.
Can apply: effectively use and adapt what we know in diverse
contexts.
Have perspective: see and hear points of view through critical eyes
and ears; see the big picture.
Source: Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.
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Can empathize: find value in what others might find odd, alien, or
implausible; perceive sensitively on the basis of prior direct
experience.
Have self-knowledge: perceive the personal style, prejudices,
projections, and habits of mind that both shape and impede our own
understanding; we are aware of what we do not understand and why
understanding is so hard
Grant Wiggins and Jay McTighe. Understanding by Design; Chap 4.
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If you were to fall in a hole
through the center of the
earth, how long before you
land in a bowl of authentic
dim sum in Beijing?
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“We must produce confident students with a sense of balance
and proportion. While an individual may specialise in a certain
area, his or her perspective should be enriched by other
experiences as well.”
“The MOHE will thus introduce a holistic programme that will
cut across all disciplines and focus on communication and
entrepreneurial skills. The programme, which is intended to build
a balanced perspective in all students, will expose them to
subjects beyond their area of specialisation. For example, students
reading for degrees in the sciences such as medicine, engineering
and chemistry will be exposed to courses covering literature and
philosophy. Likewise, students in the humanities will be exposed to
the rudiments of science and technology, and certainly, ICT.”
Source: NATIONAL HIGHER EDUCATION ACTION PLAN 2007-2010
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MOHE’s Attributes of Human Capital with First-Class Mentality*.
Knowledge Attributes:
Personal Attributes:
• Mastery of core subjects and
ability to apply that knowledge
• Mastery of Bahasa Malaysia and
English, and at least one other
global language.
• A continuing passion for
knowledge through lifelong
learning.
• Excellent general knowledge and
interest in current events.
• Appreciation of the arts, culture
and sports.
• Sound analytical and problemsolving skills.
• Awareness of business and
management principles, and
technology.
• Goal-oriented: proactive,
self-starting, selfdisciplined, confident,
resilient, motivated, and
fiercely competitive.
• Intellectually engaging:
creative, innovative, and
possessing critical
thinking skills.
• Quick learner, adaptable,
and flexible.
• Entrepreneurial.
• Ethically and morally upright.
• Spiritually grounded.
• Compassionate and caring
(through volunteerism and
social services).
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Interpersonal
Attributes:
• Able
communicator
and effective
presenter.
• Able to relate and
be comfortable with
people at all levels.
• Able to develop and
leverage on
personal and
professional
networks to achieve
goals.
• Natural leader.
• Team player.
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Technical skills
1.Knowledge (K)
2.Practical Skills (P)
3.Thinking and scientific
skills (K,S)
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Professional skills
1.Communication skills (S,A)
2.Social skills, teamwork and
responsibility (A)
6.Values, ethics, moral and
professionalism (A)
7.Information management and
lifelong learning skills(S/A)
8.Managerial and entrepreneurial
skills (K/P/A)
9.Leadership skills
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Professional skills
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1.
2.
3.
4.
5.
6.
7.
Critical thinking and problem solving skills (K,S)-LO3)
Communication skills (S,A)-LO4
Group working skills (A)-LO5
Ethics and professionalism (A)-LO6
Lifelong learning and information management (S,A)-LO7
Entrepreneurship skills (S)-LO8
Leadership skills (A)-LO9
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If you were to fall in a hole
through the center of the
earth, how long before you
land in a bowl of authentic
dim sum in Beijing?
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WHO TAKES THE TIME?
HOW MUCH IS THE COFFEE?
JAVA OR JANTAN’S??
WHAT IF HOW LOUD & HOW LONG
INSTEAD OF JUST HOW LONG??
Aligning Outcome-Based Curriculum
Instruction; Assessment
YELL?? WHERE??
WHAT TIME?? WHO
WITH?? ARE WE
GETTING PAID OR IT
PAYS FOR OUR
COFFEE??
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Learning Outcomes
At the end of this session, UiTM intellects will be able to:
1. Operationalize and explain the concept of curriculum design.
2. List out and explain the characteristics of OBE.
3. Compare and contrast between Program Educational Objectives
(PEOs) and Program Outcomes (POs).
4. Apply the concept of Intended (Desired) Learning Outcomes to the
different levels of curriculum design.
5. Describe and apply Bloom’s taxonomy to the design of a course.
6. Embed and justify the GSA to the design of a program and course
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Coles (2003) argues that:
A curriculum is more than a list of topics to be covered by an
educational programme, for which the more commonly accepted
word is a ‘syllabus’. A curriculum is:
 first of all a policy statement about a piece of education, and
 secondly an indication as to the ways in which that policy is to be
realised through a programme of action.
