PSYCHOMOTOR DOMAIN

W. Huitt (Compiler). (1992)

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AN ACCESSION NUMBER: ED331385
CHN CLEARINGHOUSE NUMBER: HE024442
TI TITLE: Guidelines for Implementation of Outcomes Assessment.
CS INSTITUTIONAL NAME (CORPORATE SOURCE): Spartanburg Technical
Coll., S.C.
PY PUBLICATION YEAR: 1991
NT DESCRIPTIVE NOTE: 68 p.; Prepared by the Outcomes Assessment Advisory
Committee.
AB ABSTRACT: This manual addresses the specific needs of Spartanburg Technical
College (South Carolina) in evaluating student outcomes of program competencies.
The guidelines provide a step-by-step method for faculty to evaluate the objectives by
which they teach and the assessment methods they use to measure students'
achievement of those objectives. A four-part evaluation process is outlined: (1) analyze
course competencies and objectives to determine their domain (cognitive,
psychomotor, affective) and level (knowledge, application, problem solving); (2)
analyze the assessment methods used, in order to test those competencies and
objectives in the same domains and levels of the assessment instrument; (3) compare
the levels of the domains found in the course objectives with the levels of the domains
found in the assessment instruments; (4) change those assessment instruments that do
not match the levels of the course objectives or create new assessment instruments.
Appendices make up 90% of the manual and include an assessment evaluation chart,
Spartanburg Technical College's taxonomy of educational domains, key to assessment
types, descriptions of assessment methods, and information on field testing outcomes
assessments. Contains a glossary. (GLR)

AN ACCESSION NUMBER: EJ352876
CHN CLEARINGHOUSE NUMBER: IR516798
AU PERSONAL AUTHOR: Jakobovits,-Leon-A.; Nahl-Jakobovits,-Diane
TI TITLE: Learning the Library: Taxonomy of Skills and Errors.
PY PUBLICATION YEAR: 1987
JN JOURNAL CITATION: College-and-Research-Libraries; v48 n3 p203-14 May
1987
AB ABSTRACT: A theoretical scheme classifies user behavior into three domains of
library activity--affective, cognitive, and psychomotor--and three levels of
learning--orientation, interaction, and internalization. Examples of library skills and
errors in each of the nine major classes are given, and applications to library
instruction are suggested. (Author/CLB)

AN ACCESSION NUMBER: EJ330903
CHN CLEARINGHOUSE NUMBER: CE516565
AU PERSONAL AUTHOR: Chamberlain,-Valerie-M.; Hardwick,-Lesli-Garnett
TI TITLE: The Interface among Computer Programs and Taxonomy Levels.
PY PUBLICATION YEAR: 1986
JN JOURNAL CITATION: Journal-of-Home-Economics; v78 n1 p51-54 Spr 1986
AB ABSTRACT: Discusses the three domains of learning (cognitive, affective, and
psychomotor) and the use of each domain in writing educational objectives for home
economics. Also examines elements to consider when selecting software to foster
higher levels of learning. (CT)

AN ACCESSION NUMBER: ED314453
CHN CLEARINGHOUSE NUMBER: TM014316
TI TITLE: Designing Learning Objectives.
CS INSTITUTIONAL NAME (CORPORATE SOURCE): Dependents Schools
(DOD), Washington, D.C. Pacific Area.
PY PUBLICATION YEAR: [1989]
AB ABSTRACT: Guidelines are provided for writing science instructional objectives
included in Department of Defense Dependent Schools (DODDS) Pacific Region
science objective guides. Revision of the objectives is perhaps the most important part
of the curriculum review that occurs for the DODDS once each 7 years. To provide a
manageable system of objectives, the DODDS has consolidated the cognitive domain
taxonomy of B. Bloom into knowledge and intellectual processes. Two other domains,
the affective and the psychomotor, are added. Four levels of objectives incorporate
these domains in DODDS science programs: general; program; instructional; and
enabling. The level of specificity increases as one proceeds from general to enabling
objectives. Instructional and enabling objectives are written in student-centered terms,
describing what student behavior should be after some period of instruction. An
objective generally contains three parts: (1) a stem, stating the desired behavior; (2)
conditions, under which the identified behavior is to be evaluated; and (3) criteria, or
standards of acceptable performance students must demonstrate. There are at least four
types of content objectives: procedures; rules; concepts; and facts. This document is
not intended to be an all-inclusive source for writing objectives, but is intended to
stimulate thought. (SLD)

