The taxonomy adopted for use with projects operating under the auspices of the Florida Educational Research and Development Program embodies five primary categories: motor skills, verbal information, intellectual skills, cognitive strategies, and attitudes. Performance objectives are classified in terms of the learning process required for the…

This manual, specifically designed to accompany formal instruction in the writing of behavioral objectives, is also intended for use by individuals desiring knowledge of behavioral objectives and behavioral domain concepts. The introductory chapter on rationale for use of behavioral objectives outlines an instructional cycle designed to aid…

Sources of objectives in curriculum, descriptions, uses, and kinds of behavioral objectives are reviewed. Unique resolutions in each field of instruction are necessary with both cognitive and affective behaviors included in the design of a behavioral system in curriculum. (VW)

A classification scheme for the affective domain in relation to science education is presented in this article to clarify student's affective behaviors and their representative phenomena. Discussion is made in connection with the content-objectives grid in the cognitive domain. An analogous grid for the affective domain is delineated by a…

A model for expansion of educational objectives beyond the usual narrow focus on low-level cognitive abilities and the transmission of facts is suggested. A brief definition of the three domains--psychomotor (doing), cognitive (thinking), and affective (feeling)--is given, and it is pointed out that affect (Feelings) is present with either…

A list of 37 objectives is included. (RT)

The computerized Painless Accountability System is a performance objective system from which instructional programs are developed. Three main simplified behavioral response levels characterize this system: (1) cognitive, (2) psychomotor, and (3) affective domains. Each of these objectives are classified by one of 16 descriptors. The second major…

Precise guidelines for designing and developing curriculum materials from vigorously defined behavioral objectives are presented. The guidelines are designed to enable an educator to identify all the objectives appropriate for a unit of instruction, to define a procedure for ordering or programing objectives into an educational sequence, and to…

Describes bibliographic instructional design, a method that combines the systems approach of instructional design with the behavioral taxonomy approach. Highlights include integrating affective, cognitive, and sensorimotor objectives; and three levels of information literacy, including critical thinking, using information retrieval knowledge, and…

Questions teachers use to elicit responses from students affect the kind of thought process the student will use and subsequently the type of answer he will suggest ways in which behavioral and educational objectives are reflected in teacher questions. Simplified interaction analysis techniques can be useful in diagnosing and assessing the…

This paper examines and summarizes the "Pierce-Gray Classification Model for the Cognitive, Affective, and Psychomotor Domains," a model developed for the classification of educational objectives. The classification system was developed to provide a framework that teachers could use as a guide when developing specific instructional objectives for…

While recognizing the popularity of the Bloom and Krathwohl taxonomies, this paper focuses on their shortcomings and proposes new affective taxonomies. The Bloom/Krathwohl approach to curriculum design is built around intellectual ends and ignores self-development and social intelligence. This has become particularly pronounced with the advent of…