1. .

Planning of test Objective of the Test Determine the maximum time and maximum
marks 2. Preparation of a design for the test Important factors to be considered in design
for the test are: •Weightage to objectives •Weightage to content •Weightage to form of
questions •Weightage to difficulty level.
2. 8. Sl.No Objectives Marks Percentage 1 Knowledge 3 12 2 Understanding 2 8 3
Application 6 24 4 Analysis 8 32 5 Synthesis 4 16 6 Evaluation 2 8 Total 25 100
Weightage to objectives This indicates what objectives are to be tested and what
weightage has to be given to each objectives. Sl.No Objectives Marks Percentage 1
Knowledge 3 12 2 Understanding 2 8 3 Application 6 24 4 Analysis 8 32 5 Synthesis 4
16 6 Evaluation 2 8 Total 25 100
3. 9. Sl.No Content Marks Percentage 1 Sub topic - 1 15 60 2 Sub topic - 2 10 40 Total 25
100 Weightage to content This indicates the various aspects of the content to be tested
and the weightage to be given to these different aspects. Sl.No Content Marks Percentage
1 Sub topic - 1 15 60 2 Sub topic - 2 10 40 Total 25 100
4. 10. Weightage to form of questions This indicates the form of the questions to be
included in the test and the weightage to be given for each form of questions. Sl.No Form
of questions No. of Questions Marks Percentage 1 Objective type 14 7 28 2 Short answer
type 7 14 56 3 Essay type 1 4 16 Total 22 25 100
5. 11. Weightage to difficulty level This indicates the total mark and weightage to be given
to different level of questions. Sl.No Form of questions Marks Percentage 1 Easy 5 20 2
Average 15 60 3 Difficult 5 20 Total 25 100
6. 12. 3.Preparation of the blue print Blue print is a three-dimensional chart giving the
placement of the objectives, content and form of questions.
7. 13. Objec tives Form of Qtn Conte nt Knowledge Under-standing Application Analysis
Synthesis Evaluation Gran t TotalO SA E O SA E O SE E O SA E O SA E O SA E Sub
Topic - 1 2 (4) 1 (2) 2 (4) 2 (1) 4 (1) 2 (1) 2 (1) 15 Sub Topic – 2 1 (2) 1 (2) 2 (1) 4 (2) 2
(1) 10 Total Mark s 3 0 0 2 0 0 2 4 0 0 4 4 0 4 0 0 2 0 25 Gran d Total 3 2 6 8 4 2
8. 14. 4. Writing of items The paper setter write items according to the blue print. The
difficulty level has to be considered while writing the items. It should also checked
whether all the questions included can be answered within the time allotted. It is
advisable to arrange the questions in the order of their difficulty level.
9. 15. Eg:- ST.STEPHENS HIGHER SECONDARY SCHOOL, PATHANAPURAM
ACHIEVEMENT TEST Std: IX Time : 45 Mts. Div. : D BIOLOGY Max. Marks: 25
Instruction Q. 1. Q. 2. Q. 3. Q. 4.
10. 16. Q.No Answer Marks 1 A ½ 2 C ½ 3 A ½ 4 D ½ 5 B ½ 5. Preparation of the scoring
key and marking scheme In the case of objective type items where the answers are in the
form of some letters or other symbol a scoring key is prepared. Q.No Answer Marks 1 A
½ 2 C ½ 3 A ½ 4 D ½ 5 B ½ SCORING KEY
11. 17. Q.No Value points Marks Total Marks 1 Value Point – 1 Value point – 2 Value point
– 3 Value point – 4 ½ ½ ½ ½ 2 2 Value Point – 1 Value point – 2 Value point – 3 Value
point – 4 ½ ½ ½ ½ 2 •In the case of short answer and essay type questions, the marking
scheme is prepared. •In preparing marking scheme the examiner has to list out the value
points to be credited and fix up the mark to be given to each value point Q.No Value
points Marks Total Marks 1 Value Point – 1 Value point – 2 Value point – 3 Value point
– 4 ½ ½ ½ ½ 2 2 Value Point – 1 Value point – 2 Value point – 3 Value point – 4 ½ ½ ½
½ 2 MARKING SCHEME
 12. 18. 6. Preparation of Question-wise Analysis It helps to know the strengths and weakness
of the test, to tally the question paper and the blueprint, and to determine the content
validity of the test.
13. 19. Q.No Content Objectives Form of Questions Difficulty Level Marks Estimated Time
( In Mts.) 1 Sub topic – 1 Knowledge Objective Type Easy ½ 1 2 Sub Topic – 2
Understandi ng Objective Type Average ½ 1 3 Sub Topic – 2 Application Objective
Type Easy ½ 1 4 Sub Topic – 1 Knowledge Objective Type Easy ½ 1 5 Sub Topic – 2
Understandi ng Objective type Average ½ 1 5 Sub Topic – 1 Analysis Short answer
Average 2 3 6 Sub Topic – 1 Synthesis Short Answer Difficult 2 3 7 Sub topic – 2
Application Short answer Easy 2 3 8 Subtopic – 1 Analysis Essay Average 4 10

