Mohamed Nadzri Mohd Yusoff (Hj.

)
There is more than one type of learning.
A committee of colleges, led by Benjamin
Bloom, identified three domains of
educational activities:
Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas
(Attitude)
Psychomotor: manual or physical skills (Skills)
(BS Bloom, 1956)
Domains can be thought of as categories
Categories can be thought of as degrees
of difficulties
The first one must be mastered before
the next one can take place.
taxonomy of learning behaviours = "the
goals of the training process."
i.e. after the training session, the learner
should have acquired new skills,
knowledge, and/or attitudes.
involves knowledge and the development of
intellectual skills
includes the recall or recognition of specific
facts, procedural patterns, and concepts that
serve in the development of intellectual
abilities and skills.
6 major categories
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
includes the manner in which we deal with
things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and
attitudes.
5 major categories
1. Receiving Phenomena
2. Responding to Phenomena
3. Valuing
4. Organisation
5. Internalising values
includes physical movement, coordination,
and use of the motor-skill areas.
Development of these skills requires practice
and is measured in terms of speed, precision,
distance, procedures, or techniques in
execution
7 major categories
1. Perception
2. Mindsets
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaptation
7. Origination
1. Imitation
2. Manipulation
3. Precision
4. Articulation
5. Naturalisation
(RH Dave, 1970)
1. Reflex movements
2. Fundamental movements
3. Perception
4. Physical abilities
5. Skilled movements
6. Non-discursive communication body
language
(AJ Harrow, 1972 )
Knowledge
involves the recall of specifics and universals,
the recall of methods and processes, or the
recall of a pattern, structure, or setting.
for measurement purposes, the recall situation
involves little more than bringing to mind the
appropriate material may be required, this is
relatively minor part of the task.
emphasise most the psychological processes of
remembering.
Comprehension
second level of thinking is comprehension of the
information that has been recalled or located --
information is not useful unless it understood.
bits of information clutter up a student's unless
that information is understood well enough to be
used to build more complete concepts and
generalisations.
one way to check whether students comprehend
the information they possess is to have them
state that information in their own words rather
than recalling what they have read or heard.
Comprehension
an additional way to check students'
comprehension is to have them give an example
of the concept or generalisation being learned.
when a student comprehends information, rather
than merely recalling it, that information
becomes useful in future problem solving or
decision making and makes creativity more
probable.
Application
Information and skills become useful when they
can be applied to a new, not previously
encountered situation.
Generalisations can be used to solve new
problems.
Previous experience can be used to predict
outcomes, estimate answers, extrapolate from
data, and/or avoid errors.
Application
It is important that students have experience
applying whatever they learn to new problems
and situations.
At the application level, most of the time we are
looking for convergent thinking.
Comprehension shows that the student can use it
correctly.
Application shows he will use it correctly.
Analysis
Creative thinking and problem solving begin with
analytic thinking: mentally taking something
apart to understand better the relationship of
the parts to each other and to the whole.
To analyze, one must be able to think
categorically: i.e. to organize and reorganise
information into categories.
Once students can "take information apart" to
better understand interrelationships, they are
ready to reorganize that information in new
patterns and create with it.
Synthesis
The putting together of elements and parts so as
to form a whole.
This involves the process of working with pieces,
parts, elements, etc. and arranging and
combining them in such a way as to constitute a
pattern or structure not clearly there before.
difference between application and synthesis :
Application results in convergent of thinking
Synthesis results from divergent thinking: something
new and different.
Synthesis
Note, however, that a student can create only
after s/he has skill and information which then
are applied divergently to a new situation.
Creativity does not spring from a vacuum but
emerges from rigor and structure.
Evaluation
the making of judgments when there is no one
answer which is right for everyone.
Judgments about the value of material and
methods for given purposes.
Quantitative and qualitative judgments about
the extent to which material and methods satisfy
criteria or established standards.
Psychomotor/
Practical/ Technical
Skills
Knowledge
Social Skills &
Responsibility
Professionalism,
values, attitudes,
ethics
Life Long Learning &
Information
Management
Communication Skills
Critical Thinking & Scientific
Approach
Managerial &
Entrepreneurial Skills
Prof Radin, 2008
1. Berpengetahuan dalam bidang diceburi
2. Kemahiran teknikal/praktikal/psikomotor
3. Pendekatan kemahiran berfikir dan saintifik
4. Kemahiran komunikasi
5. Kemahiran sosial, kerja berpasukan & bertanggungjawab
6. Profesionalisme, nilai, sikap dan etika
7. Pendidikan sepanjang hayat dan pengurusan informasi
8. Kemahiran pengurusan dan keusahawanan
9. Kemahiran kepemimpinan
Nota:
Kriteria #3 hingga #9 adalah juga 7 elemen Kemahiran
Insaniah
Sekurang-kurangnya 5% dari jumlah kursus dalam sesuatu
program perlu mengandungi salah satu dari kriteria
pelajar di atas.
