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Woodard, Rebecca J.; Yun, Joonkoo – Early Child Development and Care, 2001
This study sought to descriptively evaluate the performance of fundamental gross motor skills among Head Start children. Levels of performance were compared and contrasted with performance profiles of the Test of Gross Motor Development. Findings suggest that Head Start curriculum should focus on the importance of developing fundamental gross…
Descriptors: Child Development, Motor Development, Preschool Children, Preschool Curriculum
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Dettmer, Peggy – Roeper Review, 2006
Educational taxonomies developed by Bloom, Krathwohl, and collaborators have been used for decades as frameworks for instructional objectives, curriculum design, and assessments of achievement. However, their scope is now too limited. The well-known cognitive domain is extended to include ideational functions of imagination and creativity, and the…
Descriptors: Curriculum Design, Classification, Standard Setting, Educational Objectives
Babin, Patrick – 1987
This monograph offers concise suggestions for drawing up instructional objectives. The essential elements of a well written instructional objective are outlined and a discussion is presented on writing instructional objectives in three major domains of learning: cognitive, affective, and psychomotor. It is emphasized that an instructional…
Descriptors: Affective Objectives, Cognitive Objectives, Course Objectives, Elementary Secondary Education
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Herschbach, Dennis R. – Journal of Industrial Teacher Education, 1975
The paper explores problems encountered in using a taxonomy of the psychomotor domain and provides instrumentation useful to structuring statements of objectives to assure well-balanced approaches to industrial and technical education. (Author/AJ)
Descriptors: Behavioral Objectives, Classification, Guides, Industrial Education
Nebraska State Dept. of Education, Lincoln. – 1978
A child's elementary school years are referred to as the period of motor skill learning. Physical education goals for elementary school students should include: 1) the development and maintenance of a high level of physical fitness, 2) the development and maintenance of desirable skills in motor and social performance, and 3) the development and…
Descriptors: Athletic Equipment, Childrens Games, Elementary Education, Lesson Plans
Hardt, Ulrich H. – 1977
This paper is designed to provide basic information for writing behavioral objectives for teaching and testing instructional objectives in the psychomotor, affective, and cognitive domains. Procedures stress the stating of performance objectives as learning outcomes in terms of specific learner behavior. The paper discusses: (1) desired outcomes…
Descriptors: Affective Objectives, Behavioral Objectives, Educational Objectives, Educational Planning
Read, Bruce H.; Roberson, Don R. – 1975
This booklet describes a systematic procedure for developing and writing performance objectives for any instructional environment. In developing performance objectives, their six elements must be kept in mind: the learners, the behavior, the areas of instruction, the methods of measurement, the time limits and/or prerequisites, and the level of…
Descriptors: Affective Behavior, Affective Objectives, Behavior, Behavioral Objectives
Gray, Peter J. – 1975
Five distinct format categories are used in this study to describe the form of educational objectives: clarity, range, level of abstractness, behavioralness, and observability. These form concepts are used to describe paradigm statements of three kinds of educational objectives: goals, intended learning outcomes, and behavioral evidence. Goals are…
Descriptors: Affective Objectives, Cognitive Objectives, Conceptual Schemes, Definitions
Armstrong, Robert J., Ed.; And Others – 1970
An organizational structure which permits the identification of the variables affecting an educational program is presented. It is designed to solve the problem of clearly and systematically developing and writing behavioral objectives which can be evaluated with validity and reliability. Three types of variables--behavioral, instructional, and…
Descriptors: Affective Objectives, Behavioral Objectives, Cognitive Objectives, Educational Objectives
Wight, Albert R. – 1971
The affective domain in education, with particular reference to goals and objectives, is described. Following a brief discussion of the affective, cognitive, and psychomotor domains, the report focuses on non-cognitive goals and objectives. The report proper contains four sections: (1) an overview of general goals and objectives found in the…
Descriptors: Affective Objectives, Behavioral Objectives, Cognitive Objectives, Educational Objectives
Wight, Albert R. – 1972
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…
Descriptors: Affective Objectives, Behavioral Objectives, Classification, Cognitive Objectives
Caffyn, Lois – Bulletin of the Kansas Association of Teachers of English, 1971
Advantages and disadvantages to writing behavioral objectives, especially for teachers of language arts, are discussed. The three commonly accepted domains of learnings--cognitive, affective, and psychomotor--are presented in relation to verbs used to indicate learning in those domains. Steps in identifying evidences of learning are: (1) State…
Descriptors: Affective Objectives, Behavioral Objectives, Cognitive Objectives, Educational Objectives
Richardson, Charles E. – Journal of Alcohol Education, 1970
Descriptors: Affective Objectives, Cognitive Objectives, Conceptual Schemes, Curriculum
Cross, Janet S.; Nagle, John M. – NASSP Bull, 1969
Descriptors: Cognitive Processes, Interviews, Psychomotor Objectives, School Administration
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Holt, Barbara A.; Harrison, Betty C. – Action in Teacher Education, 1983
The "P.A.C. Game" provides a creative way for preservice teachers to develop their understanding of taxonomies of objectives in the psychomotor, affective, and cognitive domains. The game also helps give teachers feedback about students' progress. (PP)
Descriptors: Affective Objectives, Classification, Cognitive Objectives, Educational Games
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