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In practice, a working definition of a curriculum is
 the sum of all the activities, experiences and learning opportunities
for which an institution (such as the Society) or a teacher (such as a
faculty member) takes responsibility – either deliberately or by
default.
 This includes in such a broad concept of curriculum: the formal and
the informal, the overt and the covert, the recognised and the
overlooked, the intentional and the unintentional.
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• All the planned learning experiences of a school or educational institution
• A series of experiences that will result in them learning what you intend
them to learn
• It includes consideration of aims, intended learning outcomes,
program structure, syllabus, learning and teaching activities,
assessment tasks and systematic review and evaluation-CQI.
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The Outcomes-based approach to course design is intended to
make the expectations of the designer/educator more
transparent to both the student and any regulatory or
accrediting body. Unlike the traditional model of course design
in higher education, where the lecturer would decide what to
include on a syllabus, based on his or her own judgement of
what was important for students to know; or on personal
research or other interests; the outcomes-based approach
starts with a specification of what the student will be expected
to achieve by the end of the unit
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OBE is:
 driven by educators in response to demands for greater
accountability & how higher education institutions teach students.
 emphasizes change from ‘teaching’ to ‘learning’ thru studentcentered approach by providing a framework for teaching and
learning that is student focused and relevant.
 stresses how students obtain the capabilities that they will need in
the highly competitive real world (Chang, and Wang, 2005).
 NOT how much percentage of students pass the courses.
 cultivates the knowledge and skills students will need to succeed
after graduation.
 emphasizes the end products or outputs of an education process
rather than its inputs.
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“Deliberate and focused instructional design requires us as
teachers and curriculum writers to make an important shift in
our thinking about the nature of our job. The shift involves
thinking a great deal, first, about the specific learning sought,
and the evidence of such learning, before thinking about what
we, as the teacher, will do or provide in teaching and learning
activities. Though considerations about what to teach and how
to teach it may dominate our thinking as a matter of habit, the
challenge is to focus first on the desired learnings from which
appropriate teaching will logically follow”
Source: Understanding by Design by Grant Wiggins and Jay McTighe
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Breadth – the courses offered opportunities for achieving all the LOs
Depth – the courses offered opportunities for achieving mastery in
the subject matter or in the skills acquired.
Depth in the cognitive domains using the Bloom’s taxonomy levels
(& Webb’s Depth Of Knowledge or DOK), psychomotor domains
using Simpson’s and affective domain (Krathwohl)
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Bloom’s Taxonomy
Higher
order
Lower
order
Revised Bloom’s Taxonomy
Evaluation
Create
Synthesis
Evaluate
Analysis
Analyze
Application
Apply
Comprehension
Understand
Knowledge
Remember
Webb’s DOK
Level 1:
Recall or
recognition of
fact,
information or
concept
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Level2:
Basic application of
skill/concept: Use
info, conceptual
knowledge, follow
procedures
Source for the revised
Bloom Taxonomy: A
Taxonomy for Learning,
Teaching and Assessing: A
Revision of Bloom’s
Taxonomy of Educational
Objectives, 2001.
Biggs SOLO Taxonomy
Level 3:
Strategic
thinking/reasoning:
Develop plan to solve probs;
require justification &
decision-making
Copyright DrJJ, ASERG, FSG, UiTM. March 2010
Level 4:
Extended Thinking
Solving authentic realworld problem requiring
time & research,
patience, perseverance..
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Simpson’s Taxonomy-Skills
Higher
order
Origination
Higher
order
Adaptation
Organisation
Mechanism
Valuing
Lower
order
Set
Responding
Receiving
Perception
PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL
MOVEMENT, COORDINATION & USE OF THE
MOTOR SKILL AREAS
LO2, LO3, LO4,LO7,LO8
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Internalizing
Complete Overt Response
Guided Response
Lower
order
Krathwol’s Taxonomy-Affective
AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL
WITH THINGS EMOTIONALLY (e.g. FEELINGS,
INTERESTS, ATTITUDES, APPRECIATION,
ENTHUSIASMS, MOTIVATIONS) - THAT MIGHT
RESULT FROM INSTRUCTION): LO4,LO5,LO6,LO9
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Bloom’s Taxonomy
Simpson’s Taxonomy
Evaluation
Origination
Synthesis
Adaptation
Analysis
Complete Overt Response
Application
Mechanism
Comprehension
Guided Response
Knowledge
Set
Webb’s DOK
Level 1:
Recall or
recognition of
fact,
information or
concept
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Level2:
Basic application of
skill/concept: Use
info, conceptual
knowledge, follow
procedures
Krathwol’s Taxonomy
Internalizing
Organisation
Valuing
Responding
Receiving
Perception
Level 3:
Strategic
thinking/reasoning:
Develop plan to solve probs;
require justification &
decision-making
Copyright DrJJ, ASERG, FSG, UiTM. March 2010
Level 4:
Extended Thinking
Solving authentic realworld problem requiring
time & research,
patience, perseverance..