est construction

1. 1. Introduction• Testing is generally concerned with turning performance into numbers •

Baxten, 1998• 13% of students who fail in class are caused by faulty test questions •
World watch- The Philadelphia trumpet, 2005• It is estimated that 90% of the testing
items are out of quality • Wilen WW (1992)• The evaluation of pupils progress is a major
aspect of teachers job • (Orlando & Antario, 1995)
2. 2. Different types of tests• Limited choice questions – MC, T/F, matching type• Open-
ended questions – Short answer, essay• Performance testing – OSCE, OSPE• Action
oriented testing
3. 3. Process of test administrationStatement Content Table Item of goals outline
specification selection Composition Development of of Item construction answer sheet
instructions Construction of Test Test answer key administration revision
4. 4. Characteristics of good test ConsistencReliability Utility Validity y How well a
testUniformi Free from Cost & measure ty in extraneo time what itmeasure us source
effective supposed ment of errors to measure
5. 5. A test construction should intend to answer;? What kind of test is to be made? What is
the precise purpose? What are the abilities are to be tested? How detailed and how
accurate the results must be? What constraints are set by unavailability of expertise,
facilities, time of construction, administration & scoring? Who will take the test? What is
the scope of the test
6. 6. Principles of test construction1. Measure all instructional objectives – Objectives that
are communicated and imparted to the students – Designed as an operational control to
guide the learning sequences and experiences – Harmonious to the teachers instructional
objectives2. Cover all learning tasks – Measures the representative part of learning task3.
Appropriate testing strategies or items – Items which appraise the specific learning
outcome – Measurements or tests based on the domains of learning
7. 7. 4. Make test valid & reliable – Reliable when it produce dependant, consistent, and
accurate scores – Valid when it measures what it purports to measure – Test which are
written clearly and unambiguous are reliable – Tests with fairly more items are reliable
than tests with less items – Tests which are well planned, covers wide objectives, & are
well executed are more valid
8. 8. 5. Use test to improve learning – Tests are not only an assessment but also it is a
learning experience – Going over the test items may help teachers to reattach missed
items – Discussion and clarification over the right choice gives further learning – Further
guidance & modification in teaching measures enabled through the revision of test6.
Norm referenced & criterion referenced tests – Norm referenced: higher & abstract level
of cognitive domain – Criterion referenced: lower & concrete levels of learning
9. 9. Planning for a test1. Outline the learning objectives or major concepts to be covered by
the test – Test should be representative of objectives and materials covered – Major
students complaint: test don’t fairly cover the material that was supposed to be canvassed
on the test2. Create a test blue print3. Create questions based on blueprint
10. 10. 4. For each, check on the blueprint (3-4 alternate questions on the same idea/
objective should be made)5. Organize questions on item type6. Eliminate similar
questions7. Re-read, and check them from the student stand- point8. Organize questions
logically9. Check the time in completion by teacher-self and then multiplying it with 4
depending on the level of students10. Analyze the results/ item analysis
11. 11. Process of Test Construction
12. 12. 1.Preliminary considerationsa) Specify test purposes, & describe the domain of
content &/or behavior of interestb) Specify the group of examinees (age, gender, socio-
economic background etc)c) Determine the time & financial resources available for
constructing & validating the testd) Identify & select qualified staff memberse) Specify
the initial estimate length of the test (time in developing, validating & completion by the
students
13. 13. 2.Review of content domain/behaviorsa) Review the descriptions of the content
standard or objectives to determine the acceptability for inclusion in the testb) Select the
final group of objectives (i.e. finalize the content standard)c) Prepare the item
specification for each objective & review the completeness, clarity, accuracy &
practicability
14. 14. 3.Item/task writing & preparation of scoring rubricsa) Draft a sufficient number of
items and or tasks for field testingb) Carry out items/task editing, and review scoring
rubric
15. 15. 4.Assessment of content validitya) Identify a pool of judges & measurement
specialtiesb) Review the test items & tasks to determine their match to the objectives,
their representativeness, & freedom from stereotyping, & potential biasesc) Review the
test items and/or tasks to determine their technical adequacy
16. 16. 5.Revision of test tasks/itemsa) Based upon data from step 4b & 4c; revise the test
items/tasks or delete themb) Write additional test items/tasks & repeat the step 4
17. 17. 6. Field test administrationa) Organize the test items/ tasks into forms for field
testingb) Administer test forms to appropriately chosen groups of examineesc) Conduct
item analysis & item bias studies {“studies to identify differentially functioning test
items”}d) If statistical thinking or equating of forms is needed
18. 18. 7. Revision to test item/ task• Revise/ delete them, using the result from step 6c.•
Check the scoring rubrics for the performance task being field tested
19. 19. 8. Test assembly• Determine the test length, the number of forms needed, & the no. of
items/tasks per objective• Select the item from the available pool of valid test material•
Prepare test directions, practice questions, test booklet layout, scoring keys, answer
 sheets & so on.• Specify modifications to instructions, medium of presentation, or
examinees response, and time requirement for finishing the items
20. 20. 9. Selection of performance standarda) Performance standards are needed to
accomplish the test purposeb) Determine the perform standardc) Initiate & document the
performance standardd) Identify the alternative test score interpretation for examinees
requiring alternative administration or other modalities
21. 21. 10. Pilot test (if possible)a) Design the test administration to collect score reliability
& validity informationb) Administer test form(s) to appropriately chosen groups of
examineesc) Identify & evaluate alternative administration/other modification, to meet
individual specific needs that may affect validity and reliability of the test or forms of the
testd) Evaluate the test administration procedures, test items, and score reliability and
validitye) Make final revisions to the test forms of the test based on the available data.
22. 22. 11. Preparation of manualsa) Prepare test administrators manual12. Additional
technical data collectiona) Conduct reliability & validity investigations on a continuing
basis
23. 23. Item analysis• Shortening or lengthening an existing test items is done through item
analysis• Validity & reliability of any test depends on the characteristics of its item• Two
types 1. Qualitative analysis 2. Quantitative analysis
24. 24. Qualitative item analysis• Content validity – Content & form of items – Expert
opinion• Effective item formulation Quantitative item analysis• Item difficulty• Item
discrimination
25. 25. Further reading1. Bharat Singh (2006), Educational measurement and evaluation
system. New Delhi, Anmol Publishers, 256-2822. Sankaranarayan & Sindhu (2008),
Learning and teaching in Nursing, Calicut, Brainfill, 204-14
26. 26. • Item difficulty: The proportion of examinees who get that item correct. PU PL P 2
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 Bloom's Taxonomy of Learning Domains

