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Bloom's taxonomy: cognitive, psychomotor and affective domains

Bloom's taxonomy: cognitive, psychomotor and affective domains

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This Cedefop handbook is addressed to individuals and institutions actively involved in defining and writing learning outcomes in education and training. Its ambition is to act as a reference point for cooperation in this area.It offers concrete examples of the use of learning outcomes and provides an overview of existing guidance and research mate...

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... further development introduced a hierarchy describing the psychomotor domain (skills), starting with imitation and moving via manipulation precision to articulation and naturalisation. The three hierarchies are shown in Figure 3. This approach has been subject to various criticisms. ...

Citations

... For instance, Table 1 shows an excerpt of the competence map related to one unit of one module with its learning outcomes and educational material. In the competence map, the general description of learning outcomes may also include further descriptive fields for detailing the country and organization of the Competent institution involved in the outcome, the EQF level of the learning outcomes, and the definition of the new Qualification released [7] [8]. In particular, the iCOINs project is focusing on EQF level 3 and 4 which are appropriate for the VET training, and may refer to an "Industry 4.0 for managers" VET qualification. ...
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This article describes the origins of learning outcomes-based qualifications in England in the 1980s. It describes the design philosophy and evolution of National Vocational Qualifications (NVQs) which are contrasted with content-led frameworks and qualifications such as the English National Curriculum. The design flaws of the NVQ are noted and some policy implications of the NVQ experience are remarked on. It goes on to consider the adoption of learning outcomes approaches to qualifications in the European Union, first through the introduction of the European Qualification Framework (EQF) and then of European Skills, Competences, Qualifications and Occupations (ESCO). First, it is argued that the EQF serves as an umbrella for qualifications fundamentally incompatible with each other. Second, it is maintained that although ESCO has certain design features that liken it to the NVQ, it is also compatible with non-learning outcomes-based qualifications. Its assumptions about qualification design, based on task analysis, render it unsuitable as a template for the development of advanced vocational qualifications. The decline and fall of the NVQ and its replacement by standards-based qualification in England is described and some lessons that can be learned by policymakers are outlined. Learning outcomes-based qualifications are not fit for purpose.
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El presente artículo tiene como finalidad presentar los hallazgos de la investigación realizada para identificar aspectos importantes, con el fin de considerarlos al utilizar el enfoque de resultados de aprendizaje en el currículo universitario. El diseño de la investigación fue de corte cualitativo y, se considera de tipo exploratorio; pues resultó el primer acercamiento al tema. Se trabajó con el método de revisión de literatura y entrevista a personas expertas en el campo. A lo largo del artículo se abordan temáticas asociadas a este enfoque como: redacción, coherencia de los resultados de aprendizaje en relación con los componentes curriculares, uso de taxonomías para la clasificación de los niveles de conocimiento, mapeo curricular, beneficios y retos. Como principales resultados se halla que tanto a nivel nacional como internacional se conoce del enfoque de resultados de aprendizaje y existen propuestas educativas que lo incluyen, específicamente, en el perfil, la metodología y la evaluación. Sin embargo, a nivel de concreción curricular en asignaturas o cursos, los esfuerzos son aislados y falta mayor tratamiento del tema. Por otra parte, se evidencia que es fundamental contar con una taxonomía para la redacción de los resultados de aprendizaje, las de Bloom, Bloom revisado y SOLO son las más utilizadas.