AN ACCESSION NUMBER: ED313444
CHN CLEARINGHOUSE NUMBER: TM014285
AU PERSONAL AUTHOR: Gentry,-Darrell-L.
TI TITLE: Teacher-Made Test Construction.
PY PUBLICATION YEAR: 1989
NT DESCRIPTIVE NOTE: 11 p.; Paper presented at the Annual Meeting of the
Mid-South Educational Research Association (Little Rock, AR, November 8-10,
1989).
AB ABSTRACT: This paper suggests that clear understanding and articulation of
explicit instructional objectives combined with the use of a simple table of
specifications can significantly improve the quality of teacher-made tests. Topics
addressed in these guidelines for the construction of tests by teachers include:
instructional objectives, types of tests and associated characteristics, test content
selection, and the development of tables of specifications. Bloom's Taxonomy, which
classifies objectives into three major domains (cognitive, affective, and psychomotor),
is used as a basis for the discussion. Criterion-referenced tests (including mastery
tests) and norm-referenced tests are characterized. Hypothetical instructional objectives
for a simple geometry test are outlined and placed within a table of specifications.
(TJH)

AN ACCESSION NUMBER: EJ311331
CHN CLEARINGHOUSE NUMBER: CS706698
AU PERSONAL AUTHOR: Feezel,-Jerry-D.
TI TITLE: Toward a Confluent Taxonomy of Cognitive, Affective, and Psychomotor
Abilities in Communication.
PY PUBLICATION YEAR: 1985
JN JOURNAL CITATION: Communication-Education; v34 n1 p1-11 Jan 1985
AB ABSTRACT: Presents a taxonomy that organizes learner activities into the
dimensions of mental, social, and physical involvement. Applies the taxonomy or
model to speech class activities and reports validity evidence from several research
studies. (PD)

AN ACCESSION NUMBER: ED289484
CHN CLEARINGHOUSE NUMBER: IR012951
AU PERSONAL AUTHOR: Ellington,-Henry
TI TITLE: Educational Objectives. Teaching and Learning in Higher Education, 1.
CS INSTITUTIONAL NAME (CORPORATE SOURCE): Scottish Central Institutions
Committee for Educational Development.
SP SPONSORING AGENCY: Robert Gordon's Inst. of Technology, Aberdeen
(Scotland).
PY PUBLICATION YEAR: 1984
AB ABSTRACT: Designed to provide a broad introduction to the subject of
educational objectives, this booklet discusses an objectives-based approach to course
design, highlights the key role played by educational objectives in any systematic
approach to course or curriculum design, distinguishes between the terms "aims" and
"objectives," and presents basic guidelines for writing objectives, including a
consideration of the Magerian approach (behavioral objectives). In addition, three
categories of educational objectives are defined as those obtainable in the cognitive
domain, the affective domain, and the psychomotor domain, and Benjamin Bloom's
taxonomies of educational objectives are examined. Finally, the advantages and
disadvantages of an objectives-based approach to course design are reviewed, and
suggestions are presented for establishing criteria for choosing valid objectives in a
given instructional situation. A schematic representation of the systems approach to
course or curriculum design is provided, and a listing of four sources for further
reading is included. (KM)