Bloom's Taxonomy was created in 1956 under the leadership of educational

psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in
education, such as analyzing and evaluating concepts, processes, procedures,
and principles, rather than just remembering facts (rote learning). It is most
often used when designing educational, training, and learning processes.
 The Three Domains of Learning

The committee identified three domains of educational activities

or learning (Bloom, et al. 1956):

o Cognitive: mental skills (knowledge)

o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)

Since the work was produced by higher education, the words tend to be a little
bigger than we normally use. Domains may be thought of as categories.
Instructional designers, trainers, and educators often refer to these three
categories as KSA (Knowledge [cognitive], Skills [psychomotor],
and Attitudes [affective]). This taxonomy of learning behaviors may be thought
of as “the goals of the learning process.” That is, after a learning epis ode, the
learner should have acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive and
affective domains, they omitted the psychomotor domain. Their explanation for
this oversight was that they have little experience in teaching manual skills
within the college level. However, there have been at least three psychomotor
models created by other researchers.

Their compilation divides the three domains into subdivisions, starting from the
simplest cognitive process or behavior to the most complex. The divisions
outlined are not absolutes and there are other systems or hierarchies that have
been devised, such as the Structure of Observed Learning Outcome (SOLO).
However, Bloom's taxonomy is easily understood and is probably the most
widely applied one in use today.