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"Learning outcomes represent
culminating demonstrations of learning and achievement.
They are not simply a listing of discrete skills, nor broad
statements of knowledge and comprehension.
They describe performances that demonstrate that significant learning has been verified and achieved
by graduates of the program."
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The result or consequence of a performance (in terms of success and
failure).
the way a thing turns out; a consequence
The outcomes of my discussion with ILQAM is…
Upon completion of this 1-day OBE session, UiTM
intellects will be able to…
Upon completion of a 3-day interview by Sime Darby,
the most knowledgeable and skillful candidate will be
chosen for the scholarship.
CMAP-S CMAP-EDU CMAP-A
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CMAP-M
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• Learning Outcomes are statements that explain what students
should know, understand and can do upon the completion of
a period of study.
• Learning outcomes are references for standard and quality as well
as for the development of curriculum in terms of teaching and
learning, determination of credits and the assessment of students.
• Learning outcomes are linked to the credit system which gives
value to all student learning time (1credit hour = 40 hours
Student Learning Time) and are not based on the contact
hours between lecturers and students.
CMAP-S CMAP-EDU CMAP-A
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CMAP-M
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CMAP-S CMAP-EDU CMAP-A
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CMAP-M
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What is a Program/Course/Lesson Outcome??
A statement of what students will be able to do when they have
completed the program/course/lesson and it involves graduate's
skills and knowledge that arise from the educational activities of
the program/course/lesson which lead to the achievement of the
Program Objectives
An outcome has three major components:
A description of what the students will be able to do
The conditions under which the students will perform the task.
The criteria for evaluating students’ performance (optional)
CMAP-S CMAP-EDU CMAP-A
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CMAP-M
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condition
Action
Observable
Measurable
Criteria
At the end of this activity,
you will be able to write at least 5 attributes of your graduates
for the program you are developing.
CMAP-S CMAP-EDU CMAP-A
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CMAP-M
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MOHE
General (not
directly
measurable)
Very general (not
measurable)
Institutional Attributes
Program level (Still general)
General (not
directly
measurable)
Course Level (Specific but not directly measurable)
Lesson Level (Very specific & MUST be measurable)
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DrJJ’s WEB
CMAP-S CMAP-EDU CMAP-A
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CMAP-M
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CMAP-S CMAP-EDU CMAP-A
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CMAP-M
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A sample lesson from Thermodynamics
http://drjj.uitm.edu.my
Course outcome for Thermodynamics: (address LO1)
Apply the energy balance of the first law of thermodynamics to closed
and open systems.
Lesson outcomes: Upon completion of this unit, students will
be able to:
1. State the conservation of energy principle and name all the forms of
energy entering & leaving a system and energy changes within the
system. (C1)
2. Discuss the energy exchange process and write mathematical
expressions representing the energy balance in units of kJ, for a general
system undergoing any process. (C2)
3. Rewrite the energy balance in the unit-mass basis and unit-time basis
(or rate-form basis) for a general system undergoing any process.(C3)
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DrJJ, ASERG,
FSG, UiTM.
March 2010
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ASERG,
FSG UiTM,
April 2008
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COURSE: PHY407
Course Outcomes: Upon completion of this course, students will be able to:
1. Apply the concepts, laws and theories in electrostatics, electricity,
magnetism, light, introductory atomic physics and modern physics to
solve qualitative & quantitative problems visually, algebraically and
occasionally, numerically. (LO1-C3-DOK2)
2. Observe, predict, conduct and analyze results of scientific
investigations in areas of electrostatics and electricity.. (LO2-P4, LO3CTPS3)
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COURSE: PHY407
Course Outcomes: Upon completion of this course, students will be able to:
3. Verbally communicate with peers and the facilitator on how to operate
instruments and how to conduct authentic and meaningful
investigations in areas of electrostatics and electricity . (LO4-CS3)
4. Collaborate with team members in both the labs and in the classroom.
(LO5-TS3, LO6-EM2)
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At the end of this activity students will be able to:
1. Draw the electric force exerted by one point charge onto
another and describe the motion of charges in the
presence of other point charges.
