The Relatedness between the

Educational Objectives within the

Blooms Taxonomy and Intended
Learning Outcomes by the National
Authority for Quality Assurance and
Accreditation of Education (NAQAAE)
 Community Health
Needs
Learners s
Resources characteristics
General aim

Educational
objectives Diagram
Showing the
Planning of assessment tools Sequence of the
and Formative Evaluation
Educational
Programme Preparation, Process
Choice o f Teaching
Media and Methods

Implementation of
Educational programme

Certifying Evaluation
Objectives
By the end of this session participants will be able to:

1. identify the sequence of the educational process.

2. appreciate Blooms contribution in the area of education .

3. identify the impact of Blooms Taxonomy a structure in which to

categorize educational objectives and their assessments .

4. interpret the relatedness between the educational objectives within the

Bloom s taxonomy and the intended learning outcomes by NAAQAE

5. develop intended learning outcomes to a given topic within an area

of specialization.
 Introduction
How is Bloom ?

Benjamin Bloom (February 21, September 13,1999) was an American

psychologist who made significant contribution to the classifications to

the educational objectives.

Bloom developed a taxonomy of educational objectives which

classified the different learning objectives and skills that the educators

set for students.

Bloom divided educational objectives into three domains: affective ,

psychomotor and cognitive.

Introduction cont.,
It is hierarchical like other taxonomies , meaning that learning at
the higher levels is dependent on having attained prerequisite
knowledge and skills at lower levels.

Bloom intended that the taxonomy motivates educators to focus on

all three domains , creating a more holistic form of education.
Blooms Taxonomy of educational
objectives
The cognitive domain deals with ability to process and
utilize information in meaningful way.

The affective domain is concerned with the attitude and

feelings that results from the learning process.

The psychomotor domain involves manipulative or physical

skills.
Blooms Taxonomy of Objectives
in the Cognitive Domain
Higher-order
Th e Co g n itive Do m ain
Evaluation Thinking Skills

1956
Synthesis
Lower-order
Analysis Thinking Skills

Application

Comprehension

Knowledge
7
 the three classifications (simplified)
able to internalize a able to perform a practical
able to solve a feeling act automatically and with
problem a high degree of efficiency

able to supply a Response

able to exercise
able to interpret data to the affective need of
effective control over
another person
the practical skill

able to show receptivity

able to imitate the
able to recall facts towards another person
actions of a model

Domain of intellectual Domain of Domain of practical

skills Communication skills skills

participation in educational
activities
The relatedness between the educational objectives
within the Bloom s taxonomy and the intended
learning outcomes by NAAQAE

Educational objectives by Bloom are synonymous to the

intended learning outcomes. Both mean the behavior that the
learner should be able to meet at the end of a learning
experience.

the qualities of objectives or ILOS should be relevant

logical, unequivocal , feasible, observable, and measurable.
Elements of a specific
educational objective
 If you are of where going certain are not you
you may very end up well somewhere else
(and not even know it)

Mager,1962
Don't forget!
The essential quality educational
objectives is their relevance to the
health needs of society
 Domain of intellectual skills

able to solve a new

problem

= Intellectual skills

able to interpret data

Knowledge and
able to recall facts = understanding

Domain of intellectual
skills

Bloom NAAQAE
 Domain of practical skills
able to perform a practical
act automatically and with
a high degree of efficiency

able to exercise effective

control over the practical Professional skills
=
skill

able to imitate the actions

of a model

Domain of
Practical skills
NAAQAE
Bloom
 Domain of Communication skills

able to internalize a
feeling

able to supply a Response

to the affective need of
another person = Transferrable skills

able to show receptivity

towards another person

Domain of
Communication skills

Bloom NAAQAE
 Which product do we want?

A B C
Remember As educators we have to consider the

equilibrium between the three

domains.

We want our product (the learner ) to

be:

Knowledgeable, decision maker,

critical thinker and creative.

Practically competent
Conciencious, with moral values ,
professional, with a high esteem to
himself and his profession