LM1CP3 TAXONOMY

Vocabulary flashcards covering the key terms from Bloom's taxonomy (original and revised), higher-order thinking, affective domain, Krathwohl's hierarchy, and the psychomotor domain as presented in the notes.

Three domains of learning

Cognitive Domain (knowledge and thinking), Affective Domain (attitudes, values, beliefs, and motivation), Psychomotor Domain (physical skills).

Cognitive Domain

Learning involving mental skills and knowledge; includes remembering, understanding, applying, analyzing, evaluating, and creating.

Affective Domain

Learning involving attitudes, values, beliefs, interests, and motivation; noncognitive outcomes not easily observed.

Psychomotor Domain

Learning involving physical, manipulative, and motor skills; coordination of movement.

Bloom's Original Taxonomy

A hierarchical classification of cognitive learning outcomes: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation.

Bloom's Revised Taxonomy

Updated cognitive levels by Anderson & Krathwohl: Remembering, Understanding, Applying, Analyzing, Evaluating, Creating.

Original term to revised mapping: Knowledge

Knowledge → Remembering in Bloom's Revised Taxonomy.

Original term to revised mapping: Comprehension

Comprehension → Understanding in Bloom's Revised Taxonomy.

Original term to revised mapping: Application

Application → Applying in Bloom's Revised Taxonomy.

Original term to revised mapping: Analysis

Analysis → Analyzing in Bloom's Revised Taxonomy.

Original term to revised mapping: Synthesis

Synthesis → Creating in Bloom's Revised Taxonomy.

Original term to revised mapping: Evaluation

Evaluation → Evaluating in Bloom's Revised Taxonomy.

Higher-order thinking

The process of transforming information by combining facts and ideas to synthesize, generalize, explain, hypothesize, or draw conclusions.

Higher-order thinking (summary from notes)

Transformation of information and ideas through synthesis, generalization, explanation, hypothesizing, or drawing conclusions.

Knowledge (Cognitive Domain)

Acquisition of facts, concepts, and theories; foundation of all other cognitive objectives.

Comprehension (Cognitive Domain)

Understanding interrelationships of facts and concepts; ability to clarify and articulate main ideas.

Application (Cognitive Domain)

Transfer of knowledge to new situations; problem-solving and implementation of learned methods.

Analysis (Cognitive Domain)

Breaking down a concept into components and examining relationships.

Synthesis (Cognitive Domain)

Putting together components to form a new whole; generating new ideas or solutions.

Evaluation (Cognitive Domain)

Judging or valuing; assessing worth and making recommendations.

Krathwohl's Affective Domain

A taxonomy for affective objectives: Receiving, Responding, Valuing, Organization, Characterize.

Receiving (Affective Domain)

Awareness of a learning stimulus; willingness to receive the stimulus.

Responding (Affective Domain)

Active participation or voluntary engagement with a stimulus or activity.

Valuing (Affective Domain)

Internalization and commitment to values; demonstration of beliefs in action.

Organization (Affective Domain)

Integrating values to form a system; resolving conflicts between values.

Characterize (Affective Domain)

Values demonstrated consistently across situations and life contexts.

Affective factors in learning

Attitude, Values, Beliefs, Interest, Motivation, Self-Confidence.

Affective assessment

Assessment focused on how students feel and engage in learning, not only what they learn.

Attitude

Learner's feelings and dispositions toward learning; influences engagement.

Values

Personal beliefs about what is important or worthwhile.

Beliefs

Convictions about concepts that shape interpretation and learning.

Interest

Curiosity or inclination toward topics; drives engagement.

Motivation

Drive to learn; factors that initiate and sustain behavior.

Self-confidence

Belief in one's own abilities to succeed in learning tasks.

Psychomotor Domain

Domain of motor learning; development of manual and physical skills.

Perception (Psychomotor Level)

Using sensory cues to guide motor activity; detecting cues.

Set (Psychomotor Level)

Mental, physical, and emotional readiness predisposing a response.

Guided Response (Psychomotor Level)

Demonstration of a skill with guidance; imitation and trial-and-error.

Mechanism (Psychomotor Level)

Movements become habitual and can be performed with confidence.

Complex overt response (Psychomotor Level)

Coordinated, rapid, and accurate motor actions; high proficiency.

Adaptation (Psychomotor Level)

Well-developed skills; modify movements to fit new requirements.

Origination (Psychomotor Level)

Creating new movement patterns to solve problems; high creativity.