Peanuts to Teachers Understanding of the Practicability of Taxonomy of Educational Objectives, Associated Instrument and its Classroom Application

Abstract

The research study x-rayed peanuts (areas that looks too common but very important) to the teachers understanding of the practicability of the taxonomy of educational objectives, associated instrument and its classroom application with an emphasis on Benjamin Blooms (1956), Lorin Anderson, David Krathwohl, and Simpson (1972) taxonomy of educational objectives. This study became paramount because most teachers do not see the need to fully utilize the taxonomy of education in their assessment of students. This underscores the need for quality education to any society that wants to compete intellectually in this global village cannot be compromised with. This means that for quality to be maintained there must be a well-stated taxonomy of the intended objectives also referred to as educational domains (cognitive, affective, and psychomotor). To this end, the teachers understanding of the practicability of the taxonomy of educational objectives, associated instruments and its classroom application in school in Cross River State Nigeria with the emphasis of Bloom's taxonomy has not been fully understood by most teachers in primary, secondary and tertiary institutions. This is because most teachers are ill-trained on how to apply these educational domains in measuring, assessing, and evaluating students learning outcomes. It is also alarming to say that most teachers do not know when and how to apply the taxonomy of educational objectives in the course of classroom assessment and evaluation of students. The present paper has pinpointed peanut (salient) areas teachers should understand in the domains of learning and how to apply them with their relevant dimensions as applicable in education.