Prof Radin, 2008
Memenuhi/mencapai PSPTN Teras Kedua Menambahbaik
Kualiti Pengajaran & Pembelajaran
Di akhir pengajian di IPTA, pelajar perlu memenuhi
attributes/kriteria tertentu.. Yang telah dijanjikan
kepada pelajar dalam Hasil Pembelajaran samada Program
atau Kursus.
Kurikulum pengajian perlu diasaskan kepada kelebaran
dan kedalaman yang sesuai i.e. breadth and depth
Breadth sesuatu program/kursus boleh dirangka melalui
matriks Hasil Pembelajaran dan Kemahiran Insaniah
Depth sesuatu program/kursus boleh dirangka melalui
matriks Taksonomi
Matriks terpulang kepada IPTA masing-masing untuk
menyediakannya mengikut keperluan masing-masing,
selagi boleh menyediakan perancangan dari segi kriteria
pelajar, kelebaran dan kedalaman kurikulum.
Prof Radin, 2008
Kognitif (6 aras: Pengetahuan, Pemahaman, Aplikasi, Analisis,
Sistesis, Penilaian)
Psikomotor (7 aras: Persepsi, Set, Respons berpandu,
Mekanisme, Respons ketara kompleks, Adaptasi, Lakuan tulen)
Afektif (5 aras: Menerima, Memberikan maklumbalas, Menilai,
Mengorganisasi, Menghayati nilai)
Nota:
1. Setiap domain adalah pembelajaran secara sumatif i.e. Aras
rendah untuk permulaan pembelajaran dan aras tinggi
peringkat pertengahan atau akhir pengajian.
2. Perkataan kata kerja dalam hasil pembelajaran setiap kursus
perlu selari dan seimbang dengan setiap aras taksonomi yang
ditetapkan
3. Di akhir program Sarjana Muda, biasanya pelajar perlu
mempunyai sekurang-kurangnya aras taksonomi
C4 untuk domain Kognitif,
P4 untuk domain Psikomotor dan
A3 untuk domain Afektif
Prof Radin, 2008
Curriculum Balance
(Width and Depth)
MOHE Level
MOHE LO
Cognitive
(C)
Bloom MOHE LO
Psychomotor (P)
Bloom MOHE LO
Affective
(A)
Bloom
Basic
1. Recognise
2. Comprehend
1.Knowledge
2.Comprehension
3.Application
4.Analysis
5.Synthesis
6.Evaluation
1. Perception
2. Set
1. Perception
2. Mindsets
3. Guided Response
4. Mechanism
5. Complex Overt
Response
6. Adaptation
7. Origination
1. Receiving
2. Responding
1.Receiving
Phenomena
2.Responding to
Phenomena
3.Valuing
4.Organisation
5.Internalising
values
Inter-
mediate
3. Application
4. Analysis
3.Guided response
4. Mechanism
3. Valuing
(appreciating)
4. Organisation
Advance
5. Synthesis
6. Evaluate
5. Complex response
6. Adapt
7. Originate
5. Character-
ization
(embodied)
MOHE Mandatory Level of
Learning Skills Achieved for
Degree Programs
Mapping Suitability of Methods of Assessment to Aspects of Assessment
Types of
Assessment
Methods of Assessments
*Assessment Aspect
Cognitive Psychomotor Affective Social
Placement
Internal / General Exam 5 1 1 2
Self-assessment 3 3 4 3
Oral Assessment 2 3 3 5
Formative
Lecturer Centred
Internal / General Exam 5 1 1 5
Oral Assessment 1 5 4 5
Observation 1 5 5 4
Case Study 3 3 2 4
Presentation 3 4 1 4
Report 3 3 2 4
Project 2 4 2 4
Field Work / Clinical Practice 2 4 3 4
Simulation 2 4 1 4
Demonstration 2 4 2 4
Portfolio 2 4 2 4
Self-assessment / Reflection 1 2 4 4
Capstone 3 5 3 4
Log Book / Journal 2 3 2 4
Student Observation 1 3 4 4
Student Centred
Types of
Assessment
Methods of Assessments
*Assessment Aspect
Cognitive Psychomotor Affective Social
Diagnostic Simulation
2 4 1 4
General exam
5 1 1 4
Summative Internal / General Exam
5 1 1 4
Presentation
3 4 1 4
Demonstration
2 4 2 4
Project / PBL
2 4 2 4
Student survey
2 2 2 4
Lecturer/Facilitator survey
3 3 3 4
Employer survey
3 3 3 4
Psychometric Tests (Case Scenario)
4 3 5 4
Personal Traits Test
2 2 5 4
*Appropriateness Level 1 NOT SUITABLE
2
3
4
5 HIGHLY SUITABLE