Bloom’s Taxonomy of Educational Behavioral Objectives

From learning taxonomies approach, Bloom move toward behavioral objectives, which associate specific verbs to each of the six levels to assist instructors in developing objectives that target the level of learning expected. Basically, objectives help link instructional goals with assessment/evaluation (Stavredes, 2011). Sarah


Figure 3: Higher Order Thinking Skills/Lower Order Thinking Skills Google Images, 2013

Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility. For instance, individuals should have ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study. This domain relates to emotions, attitudes, appreciations, and values, such as enjoying, conserving, respecting, and supporting (Benjamin Bloom's Taxonomy of Behavioral Objectives, n.d.). Sarah 

Objectives are created to ensure that students have a concrete understanding of the material that was taught to them. These objectives support the overall goals of the course or section that the instructor is presenting to the class. In effect, when these objectives have been taught, the instructor will evaluate the students’ knowledge to ensure that they have a deep understanding of the material. These tools are the building blocks of all instructional models (Stavredes, 2011). Ideally, creating learning objectives requires instructor to use correct verbs. This can ensure all students have a deep understanding of the lesson. Once an instructor creates an appropriate objective, he or she can assess the students to evaluate if the objective was fulfilled (Stavredes, 2011). Sarah