Cognitive Domain

Example and Key Words

Knowledge:

Recall data or information.

Examples: Recite a policy. Quote prices from memory to a customer. Know the safety rules.

Key Words: Describe, define, know, identify, list, label, name, match, recall, outline, recognize, select, reproduce, state.

 

Comprehension:

Understand the interpolation, meaning, and interpretation of instructions and problems. State a problem in one’s own words.

Examples: Explain in one’s own words the steps for performing a complex task. Rewrite the principles of test writing. Translate an equation into a computer spreadsheet.

Key Words: Comprehend, defend, convert, estimate, distinguish, explain, generalize, give examples, extend, infer, paraphrase, interpret, predict, summarize, rewrite, translate.

 

Application:

Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.

Examples: Apply laws of statistics to evaluate the reliability of a written test. Use a manual to calculate an employee’s vacation time.

Key Words: Change, apply, construct, compute, discover, demonstrate, modify, manipulate, predict, operate, produce, prepare, show, relate, use, solve.

 

Analysis:

Separates material or concepts into component parts so that its organizational structure may be understood. Distinguish between facts and inferences.

Examples: Troubleshoot a piece of equipment by using logical deduction. Gathers information from a department and selects the required tasks for training. Recognize logical fallacies in reasoning.

Key Words: Break down, analyze, contrast, compare, deconstruct, diagram, discriminate, differentiate, identify, distinguish, infer, illustrate, relate, outline, separate, select.

 

Synthesis:

Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Examples: Write a company operations or process manual. Integrates training from several sources to solve a problem. Design a machine to perform a specific task. Revises and process to improve the outcome.

Key Words: combine, categorize, compose, compile, devise, create, explain, design, modify, plan, organize, reconstruct, rearrange, reorganize, relate, rewrite, revise, tell, summarize, write.

 

Evaluation:

Make judgments about the value of ideas or materials.

Examples: Select the most effective solution. Explain and justify a new budget. Hire the most qualified candidate.

Key Words: compare, appraise, contrast, conclude, critique, criticize, describe, defend, evaluate, explain, discriminate, justify, interpret, summarize, relate, support.

Affective Domain

Examples and Key Words

 

Receiving Phenomena:

Awareness, willingness to hear, selected attention.

Examples: Listen to others with respect. Listen for and remember the name of newly introduced people.

Key Words: choose, ask, follow, describe, hold, give, locate, identify, point to, name, sit, select, reply, erect, use.

 

Responding to Phenomena:

Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).

Examples: Give a presentation. Participate in class discussions. Know the safety rules and practices them. Question new ideals, models, concepts, etc. in order to fully understand them.

Key Words: assist, answer, comply, aid, discuss, conform, help, greet, perform, label, present, practice, recite, read, select, report, write, tell.

 

Valuing:

The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner’s overt behavior and are often identifiable.

Examples: Demonstrate belief in the democratic process. Show the ability to solve problems. Is sensitive towards individual and cultural differences (value diversity). Inform management on matters that one feels strongly about. Propose a plan to social improvement and follow through with commitment.

Key Words: demonstrate, complete, explain, differentiate, form, follow, invite, initiate, justify, join, read, propose, select, report, study, share, work.

 

Organization:

Organize values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, synthesizing and relating values.

Examples: Accept responsibility for one’s behavior. Recognize the need for balance between freedom and responsible behavior. Accept professional ethical standards. Explain the role of systematic planning in solving problems. Prioritize time effectively to meet the needs of the organization, family, and self. Create a life plan in harmony with abilities, interests, and beliefs.

Key Words: alter, adhere, combine, arrange, complete, compare, explain, defend, generalize, formulate, integrate, identify, order, modify, prepare, organize, synthesize, relate.

 

Internalizing values (characterization):

Has avalue system that controlstheir behavior. The behavioris pervasive, consistent,predictable, and mostimportantly, characteristicof the learner. Instructionalobjectives are concernedwith the student’s generalpatterns of adjustment(personal, social, emotional).

Examples: Cooperate in group activities (displays teamwork). Show self-reliance when working independently. Display a professional commitment to ethical practice on a daily basis. Use an objective approach in problem solving. Value people for what they are, not how they look. Revise judgments and changes behavior in light of new evidence.

Key Words: discriminate, act, influence, display, modify, listen, practice, perform, qualify, propose, revise, question, solve, serve, verify.

Bloom’s Taxonomy

The Three Types of Learning

 

There is more than one type of learning. A committee of colleges, led by Benjamin Bloom, identified three domains of educational activities:

 

·         Cognitive: mental skills (Knowledge)

·         Affective: growth in feelings or emotional areas (Attitude)

·         Psychomotor: manual or physical skills (Skills)

 

Cognitive Domain

The cognitive domain comprises knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place.

 

Affective Domain

This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories listed the simplest behavior to the most complex.

 

Psychomotor Domain

The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories listed the simplest behavior to the most complex.