Cognitive
Domain

The cognitive domain

involves knowledge and
the development of
intellectual skills
(Bloom, 1956). This
includes the recall or recognition of specific facts, procedural patterns, and
concepts that serve in the development of intellectual abilities and skill s. There
are six major categories of cognitive an processes, starting from the simplest to
the most complex (see the table below for an in-depth coverage of each
category):

o Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o Evaluation

The categories can be thought of as degrees of difficulties. That is, the first
ones must normally be mastered before the next one can take place.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the
cognitive domain in the mid-nineties and made some changes, with perhaps the
three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank,
Mayer, Pintrich, Raths, Wittrock, 2000):

o changing the names in the six categories from noun to verb forms
o rearranging them as shown in the chart below
o creating a processes and levels of knowledge matrix

The chart shown below compares the original taxonomy with the revised one:
This new taxonomy reflects
a more active form of
thinking and is perhaps
more accurate. The new
version of Bloom's
Taxonomy, with examples
and keywords is shown
below, while the old
version may be found here
 Table of the Revised Cognitive Domain
Category
Remembering: Recall or
retrieve previous learned
information.
Understanding:
Comprehending the meaning,
translation, interpolation, and
interpretation of instructions
and problems. State a
problem in one's own words.
Applying: Use a concept in a
new situation or unprompted
use of an abstraction. Applies
what was learned in the
classroom into novel
situations in the work place.
Examples, key words (verbs), and technologies for
learning (activities)
Examples: Recite a policy. Quote prices from
memory to a customer. Recite the safety rules.
Key Words: defines, describes, identifies,
knows, labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects, states
Technologies: book marking, flash cards, rote
learning based on repetition, reading
Examples: Rewrite the principles of test
writing. Explain in one's own words the steps
for performing a complex task. Translate an
equation into a computer spreadsheet.
Key Words: comprehends, converts, defends,
distinguishes, estimates, explains, extends,
generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates
Technologies: create an analogy,
participating in cooperative learning, taking
notes, storytelling, Internet search
Examples: Use a manual to calculate an
employee's vacation time. Apply laws of
statistics to evaluate the reliability of a written
test.
Key Words: applies, changes, computes,
constructs, demonstrates, discovers,
manipulates, modifies, operates, predicts,
prepares, produces, relates, shows, solves,

Analyzing: Separates
material or concepts into
component parts so that its
organizational structure may
be understood. Distinguishes
between facts and inferences.
Evaluating: Make judgments
about the value of ideas or
materials.
Creating: Builds a structure or
pattern from diverse elements.
Put parts together to form a
whole, with emphasis on
creating a new meaning or
structure.
uses
Technologies: collaborative learning, create a
process, blog, practice
Examples: Troubleshoot a piece of equipment
by using logical deduction. Recognize logical
fallacies in reasoning. Gathers information
from a department and selects the required
tasks for training.
Key Words: analyzes, breaks down,
compares, contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates,
selects, separates
Technologies: Fishbowls, debating,
questioning what happened, run a test
Examples: Select the most effective solution.
Hire the most qualified candidate. Explain and
justify a new budget.
Key Words: appraises, compares, concludes,
contrasts, criticizes, critiques, defends,
describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes,
supports
Technologies: survey, blogging
Examples: Write a company operations or
process manual. Design a machine to perform
a specific task. Integrates training from several
sources to solve a problem. Revises and
process to improve the outcome.
Key Words: categorizes, combines, compiles,
composes, creates, devises, designs, explains,
 generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes,
revises, rewrites, summarizes, tells, writes

Technologies: Create a new model, write an

essay, network with others

Cognitive Processes and Levels of Knowledge Matrix

Bloom's Revised Taxonomy not only improved the usability of it by using action
words, but added a cognitive and knowledge matrix.

While Bloom's original cognitive taxonomy did mention three levels of

knowledge or products that could be processed, they were not discussed very
much and remained one-dimensional:

o Factual - The basic elements students must know to be acquainted with a

discipline or solve problems.
o Conceptual – The interrelationships among the basic elements within a larger
structure that enable them to function together.
o Procedural - How to do something, methods of inquiry, and criteria for using
skills, algorithms, techniques, and methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive
processes with the above three levels of knowledge to form a matrix. In
addition, they added another level of knowledge - metacognition:

o Metacognitive – Knowledge of cognition in general, as well as awareness and

knowledge of one’s own cognition.