AN ACCESSION NUMBER: ED288748
CHN CLEARINGHOUSE NUMBER: SO017753
AU PERSONAL AUTHOR: Alexander,-David, Ed.; And-Others
TI TITLE: Research, Learning Theory, and the Ideas of Robert G. Sidnell. Special
Issue.
CS INSTITUTIONAL NAME (CORPORATE SOURCE): Illinois Univ., Urbana.
School of Music.
PY PUBLICATION YEAR: 1987
JN JOURNAL CITATION: Council-for-Research-in-Music-Education-Bulletin; n90
Win 1987
AB ABSTRACT: Intended as a memorial to Robert G. Sidnell, this special issue
contains articles about areas of music education which he promoted. In "The
Dimensions of Research in Music Education," Sidnell concluded that music education
research encompasses all humanistic disciplines as well as the behavioral and social
sciences. James Carlsen, in "Framework for Research: An International Perspective,"
presents a taxonomy of instructional systems and research studies that examine
theories under one or more components of each system. "Recent Research Pertaining
to Psychomotor Skills in Music," by Steven Hedden, examines research published
since 1978 concerning the relationship of motor skills to music education. Henry Cady
analyzes how the meaning of a work of art develops in "The Problem of the Rational
in Music," and Richard Colwell suggests that a person's educational philosophy is the
most important dimension of teacher education in "Music Education and Philosophy."
Assessing music education is examined by Thomas Tunks in "Evaluation in Music
Education: The Value of Measurement/The Measurement of Value." The need for the
expansion of music education research is considered by George Duerksen in "Research
and Music Education: Needs for the Next Decade," while David Williams describes
music expression as a social behavior in "Do Our Models for Music Research and
Teaching Reflect Our Human Social Nature?" Kate Grieshaber considers the
fundamental nature of rhythmic abilities in "Children's Rhythmic Tapping: A Critical
Review of Research." (JHP)

AN ACCESSION NUMBER: ED284821
CHN CLEARINGHOUSE NUMBER: SO018455
AU PERSONAL AUTHOR: Chapman,-Barbara-Holland
TI TITLE: Arts Education K-12: Teacher Handbook. North Carolina
Competency-Based Curriculum Subject-by-Subject.
CS INSTITUTIONAL NAME (CORPORATE SOURCE): North Carolina State Dept.
of Public Education, Raleigh.
PY PUBLICATION YEAR: 1985
AB ABSTRACT: The North Carolina arts education curriculum encompasses K-12
programs in dance, folk arts, music, theater arts, and visual arts. It is designed to
provide a scope and sequence which encourages students to develop the essential
senses of sight, hearing, smell, taste, touch, and kinetic awareness. It provides
opportunities to develop thinking skills as outlined in the "Florida Taxonomy of
Cognitive Behavior." In addition, a program for exceptional children is included.
There is an overview of educational goals from kindergarten through grade 12, major
emphasis for instructional program divisions (grades K-3, 4-6, 7-8, 9-12) is delineated
for each subject. Goals, objectives, and measures are developed sequentially for each
subject. The major goal of the dance education program is to develop kinetic
awareness in students. It is based primarily on the principles of modern dance. The
music curriculum is divided into general, instrumental, and vocal music. The theater
arts program serves to develop an understanding of the ideas, attitudes, beliefs, and
feelings of people in different times throughout history as communicated through
literature and theater. The representative media selected for the visual arts are
drawing, painting, printmaking, sculpture, and fine crafts. The folk arts curriculum
encompasses a variety of cultural expressions including traditional music, dance,
visual arts, crafts, oral literature, and customary work practices. Appendixes include a
transcript of the relevant state legislation and materials pertaining to North Carolina's
standard course of study, graduation requirements, scholars' program, testing
requirements and textbook adoption process. (SM)