2. Describe the cause of motion between point charges.
3. Describe and produce a model of the force in terms of the
strength and direction that are acting on and by a point
charge and on and by many point charges.
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At the end of this activity students will be able to:
4. Describe and draw the electric field patterns created by
point charges surrounding a point charge.
5. Describe and draw the electric field patterns surrounding
two like point charges and two unlike point charges.
6. Measure the strength of an electric field produced by a
point charge at various localities and produce a
mathematical model of the strength.
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At the end of this activity students will be able to:
Draw the electric force exerted by one point charge
onto another and describe the motion of charges in
the presence of other point charges.
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At the end of this activity students will be able to:
Describe and draw the electric field patterns
created by point charges surrounding a point
charge.
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CopyrightDrJJ,
DrJJ,ASERG,
ASERG,FSG,
FSG UiTM.
UiTM, March
June 2009
2010
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Using the the Electric Field Hockey PHET simulation and choose the hockey putt be
the negatively charged particle feeling the force, move a negative charge near it to
“see” the force exerted on the putt. Then draw the force diagram based on your
observation. Using a ruler, measure the length of each force line. Now compare the
force diagram for each of the electrons to your predicted diagram. How different are
they? Explain the similarity and differences you observed in terms of the direction and
length of the force line.
4
3
1
LAB
2
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Reflection
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“The goal of intellectual education is not how to repeat or
retain ready-made truths… . It is in learning to master
the truth by oneself at the risk of losing a lot of time and
going thru all the roundabout ways that are inherent in
real activity.”
(Jean Piaget, Swiss cognitive psychologist, 1896-1980)
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MQF
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MQF Framework for University Preparatory level-Outcomes
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MQF
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MQF Framework for Preparatory level-Outcomes
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Knowledge & Comprehension
• basic concepts of the relevant academic disciplines that enable
students to enter Arts or Science based university courses
Intellectual Skills
• skills of the different approaches to solving problems
Psychomotor Skills
• basic laboratory skills, project work, group work and field activities.
Generic Skills
• communicate accurately, effective use of ICT
• Some exercise of personal responsibility
MQF
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MQF
MQF Framework for Diploma level-Outcomes
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MQF
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MQF
MQF Framework for Diploma level-Outcomes
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Knowledge & Comprehension
• breadth, depth and complexity of knowledge for complex skills (degree of
emphasis on breadth as against depth of knowledge may vary between
qualifications granted at this level)
Intellectual Skills
• substantial degree of judgment for problem solving
Psychomotor Skills
• perform a broad range of complex technical operations
Generic Skills
• Communication & participation in teams
• Exercise responsibility and substantial autonomy for own continuing
learning Some exercise of personal responsibility
• work related attitudes and ethics shown in exercise of responsibility and
substantial autonomy for own output in work and responsibility for the work
of others
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MQF – Bachelors degree (Hons.)
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MQF
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MQF Framework for Degree level-Outcomes
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Knowledge & Comprehension
• systematic and coherent body of complex knowledge, some of it at the
boundaries of an academic discipline
• major studies in which significant literature is available. Course content is
taken to a significant depth and progressively developed to a high level
which provides a basis for postgraduate study and professional careers.
Intellectual Skills
• analytical techniques and problem solving skills that can be applied in many
types of employment, including in a professional
MQF
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MQF Framework for Degree level-Outcomes
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Psychomotor Skills
• Practical/technical skills relevant to the discipline
Generic Skills
• communicate effectively.
• interpersonal and team skills appropriate for employment
• prepared to undertake research, comprehend and evaluate new
information and concepts from a range of sources, weigh evidence,
arguments and assumptions, to reach sound judgments,
• have developed a foundation for self-directed and life long learning
• exercise of substantial personal responsibility and decision-making in
complex and unpredictable circumstances.
• Observation of professional ethics
MQF
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MQF – Masters Degree
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MQF
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MQF – Doctoral
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MQF
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INVOLVES KNOWLEDGE AND
THE DEVELOPMENT OF
INTELLECTUAL SKILLS
lower order
Higher order
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Bloom’s Taxonomy
Categories in the Cognitive Domain
(Taxonomy of Educational Objectives, Bloom, 1956)
Level 1 – Knowledge
Defines, describes, identifies, labels, lists, matches, names,
outlines, reproduces, selects, states.