When the cognitive and knowledge dimensions are arranged in a matrix, as

shown below, it makes a nice performance aid for creating performance
objectives:

The Cognitive Dimension

The Knowledge Dimension Remember Under-stand Apply Analyze Evaluate Create
 Factual

Conceptual

Procedural

Metacognitive

However, others have identified five contents or artifacts (Clark, Chopeta, 2004;
Clark, Mayer, 2007):

o Facts - Specific and unique data or instance.

o Concepts - A class of items, words, or ideas that are known by a common
name, includes multiple specific examples, shares common features. There are
two types of concepts: concrete and abstract.
o Processes - A flow of events or activities that describe how things work rather
than how to do things. There are normally two types: business processes that
describe work flows and technical processes that describe how things work in
equipment or nature. They may be thought of as the big picture, of how
something works.
o Procedures - A series of step-by-step actions and decisions that result in the
achievement of a task. There are two types of actions: linear and branched.
o Principles - Guidelines, rules, and parameters that govern. It includes not only
what should be done, but also what should not be done. Principles allow one
to make predictions and draw implications. Given an effect, one can infer the
cause of a phenomena. Principles are the basic building blocks of causal
models or theoretical models (theories).

Thus, the new matrix would look similar to this:

The Cognitive Dimension

The Knowledge Dimension Remember Under-stand Apply Analyze Evaluate Create

Facts

Concepts
 Processes

Procedures

Principles

Metacognitive

An example matrix that has been filled in might look something like this:

The Knowledge
Remember Under-stand Apply Analyze Evaluate Create
Dimension

Facts list para-phrase classify outline rank categorize

Concepts recall explains show contrast criticize modify

Processes outline estimate produce diagram defend design

give an
Procedures reproduce relate identify critique plan
example

different-
Principles state converts solve conclude revise
iates

Meta-cognitive proper use interpret discover infer predict actualize

Next Steps

o Affective Domain
o Psychomotor Domain
o Original Cognitive Domain (old version)
o SOLO Taxonomy
 Review

o Introduction
o The Three Domains of Learning
o Cognitive Domain
o Revised Taxonomy of the Cognitive Domain
o Cognitive Process and Levels of Knowledge Matrix

Useful Links

o Learning Strategies: Using Bloom's Taxonomy

o Instructional Design Toolkit

References

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer,

R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning,
Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational
Objectives. New York: Pearson, Allyn & Bacon.

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R.
(1956). Taxonomy of Educational Objectives, Handbook I : The Cognitive
Domain. New York: David McKay Co Inc.

Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for
Planning, Designing, and Evaluating Visuals in Training Materials . San
Francisco: Jossey-Bass/Pfeiffer.

Notes
Updated January 12, 2015. Created June 5, 1999.

Find out more about me (copyright, APA formatting, etc).~ A Big Dog, Little Dog and Knowledge Jump Production ~ Email

me at donclark@nwlink.com ~ by Donald Clark

Bloom's Taxonomy: The Affective Domain

The affective domain is one of three

domains in Bloom's Taxonomy, with
the other two being
the cognitive and psychomotor (Bloo
m, et al., 1956). For an overview of
the three domains, see
the introduction.

The affective domain (Krathwohl,

Bloom, Masia, 1973) includes the
manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes.
The five major categories are listed from the simplest behavior to the
most complex:
Category
Receiving Phenomena: Awareness,
willingness to hear, selected attention.
Responds to Phenomena: Active
participation on the part of the learners.
Attend and react to a particular
phenomenon. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in
responding (motivation).
Valuing: The worth or value a person
attaches to a particular object,
phenomenon, or behavior. This ranges
from simple acceptance to the more
complex state of commitment. Valuing is
based on the internalization of a set of
specified values, while clues to these
values are expressed in the learner's overt
behavior and are often identifiable.
Example and Key Words (verbs)
Examples: Listen to others with
respect. Listen for and remember
the name of newly introduced
people.
Key Words: acknowledge, asks,
attentive, courteous, dutiful,
follows, gives, listens,
understands
Examples: Participates in class
discussions. Gives a
presentation. Questions new
ideals, concepts, models, etc. in
order to fully understand them.
Know the safety rules and
practice them.
Key Words: answers, assists,
aids, complies, conforms,
discusses, greets, helps, labels,
performs, presents, tells
Examples: Demonstrates belief in
the democratic process. Is
sensitive towards individual and
cultural differences (value
diversity). Shows the ability to
solve problems. Proposes a plan
to social improvement and follows
through with commitment. Informs
management on matters that one

