THE HIERARCHY OF THE DOMAINS OF LEARNING

A. COGNITIVE DOMAIN HIERARCHY

Knowledge (1.00-1.99):
Ability of the learner to memorize, recall, define, recognize, or identify
specific information, such as facts, rules, principles, conditions, and terms,
presented during instruction.

Comprehension (2.00-2.99):
Ability of the learner to demonstrate an understanding or appreciation of
what is being communicated by translating it into a different form or
recognizing it in a translated form, such as grasping an idea by defining it or
summarizing it in his or her own words (knowledge is a prerequisite
behavior).

Application (3.00-3.99):
Ability of the learner to use ideas, principles, abstractions, or theories in
particular and concrete situations, such as figuring, writing, reading, or
handling equipment (knowledge and comprehension are prerequisite
behaviors).

Analysis (4.00-4.99):
Ability of the learner to recognize and structure information by breaking it
down into its constituent parts and specifying the relationship between parts
(knowledge, comprehension, and application are prerequisite behaviors).

Synthesis (5.00-5.99):
Ability of the learner to put together parts and elements into a unified
whole by creating a unique product that is written, oral, pictorial, and so on
(knowledge, comprehension, application, and analysis are prerequisite
behaviors).

Evaluation (6.00-6.99):
Ability of the learner to judge the value of something, such as an essay, design,
or action, by applying appropriate standards or criteria (knowledge,
comprehension, application, analysis, and synthesis are prerequisite
behaviors).

References :
(Evans, Edmunson-Drane, & Harris, 2000; Ford, Mazzone, & Taylor, 2005), (Ellis, 1993).
 B. AFFECTIVE DOMAIN HIERARCHY

Receiving (1.00 – 1.99)

Ability of the learner to show awareness of an idea or fact or a consciousness of a
situation or event in the environment. This level represents a willingness to selectively
attend to or focus on data or to receive a stimulus.

Responding (2.00 – 2.99)

Ability of the learner to respond to an experience, at first obediently and later
willingly and with satisfaction.

Valuing (3.00 – 3.99)

Ability of the learner to regard or accept the worth of a theory, idea or event,
demonstrating sufficient commitment or preference to be identified with some
experience seen as having value.

Organization (4.00 – 4.99)

Ability of the learner to organize, classify, and prioritize values by integrating a new
value into a general set of values, to determine interrelationship of values , and to
harmoniously establish some values as dominant and pervasive.
Characterization (5.00 – 5.99)
Ability of the learner to integrate values into a total philosophy or worldview,
showing firm commitment and consistency of responses to the values by generalizing
certain experiences into a value system or attitude cluster
 C. PSYCHOMOTOR DOMAIN HIERARCHY

Perception (1.00 – 1.99)

The ability of the client to show sensory awareness of objects or cues associated with
some task to be performed.

Set (2.00 – 2.99)

Ability of the learner to exhibit readiness to take a particular kind of action, such as
following directions, through expressions of willingness, sensory attending, or body language
favorable to performing a motor act.

Guided Response (3.00 – 3.99)

Ability of the learner to exert effort via overt actions under the guidance of an instructor
to imitate an observed behavior with conscious awareness of effort. Imitating may be
performed hesitantly but with compliance to directions and coaching.
Mechanism (4.00 – 4.99)

Ability of the learner to repeatedly perform steps of a desired skill with a certain degree of
confidence, indicating mastery to the extent that some or all aspects of the process become
habitual.

Complex Overt Response (5.00 – 5.99)

Ability of the learner to automatically perform a complex motor act or with independence
or a high degree of skill, without hesitation and with minimum expenditure of time and
energy.

Adaptation (6.00 – 6.99)

Ability of the learner to modify or adapt a motor process to suit the individual or various
situations, indicating mastery of highly developed movements to can be suited to a variety of
conditions.

Origination ((7.00 – 7.99)

Ability of the learner to create new motor acts, such as novel ways of manipulating
objects or materials, as a result of an understanding of a skill and developed ability to
perform skills.