The remembering of previously learned material. This may
involve the recall of a wide range of material, from specific
facts to complete theories, but all that is required is the
bringing to mind of the appropriate information. Knowledge
represents the lowest level of learning outcomes in the
cognitive domain.
Eg.

List the six levels in the cognitive domain of Bloom’s
taxonomy.

Define…

State the main principles of Theory X.
Level 2 – Comprehension
Converts, defends, distinguishes, estimates, explains, extends,
generalises, gives examples, infers, paraphrases, predicts,
rewrites, summarises.
The ability to grasp the meaning of material. This may be
shown by translating material from one form to another, by
interpreting material (explaining or summarising), and by
estimating future trends (predicting consequences or
effects). These learning outcomes go one step beyond the
simple remembering of material, and represent the lowest
level of understanding.
Eg.

Describe three main features of …

Explain the 3 main components of a learning outcome.

Summarise the main causes of the American war in Iraq.
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Bloom’s Taxonomy
Level 3 – Application
Changes, computes, demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares, produces, relates,
The ability to use learned material in new and concrete shows, solves, uses.
situations. This may include the application of such things as
E.g.:
rules, methods, concepts, principles, laws and theories.
Construct measurable learning outcomes that include
Learning outcomes in this area require a higher level of
lower and higher order cognitive skills for a one-semester
understanding than those under ‘Comprehension’.
course.
Level 4 – Analysis
Breaks down, differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, points out, relates,
The ability to break down material into its component parts so selects, separates, subdivides
that its organisational structure may be understood. This may
e.g.:
include the identification of the parts, analysis of the
Analyse authentic data from various sources and
relationships between parts, and recognition of the
prepare…
organisational principles involved. Learning outcomes here
represent a higher intellectual level than ‘Comprehension’ and
‘Application’ because they require an understanding of both
the content and the structural form of the material.
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Bloom’s Taxonomy
Level 5 – Synthesis
The ability to put parts together to form a new whole. This may
involve the production of a unique communication (theme or
speech), a plan of operations (research proposal), or a set of
abstract relations (scheme for classifying
information). Learning outcomes in this area stress creative
behaviours, with major emphasis on the formulation of new
patterns or structures.
Level 6 – Evaluation
The ability to judge the value of material. The judgements are
to be based on definite criteria. These may be internal criteria
(organisational) or external criteria (relevance to the purpose)
and the student may determine the criteria or be given them.
Learning outcomes in this area are highest in the cognitive
hierarchy because they contain elements of all the other
categories, plus conscious value judgements based on clearly
defined criteria.
Categorises, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organises,
plans, rearranges, revises, rewrites, summarises, tells,
writes.
e.g.:
Analyse authentic data from various sources and prepare
a recommendation report for a specified audience.
Appraises, compares, concludes, contrasts, criticises,
describes, discriminates, explains, justifies, interprets,
relates, summarises, supports.
e.g
Evaluate the strengths and weaknesses of the cognitive
domain of Bloom’s taxonomy in relation to the National
Educational Philosophy.
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PSYCHOMOTOR DOMAIN INCLUDES PHYSICAL
MOVEMENT, COORDINATION & USE OF THE
MOTOR SKILL AREAS
lower order
Higher order
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AFFECTIVE DOMAIN – INCLUDES MANNER WE DEAL WITH
THINGS EMOTIONALLY (e.g. FEELINGS, INTERESTS,
ATTITUDES, APPRECIATION, ENTHUSIASMS, MOTIVATIONS)
- THAT MIGHT RESULT FROM INSTRUCTION)
Higher order
lower order
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Education, we see, is not merely gaining knowledge or skills helpful toward productive
work, though certainly that is a part of it. Rather it is a replenishment and an expansion of
the natural thirst of the mind and soul. Learning is a gradual process of growth, each step
building upon the other. It is a process whereby the learner organizes and integrates not
only facts but attitudes and values. The Lord has told us that we must open our minds and
our hearts to learn. There is a Chinese proverb: Wisdom is as the moon rises, perceptible
not in progress but in result. As our knowledge is converted to wisdom, the door to
opportunity is unlocked.
Barbara W. Winder
The great aim of education is not knowledge, but action.
Herbert Spencer
The one real goal of education is to leave a person asking questions.
Max Beerbohm
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Source: MPTN
Diploma
Degree
Cognitive
20%-30%
40%-60%
Skills
45%-60%
15%-45%
Affective
15%-25%
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15%-25%
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