The taxonomy of objectives for the psychomotor domain is useful primarily to:

Take a moment and think back to your 7th-grade humanities classroom. Or really any classroom from preschool to college.

As you enter the room, you glance up at the whiteboard to see the class objectives. “Students will be able to…” is written in a red expo marker.

Or maybe something like “by the end of the class, you will be able to…”

These learning objectives we are exposed to every day are a product of Bloom’s Taxonomy.

What is Bloom’s Taxonomy?

Bloom’s Taxonomy is a system of hierarchical models (arranged in a rank, with some elements at the bottom and some at the top) used to categorize learning objectives into varying levels of complexity (Bloom, 1956).

The affective domain is part of a system that was published in 1965 for identifying, understanding and addressing how people learn. Part of Bloom's Taxonomy, this classification of educational objectives includes the cognitive domain, the affective domain and the psychomotor domain.

The cognitive domain is organized in a hierarchy that begins with the straightforward acquisition of knowledge, followed by the more sophisticated cognitive tasks of comprehension, application, analysis, synthesis, and evaluation.

The psychomotor domain relates to the learning of physical movements. The members of the original committee did not write a book on about the psychomotor domain.

More information

Definitions of the affective domain

The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. We found a large number of such objectives in the literature expressed as interests, attitudes, appreciations, values, and emotional sets or biases. [from Krathwohl et al, 1964 ]

Here are descriptions of each step in the taxonomy, starting at the most basic level. (From Krathwohl's Taxonomy of Affective Domain)

Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.

Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.

Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.

Organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.

Characterization by value or value set is to act consistently in accordance with the values he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to resist, to manage, to resolve.

What is the relevance of the affective domain in education?

If we are striving to apply the continuum of Krathwohl et al. to our teaching, then we are encouraging students to not just receive information at the bottom of the affective hierarchy. We'd like for them to respond to what they learn, to value it, to organize it and maybe even to characterize themselves as science students, science majors or scientists.

We are also interested in students' attitudes toward science, scientists, learning science and specific science topics. We want to find teaching methods that encourage students and draw them in. Affective topics in educational literature include attitudes, motivation, communication styles, classroom management styles, learning styles, use of technology in the classroom and nonverbal communication. It is also important not to turn students off by subtle actions or communications that go straight to the affective domain and prevent students from becoming engaged.

In the educational literature, nearly every author introduces their paper by stating that the affective domain is essential for learning, but it is the least studied, most often overlooked, the most nebulous and the hardest to evaluate of Bloom's three domains. In formal classroom teaching, the majority of the teacher's efforts typically go into the cognitive aspects of the teaching and learning and most of the classroom time is designed for cognitive outcomes. Similarly, evaluating cognitive learning is straightforward but assessing affective outcomes is difficult. Thus, there is significant value in realizing the potential to increase student learning by tapping into the affective domain. Similarly, students may experience affective roadblocks to learning that can neither be recognized nor solved when using a purely cognitive approach.

Which among the following objectives in the psychomotor domain is highest in level?

Hence, we can conclude that coordination is the second-highest level of the psychomotor domain that fall under Articulation and the highest level of the psychomotor domain is Automation.

Which of the following is a good example of the type of objective that would be included in the affective domain of the taxonomy of educational objectives?

Which of the following is a good example of the type of objective that would be included in the affective domain of the taxonomy of educational objectives? Students will be able to express a willingness to identify with and support a particular point of view regarding conservation and the environment.

Which of the following is not a characteristic of an educational objective?

Hence, it could be concluded that subjectivity is not a characteristic of objective type questions. The Board of Secondary Education Odisha has released the short notice for Odisha TET (Teachers Eligibility Test) 2022.

Which of the following is an example of direct instruction?

For example, presenting a video or film to students could be considered a form of direct instruction (even though the teacher is not actively instructing students, the content and presentation of material was determined by the teacher).