10 - Simpson's Taxonomy. Choppin, B. H. & Postlethwaite, T. N., editors In Choppin, B. H. & Postlethwaite, T. N., editors, Evaluation in Education, pages 151–153. Pergamon, January, 1979. ![10 - Simpson's Taxonomy [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex This chapter discusses the different aspects of Simpson's taxonomy. Simpson stresses the relevance of the psychomotor domain, not only for technical and physical education but also for education in general. She rightly adds that perhaps the greatest benefit will accrue from rounding out the three domains and providing for better study of the total field of objectives, and the planning of educational programs in response to objectives broadly conceived. Simpson also indicates that the psychomotor domain, as implied by the very name, involves cognition and motor activity, and affective components involve the willingness to act. After careful analysis of the literature of existing tests, and after consultation with numerous specialists, Simpson presented a tentative scheme for classification. The major organizational principle is that of increasing complexity, with attention to the sequence involved in the performance of a motor act. Readiness, in the mental sense, is the ability to perform a certain motor act.
@incollection{choppin_10_1979,
title = {10 - {Simpson}'s {Taxonomy}},
isbn = {978-0-08-023352-9},
url = {https://www.sciencedirect.com/science/article/pii/B9780080233529500305},
abstract = {This chapter discusses the different aspects of Simpson's taxonomy. Simpson stresses the relevance of the psychomotor domain, not only for technical and physical education but also for education in general. She rightly adds that perhaps the greatest benefit will accrue from rounding out the three domains and providing for better study of the total field of objectives, and the planning of educational programs in response to objectives broadly conceived. Simpson also indicates that the psychomotor domain, as implied by the very name, involves cognition and motor activity, and affective components involve the willingness to act. After careful analysis of the literature of existing tests, and after consultation with numerous specialists, Simpson presented a tentative scheme for classification. The major organizational principle is that of increasing complexity, with attention to the sequence involved in the performance of a motor act. Readiness, in the mental sense, is the ability to perform a certain motor act.},
language = {en},
urldate = {2021-02-09},
booktitle = {Evaluation in {Education}},
publisher = {Pergamon},
editor = {Choppin, BRUCE H. and Postlethwaite, T. NEVILLE},
month = jan,
year = {1979},
doi = {10.1016/B978-0-08-023352-9.50030-5},
pages = {151--153},
}
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