1. PERCEPTION

the first level is concerned with the use of the sense organs to obtain cues that guide motor activity. This category ranges from sensory stimulation (awareness of a stimulus), through cue selection (selection task relevant cues) to translation (relating cue perception to action in performance).

Descriptive Activities:

Recognizes malfunction by sound of machine

Relates taste of food to need for seasoning

Relates music to a particular dance movement

Question/Statement Verbs:

Chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects, separates

2. SET

refers to readiness to take a particular type of action. This category includes mental set (mental readiness to act), physical set (physical readiness to act), and emotional set (willingness to act). Perception of cues serves as an important prerequisite for this level.

Descriptive Activities:

Knows mechanical sequence of steps in varnishing wood

Demonstrates proper bodily stance for batting a ball

Show desire to type efficiently by placement of hands and body

Question/Statement Verbs:

Begins, displays, explains, moves, proceeds, reacts, responds, shows, starts, volunteers

3. GUIDED RESPONSE

is concerned with the early stages in learning a complex skill. It includes imitation (repeating an act demonstrated by the instructor) and trial and error (using a multiple response approach to identify an appropriate response). Adequacy of performance is judged by an instructor or by a suitable set of criteria.

Descriptive Activities:

Performs a golf swing as demonstrated

Applies first aid bandage as demonstrated

Determines best physical manipulation of objects in a sequence for preparing a meal

Question/Statement Verbs:

Assembles, builds, calibrates, constructs, dismantles, displays, dissects, fastens, fixes, grinds, heats, manipulates, measures, mends, organizes, sketches

4. MECHANISM

is concerned with performance acts where the learned responses have become habitual and the movements can be performed with some confidence and proficiency. Learning outcomes at this level are concerned with performance skills of various types, but the movement patterns are less complex than at the next higher level.

Descriptive Activities:

Writes smoothly and legibly

Sets up laboratory equipment

Operates a slide projector

Demonstrates a simple dance step

Question/Statement Verbs:

(Same list as for guided response)

5. COMPLEX OVERT RESPONSE

is concerned with the skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, smooth, accurate performance, requiring a minimum of energy. The category includes resolution of uncertainty (performs without hesitation) and automatic performance (movements are made with ease and good muscle control). Learning outcomes at this level include highly coordinated motor activities.

Descriptive Activities:

Operates a power saw skillfully

Demonstrates correct form in swimming

Demonstrates skill in driving an automobile

Performs skillfully on the violin

Repairs electronic equipment quickly and accurately

Question/Statement Verbs:

(Same list as for guided response)

6. ADAPTATION

is concerned with skills that are so well developed that the individual can modify movement patterns to fit special requirements or to meet a problem situation.

Descriptive Activities:

Adjusts tennis play to counteract opponent’s style

Modifies swimming strokes to fit the roughness of the water

Question/Statement Verbs:

Adapts, alters, changes, rearranges, reorganizes, revises, varies

7. ORIGINATION

refers to the creating of a new movement pattern to fit a particular situation or specific problem. Learning outcomes at this level emphasize creativity based upon highly developed skills.

Descriptive Activities:

Creates a dance step

Creates a musical composition

Designs a new dress style

Question/Statement Verbs:

Arranges, combines, composes, constructs, creates, designs, originates

REFERENCES:

Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives: handbook I, cognitive domain. New York: David McKay Co.

Gronlund, N.E. (1981). Measurement and evaluation in teaching. New York: MacMillan.

Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.K

Krathwohl, D.R. (Ed.). (1964). Taxonomy of educational objectives: handbook II, affective domain. New York: David McKay Co.

Dr. Robert Sweetland's Notes ©