op, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare|
|5||Internalize or characterise values||adopt belief system and philosophy||self-reliant; behave consistently with personal value set||act, display, influence, solve, practice,|
Based on the 'Taxonomy Of Educational Objectives: Volume 2, The Affective Domain' (Bloom, Masia, Krathwohl) 1964. See also 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. This table is adapted and reproduced with permission from Allyn & Bacon, Boston USA, being the publishers and copyright owners of 'Taxonomy Of Educational Objectives' (Bloom et al 1956).
This domain for some people can be a little trickier to understand than the others. The differences between the levels, especially between 3, 4, and 5, are subtle, and not so clear as the separations elsewhere in the Taxonomy. You will find it easier to understand if you refer back to the bloom's taxonomy learning domains at-a-glance.
3. bloom's taxonomy - psychomotor domain - (physical - skills - 'do')
The Psychomotor Domain was ostensibly established to address skills development relating to manual tasks and physical movement, however it also concerns and covers modern day business and social skills such as communications and operation IT equipment, for example telephone and keyboard skills, or public speaking. Thus, 'motor' skills extend beyond the originally traditionally imagined manual and physical skills, so always consider using this domain, even if you think your environment is covered adequately by the Cognitive and Affective Domains. Whatever the training situation, it is likely that the Psychomotor Domain is significant. The Dave version of the Psychomotor Domain is featured most prominently here because in my view it is the most relevant and helpful for work- and life-related development, although the Psychomotor Domains suggested by Simpson and Harrow are more relevant and helpful for certain types of adult training and development, as well as the teaching and development of young people and children, so do explore them all. Each has its uses and advantages.
dave's psychomotor domain taxonomy
|psychomotor domain (dave)|
|level||category or 'level'||behaviour descriptions||examples of activity or demonstration and evidence to be measured||'key words' (verbs which describe the activity to be trained or measured at each level)|
|1||Imitation||copy action of another; observe and replicate||watch teacher or trainer and repeat action, process or activity||copy, follow, replicate, repeat, adhere|
|2||Manipulation||reproduce activity from instruction or memory||carry out task from written or verbal instruction||re-create, build, perform, execute, implement|
|3||Precision||execute skill reliably, independent of help||perform a task or activity with expertise and to high quality without assistance or instruction; able to demonstrate an activity to other learners||demonstrate, complete, show, perfect, calibrate, control,|
|4||Articulation||adapt and integrate expertise to satisfy a non-standard objective||relate and combine associated activities to develop methods to meet varying, novel requirements||construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master|
|5||Naturalization||automated, unconscious mastery of activity and related skills at strategic level||define aim, approach and strategy for use of activities to meet strategic need||design, specify, manage, invent, project-manage|
Based on RH Dave's version of the Psychomotor Domain ('Developing and Writing Behavioral Objectives', 1970. The theory was first presented at a Berlin conference 1967, hence you may see Dave's model attributed to 1967 or 1970).
It is also useful to refer to the 'Conscious Competence' model, which arguably overlays, and is a particularly helpful perspective for explaining and representing the 'Psychomotor' domain, and notably Dave's version. (The 'Conscious Competence' model also provides a helpful perspective for the ot