Learning Object Details

6. Writing Learning Outcomes - Psychomotor or Kinesthetic Domain


Overview

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Price
Free
Difficulty
Beginner
Themes
  • Teaching and Learning (Education & Learning Theory (Principles & Theory))
  • Teaching and Learning (Clinical Teaching (How People Learn))
  • Teaching and Learning (Collaborative Learning)
  • Teaching and Learning (Self-Regulated / Motivation)
  • Teaching and Learning (Large Group Learning)
  • Teaching and Learning (Small Group Learning)
  • Teaching and Learning (Simulation)
  • Teaching and Learning (Clinical Teaching)
  • Teaching and Learning (E-Learning)
  • Teaching and Learning (General principles and best practices)
  • Curriculum Development (General Principles and Best Practices)
Instruction
No instruction.

Content

There are many taxonomies in the psychomotor domain such as Dave (1970), Dawson (1998), Harrow (1972),  Ferris and Aziz (2005) and Simpson (1972). However, we will introduce Dave’s taxonomies for psychomotor domain here.



Level

Definition

Action verbs

Imitation

Observing the behaviour of another person and copying this behaviour. This is the first stage in learning a complex skill.

Copy, follow, replicate, repeat, adhere, observe, identify, mimic, try, reenact, imitate, explain.

Manipulation

Ability to perform certain actions by following instructions and practising skills.

Re-create, build, perform, execute, implement, calculate.

Precision

At this level, the student has the ability to carry out a task with few errors and become more precise without the presence of the original source. The skill has been attained and proficiency is indicated by smooth and accurate performance.

Demonstrate, complete, show, perfect, calibrate, control, practice, solve, perform

Articulation

Ability to co-ordinate a series of actions by combining two or more skills. Patterns can be modified to fit special requirements or solve a problem.

Adapt, alter, change, rearrange, reorganize, revise, vary, construct, create, design, initiate, formulate, modify, develop, formulate, modify.

Naturalization

Displays a high level of performance naturally (“without thinking”). Skills are combined, sequenced and performed consistently with ease.

Design, create, specify, manage, invent, originate, teach, master, improve


Resources

Dave, R. H. (1970), Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Tucson, Arizona: Educational Innovators Press.

Dawson, W. R. (1998), Extensions to Bloom’s Taxonomy of Educational Objectives, Sydney, Australia: Putney Publishing.

Ferris, T and Aziz S (2005), A psychomotor skills extension to Bloom’s Taxonomy of Education Objectives for engineering education. Exploring Innovation in Education and Research, March 2005.

Harrow, A. (1972) A taxonomy of the psychomotor domain - a guide for developing behavioral objectives. New York: David McKay.

Simpson, E. (1972), The classification of educational objectives in the psychomotor domain: The psychomotor domain. Vol. 3. Washington, DC: Gryphon House.



Now based on the learning outcomes which you have written in the beginning, try to modify the learning outcomes. You may use the following checklist to guide you.


⬜ Have I focussed on outcomes not processes, i.e. have I focussed on what the students are able to demonstrate rather than on what I have done in my teaching?

⬜ Have I begun each outcome with an active verb?

⬜ Have I used only one active verb per learning outcome?

⬜ Have I avoided terms like know, understand, learn, be familiar with, be exposed to, be acquainted with, and be aware of?

⬜ Are my outcomes observable and measurable?

⬜ Have I included outcomes in cognitive, psychomotor and affective domain?

⬜ Have I included learning outcomes across the range of levels of Bloom’s Taxonomy?

⬜ Is it realistic to achieve the learning outcomes within the time and resources available?



http://www.cmepius.si/wp-content/uploads/2015/06/A-Learning-Outcomes-Book-D-Kennedy.pdf


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