Organization: Organizes values into
priorities by contrasting different values,
resolving conflicts between them, and
creating an unique value system. The
emphasis is on comparing, relating, and
synthesizing values.
Internalizes Values (characterization):
Has a value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most important
characteristic of the learner. Instructional
objectives are concerned with the student's
general patterns of adjustment (personal,
social, emotional).
feels strongly about.
Key Words: appreciates, cherish,
treasure, demonstrates, initiates,
invites, joins, justifies, proposes,
respect, shares
Examples: Recognizes the need
for balance between freedom and
responsible behavior. Explains
the role of systematic planning in
solving problems. Accepts
professional ethical standards.
Creates a life plan in harmony
with abilities, interests, and
beliefs. Prioritizes time effectively
to meet the needs of the
organization, family, and self.
Key Words: compares, relates,
synthesizes
Examples: Shows self-reliance
when working independently.
Cooperates in group activities
(displays teamwork). Uses an
objective approach in problem
solving. Displays a professional
commitment to ethical practice
on a daily basis. Revises
judgments and changes behavior
in light of new evidence. Values
people for what they are, not how
they look.
Key Words: acts, discriminates,
displays, influences, modifies,
performs, qualifies, questions,
revises, serves, solves, verifies
 Next Steps

o Introduction
o The Three Domains of Learning
o Revised Taxonomy of the Cognitive Domain
o Original Cognitive Domain
o Cognitive Process and Levels of Knowledge Matrix
o SOLO Taxonomy
o Affective Domain
o Psychomotor Domain
o Learning Strategies: Using Bloom's Taxonomy

References

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl,
D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The
Cognitive Domain. New York: David McKay Co Inc.

Krathwohl, D.R., Bloom, B.S., Masia, B.B. (1973). Taxonomy of

Educational Objectives, the Classification of Educational Goals.
Handbook II: Affective Domain. New York: David McKay Co., Inc.
 Bloom's Taxonomy: The Psychomotor Domain

The psychomotor domain (Simpson, 1972) 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. Thus, psychomotor skills rage from manual tasks, such as
digging a ditch or washing a car, to more complex tasks, such as
operating a complex piece of machinery or dancing.

The seven major categories are listed from the simplest behavior to the
most complex:
Category
Perception (awareness): The ability
to use sensory cues to guide motor
activity. This ranges from sensory
stimulation, through cue selection, to
translation.
Set: Readiness to act. It includes
mental, physical, and emotional sets.
These three sets are dispositions
that predetermine a person's
response to different situations
(sometimes called mindsets).
Guided Response: The early stages
in learning a complex skill that
includes imitation and trial and error.
Adequacy of performance is achieved
by practicing.
Example and Key Words (verbs)
Examples: Detects non-verbal
communication cues. Estimate where a
ball will land after it is thrown and then
moving to the correct location to catch
the ball. Adjusts heat of stove to correct
temperature by smell and taste of food.
Adjusts the height of the forks on a
forklift by comparing where the forks
are in relation to the pallet.
Key Words: chooses, describes,
detects, differentiates, distinguishes,
identifies, isolates, relates, selects.
Examples: Knows and acts upon a
sequence of steps in a manufacturing
process. Recognize one's abilities and
limitations. Shows desire to learn a new
process (motivation). NOTE: This
subdivision of Psychomotor is closely
related with the “Responding to
phenomena” subdivision of the Affective
domain.
Key Words: begins, displays, explains,
moves, proceeds, reacts, shows, states,
volunteers.
Examples: Performs a mathematical
equation as demonstrated. Follows
instructions to build a model. Responds
hand-signals of instructor while learning
to operate a forklift.
Key Words: copies, traces, follows,
react, reproduce, responds