AN ACCESSION NUMBER: EJ284726
CHN CLEARINGHOUSE NUMBER: SO511445
AU PERSONAL AUTHOR: Calder,-J.-R.
TI TITLE: In the Cells of the 'Bloom Taxonomy'.
PY PUBLICATION YEAR: 1983
JN JOURNAL CITATION: Journal-of-Curriculum-Studies; v15 n3 p291-302 Jul-Sep
1983
AB ABSTRACT: The Bloom Taxonomy of Educational Objectives is criticized
because its distinctions between cognitive, affective, and psychomotor domains are
invalid; its categories are ill-defined and do not denote homogenous types of
objectives; its structural base is inconsistent; and it is debatable whether it is a true
taxonomy. (IS)

AN ACCESSION NUMBER: EJ273649
CHN CLEARINGHOUSE NUMBER: SP512487
AU PERSONAL AUTHOR: Goldberger,-Michael; Moyer,-Steve
TI TITLE: A Schema for Classifying Educational Objectives in the Psychomotor
Domain.
PY PUBLICATION YEAR: 1982
JN JOURNAL CITATION: Quest; v34 n2 p134-42 1982
AB ABSTRACT: A taxonomy which classifies different types of human movements
heirarchically was developed for use in teacher education, curriculum development,
and teacher behavior research. The taxonomy is related to M. Mosston's
Three-Dimensional Model of Developmental Movement. The instruments permit an
expanded and integrated way of categorizing movement and physical ability.
(Authors/PP)

AN ACCESSION NUMBER: ED240639
CHN CLEARINGHOUSE NUMBER: CS504529
AU PERSONAL AUTHOR: Feezel,-Jerry-D.
TI TITLE: Toward a Confluent Taxonomy of Cognitive, Affective and Psychomotor
Abilities.
PY PUBLICATION YEAR: 1983
NT DESCRIPTIVE NOTE: 27 p.; Paper presented at the Annual Meeting of the
Speech Communication Association (69th, Washington, DC, November 10-13, 1983).
AB ABSTRACT: A comparison of several major learning taxonomies produced a
three dimensional taxonomy of learner involvement on the mental, social, and physical
dimensions. The six hierarchical levels of the mental dimension--recording, reacting,
interpreting, analyzing, evaluating and applying, and synthesizing--indicate a synthesis
of cognitive, affective, and some psychomotor elements. The social levels--aggregrate,
individual, and group--are further subdivided into silent or vocal/verbal interactions
with others. The physical dimension, indicating the extent of muscle use during
learning activities, moves from (1) the small muscles like the eyes and lips to (2)
motion focused in the extremity of the body, then (3) movement located in a part of
the body, and finally to (4) activities requiring coordination of total body movement.
By providing a clearer understanding of what various assignments demand of students,
the cubic taxonomy assists in the designing, sequencing, and assessment of teaching
activities. Preliminary research indicates that the three dimensions are valid in
classroom and job interview situations. (Appended are a table comparing various
taxonomies, graphs of the cubic taxonomy, and an exercise in using the taxonomy to
evaluate classroom speech assignments.) (MM)

AN ACCESSION NUMBER: ED233239
CHN CLEARINGHOUSE NUMBER: CE800014
AU PERSONAL AUTHOR: Schwaller,-Anthony-E.
TI TITLE: Teaching Strategies in Technology Education.
PY PUBLICATION YEAR: [1983]
AB ABSTRACT: Teachers of technology education need to relate their teaching
strategies to learning theory, student needs, and Bloom's taxonomy. In learning,
students take in information and apply it to the real world through accommodation.
Teaching strategies must allow for this process of accommodation. Student needs
involve sustenance (physiological needs), influence (control over others), and
self-extension (extending oneself beyond the present). If these needs are met, positive
feelings will result. Bloom's taxonomy consists of the psychomotor, cognitive, and
affective domains. Not only must the teacher address all three domains, but the higher
levels within each domain as well. There are many teaching strategies available to the
technical education teacher. The successful teacher will include as many as possible,
selecting particular strategies based on the needs of the moment. (DC)