WRITTEN REPORT

ASSESSING THE THREE DOMAINS OF LEARNING

Why Topic is this important?

1. The domains of a learning are a tool for understanding how people think, feel and act.
2. By understanding the domains of learning we can better plan what needs to be taught
and how far we need to go through the material .
The development of these domains ensure the 'depth and breadth' of learning.
Domains of learning- This is developed by Benjamin Bloom, et al, in 1956 Blooms research
described the major areas of learning and thinking and classified them into three large groups
called the domains of learning:
1. Cognitive-Thinking, knowledge
2. Affective- Feeling, Values
3. Psychomotor- Doing, Skills
The degree of sophistication increases as you extend deeper into the list requiring greater
depth and breadth for mastery of that level.
The domains of learning are used in instructional design to write goals, objectives, &
outcomes for a curriculum.- Means for instructors to decide about depth and breadth issues
when developing lesson plans and develop test questions.

 Education must be increasingly concerned about the fullest development of all children
and youth, and it will be the responsibility of the schools to seek learning conditions
which will enable each individual to reach the highest level of learning possible.” —
Benjamin Bloom
Levels Within the Domains of Learning

 As the student progresses from one level to the next within a given domain of learning a
deeper and fuller understanding of the materials is required. There are two strategies to
classify these levels.
Level Cognitive Domain Psychomotor Domain Affective Domain
Level 1: knowledge Knowledge Imitation Manipulation Receiving Responding
(low level) Comprehension
Level 2: Application Application Precision Valuing
(intermediate level)
Level 3: Problem Analysis Articulation Articulation
solving (high level) Synthesis Evaluation Naturalization Naturalization

Lower and higher levels

1. This strategy places the levels into two categories.
2. The first level ( or first two levels ) of each domain is considered the lowest level.
3. Levels beyond this level are considered higher levels.
4. Sometimes this strategy is confusing as there are no clear division points between high
level and low level resulting in greater of subjectivity.
Common Verbs for Each Domain

1. Cognitive- Define, Describe, Design, Analyze, Discuss, Identify.

2. Psychomotor- Demonstrate, Show, Perform, Conduct.
3. Affective - Defend, Appreciate, Value, Model.
You cannot push students through the level

 They must be allowed to move from level to level on their own or with your guidance.
 If you push them from one level to the next to quickly they will not learn the material
and will make mistake.
A.Cognitive Domain

 It deals with didactic information: knowledge and facts.

 It consists of six (6) levels of sophistication from simplest to most complex.
1. Knowledge- memorize and recall
2. Comprehension- Interpretation and understanding of the meaning behind the information
3. Application - Application of classroom information to real life situations and experiences
4. Analysis- Separation of the whole into parts in order to analyze their meaning and
understand their importance.
5. Synthesis - Combining of pieces of information into a new or different whole
 6. Evaluation- Making judgements and decisions about and with the information
presented
B. Psychomotor Domain
 It deals with skills, actions and manual manipulation.
 It consists of five (5) levels from basic to complex.
1. Imitation - Repeated the example given by instructor or role model
2. Precision- Performs skill without mistakes
3. Naturalization- Mastery level skill performance without cognition referred to as muscle
memory or automatic
4. Manipulation- Practicing and creating his or her own style
5. Articulation- Proficient and competent performance of skill with style or flair
C. Affective Domain
 It deals with attitudes, beliefs, behaviors, emotions and how much value an individual
places on something.
 It is considered the most difficult domain to evaluate.
 It consists of five levels from simple to complex.
1. Receiving- Awareness of the value or importance of learning the information and a
willingness to learn
2. Responding- Willingness to actively participate in the learning process and deriving
satisfaction from doing so
3. Valuing - Perception that behavior has worth
4. Organization- Integration of different beliefs, reconciling differences
5. Characterization- Development of one's own value system that governs one's behavior
Classroom Activities to Target Each Domain
1. Cognitive
 Lecture
 Discussion
 Reading
 Diagramming
 Case Studies
 Drills
2. Psychomotor
 Skills Practice
 Scenarios
 Simulation
 Role Playing
3. Affective
 Modeling behavior you expect the students to emulate ( tolerance, punctuality, respect,
kindness, honesty and integrity)
 Role playing situations involving affective domain content, sensitivity training and
awareness courses
Evaluation Methods for Each Domain
Cognitive
 Written examinations static presentations oral examinations
Psychomotor
  Skills competency exam scenario-based exam evaluation in clinical or field setting on the
job performance
Affective
 Class participation leadership peer supervision role modelling adherence to policies
Revised Taxonomy

Revised Taxonomy

CONCLUSION
From the proposed method, it is highly recommended that the current assessment method can
be modified based on the revision of the course outline toward the achievement of learning
domains. The new assessment method should specifically assess students’ knowledge and
practical skills with respect to laboratory experiments, assignments, quizzes, etc. This paper
proposed the levels of learning domain skills acquired by students after completing all the
courses with reference to learning domain taxonomy. A comprehensive assessment of
students’ performance in the courses is important in producing graduates who are able to
integrate the theory and practice of the learned courses in any higher education programs.
REFERENCES
1. Bloom BS, editor. Taxonomy of Educational Objectives: The Classification of Educational
Goals: Handbook I, Cognitive Domain. New York; Toronto: Longmans, Green; 1956.
2. Anderson LW, Krathwohl DR, Airasian PW, Cruikshank KA, Mayer RE, Pintrich PR, et al.
Taxonomy for learning, teaching, and assessing a revision of Bloom’s taxonomy of
educational objectives. Abridged Ed. New York: Addison Wesley Longman, Inc.; 2001.
3. Anderson LW. Research on teaching and teacher education. In: Anderson LW, Sosniak
LA, editors. Bloom’s Taxonomy a Forty-Year Retrospective, Yearbook of the National
Society for the Study of Education. Vol. 93. No. 2. Chicago, Illinois: The University of
Chicago Press; 1994. p. 126-45.
4. Alinier N, Alinier G. Design of an objective assessment tool to evaluate students’ basic
electrical engineering skills. The Higher Education AcademyEngineering Subject Centre;
2005.
5. Harlen W. Assessment of Learning. Los Angeles: SAGE Publications; 2007.
6. https://i.pinimg.com/736x/3b/6b/67/3b6b676655e4f987b51293de84bc8e7c.jpg