Mechanism (basic proficiency):
This is the intermediate stage in
learning a complex skill. Learned
responses have become habitual and
the movements can be performed
with some confidence and
proficiency.
Complex Overt Response (Expert):
The skillful performance of motor
acts that involve complex movement
patterns. Proficiency is indicated by a
quick, accurate, and highly
coordinated performance, requiring a
minimum of energy. This category
includes performing without
hesitation, and automatic
performance. For example, players
are often utter sounds of satisfaction
or expletives as soon as they hit a
tennis ball or throw a football,
because they can tell by the feel of
the act what the result will produce.
Adaptation: Skills are well
developed and the individual can
modify movement patterns to fit
special requirements.
Examples: Use a personal
computer. Repair a leaking faucet.
Drive a car.
Key Words: assembles, calibrates,
constructs, dismantles, displays,
fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches.
Examples: Maneuvers a car into a
tight parallel parking spot. Operates a
computer quickly and accurately.
Displays competence while playing the
piano.
Key Words: assembles, builds,
calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes,
organizes, sketches.
NOTE: The Key Words are the same as
Mechanism, but will have adverbs or
adjectives that indicate that the
performance is quicker, better, more
accurate, etc.
Examples: Responds effectively to
unexpected experiences. Modifies
instruction to meet the needs of the
learners. Perform a task with a machine
that it was not originally intended to do
(machine is not damaged and there is
no danger in performing the new task).
Key Words: adapts, alters, changes,
rearranges, reorganizes, revises,
varies.

Origination: Creating new movement
patterns to fit a particular situation or
specific problem. Learning outcomes
emphasize creativity based upon
highly developed skills.
Examples: Constructs a new theory.
Develops a new and comprehensive
training programming. Creates a new
gymnastic routine.
Key Words: arranges, builds,
combines, composes, constructs,
creates, designs, initiate, makes,
originates.

Other Psychomotor Domain Taxonomies

As mentioned earlier, the committee did not produce a compilation for

the psychomotor domain model, but others have. The one discussed
above is by Simpson (1972). There are two other popular versions by
Dave (1970) and Harrow (1972):

Dave (1975):

Category Example and Key Words (verbs)

Examples: Copying a work of art. Performing

Imitation — Observing and
a skill while observing a demonstrator.
patterning behavior after
someone else. Performance
Key Words: copy, follow, mimic, repeat,
may be of low quality.
replicate, reproduce, trace

Examples: Being able to perform a skill on

Manipulation — Being able to
one's own after taking lessons or reading
perform certain actions by
about it. Follows instructions to build a model.
memory or following
instructions.
Key Words: act, build, execute, perform

Examples: Working and reworking

Precision — Refining,
becoming more exact.
Performing a skill within a high
degree of precision
something, so it will be “just right.” Perform a
skill or task without assistance. Demonstrate a
task to a beginner.
Key Words: calibrate, demonstrate, master,

Articulation — Coordinating
and adapting a series of
actions to achieve harmony
and internal consistency.
Naturalization — Mastering a
high level performance until it
become second-nature or
natural, without needing to
think much about it.
Harrow (1972):
Category
Reflex Movements — Reactions
that are not learned, such as a
involuntary reaction
Fundamental Movements — Basic
movements such as walking, or
grasping.
Perceptual Abilities — Response
to stimuli such as visual, auditory,
kinesthetic, or tactile
discrimination.
perfectionism
Examples: Combining a series of skills to
produce a video that involves music, drama,
color, sound, etc. Combining a series of skills
or activities to meet a novel requirement.
Key Words: adapt, constructs, combine,
creates, customize, modifies, formulate
Examples: Maneuvers a car into a tight
parallel parking spot. Operates a computer
quickly and accurately. Displays competence
while playing the piano. Michael Jordan
playing basketball or Nancy Lopez hitting a
golf ball.
Key Words: create, design, develop, invent,
manage, naturally
Example and Key Words (verbs)
Examples: instinctive response
Key Words: react, respond
Examples: perform a simple task
Key Words: grasp an object, throw a ball,
walk
Examples: track a moving object,
recognize a pattern
Key Words: catch a ball, draw or write
Physical Abilities (fitness) —
Examples: gain strength, run a marathon
Stamina that must be developed for
further development such as
Key Words: agility, endurance, strength
strength and agility.

Examples: Using an advanced series of

Skilled movements — Advanced
learned movements as one would
find in sports or acting.
integrated movements, perform a role in a
stage play or play in a set of series in a
sports game.
Key Words: adapt, constructs, creates,
modifies

Examples: Express one's self by using

Nondiscursive communication — movements and gestures
Use effective body language, such
as gestures and facial expressions. Key Words: arrange, compose,
interpretation

Next Steps

o Introduction
o The Three Domains of Learning
o Revised Taxonomy of the Cognitive Domain
o Original Cognitive Domain
o Cognitive Process and Levels of Knowledge Matrix
o SOLO Taxonomy
o Affective Domain
o Psychomotor Domain
o Learning Strategies: Using Bloom's Taxonomy