Curriculum Development: Do you know of the varied concepts of Taxonomic Levels?

CHAPTER FOUR
AIMS, GOALS, AND OBJECTIVES OF CURRICULUM DEVELOPMENT

4a iv).  Explore the concept of Taxonomic Levels

Taxonomic Levels

Classification of educational objectives was introduced for the first time by an American Educationist. In his book “Taxonomy of Educational Objective,” Benjamin  Bloom (1956) identified three levels of taxonomies, though the third level is not a taxonomy.

Cognitive Taxonomy

Bloom and his colleagues developed taxonomy for classifying educational objectives in the cognitive domain. Taxonomy of cognitive domain is widely used and followed: cognitive learning was classified into six major categories by the writers.

Knowledge level: the student will name the three longest rivers of Africa. Comprehension level: the student will read “things fall apart” by Chinua Achebe

Application Level: the student will demonstrate how to prepare how to prepare ugali dish using the information given

  1. Analysis Level: the student will analyze the function of local government in Kenya.
  2. Synthesis Level: the student will write two paragraphs on the strangle for uhuru in Kenya.
  3. Evaluation level: the student will evaluate the role of women in the struggle for uhuru in Kenya.

Affective Taxonomy

Bloom and Krathwohl developed taxonomy of objectives in the affective domain. They categorized them into five levels.

  • Receiving: the student will listen while the teacher explains new points.
  • Responding: the student will answer a call for volunteers to plant trees
  • Valuing: the student will express appreciation for the contribution of other ethnic groups in the development of this country.
  • Organizations: the student will choose nutritious foods over junk food.
  • Characteristics the student will be bound by the school rules, at all times.

    Psychomotor Domain

Taxonomy in the psychomotor domain has not been given prominence to cognitive domain. The following examples will help to illustrate the levels of objectives in the psychomotor domain.

Perception: the student will identify a woolen fabric by feel.

Set: the student will demonstrate how to hold a plane when planning a piece of wood. Guided response: the student will imitate the sound of a lion.

Mechanism: the student mix water and flour to make dough for chapati Complex over response: the student will operate a 16mm projector.

 

 

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