COGNITIVE, PSYCHOMOTOR

DOMAIN & EFFECTIVE

DOMAIN

DANISH LATIF
 EDUCATION
 It is a process to bring about desirable change in the
behavior of learner in the form of:
 Acquisition of knowledge
 Proficiency in skills
 Development of attitudes.
 Components:
 Development of educational objectives
 Organization of activities
 Evaluation
 What is a learning objective?
 Describes what the student will be able to do after the
instruction is completed
 The condition under which the student will be able to do it
 The criteria for evaluating the student performance
 Why are they important?
 Learning objectives help the instructor
 Select the content of instruction

 Develop an instructional strategy

 Select and develop instructional materials

 Assess and evaluate student learning

 Educational Objectives
 Motivation
 Components
 Authorities
 Taxonomies in detail
 Examples
Why Write Educational Objectives for
Your Course?
 To tell students what they will be expected to
learn
 To ensure that students learn on a number of
cognitive levels
 To quantify assessment by creating measurable
objectives
Components of an Educational
Objective
 The task that the student is to do (i.e., the
performance)
 The conditions under which the performance is to
be displayed
 The level of achievement expected
 Three Learning Domains

Bloom et al. are well known for dividing categories of

learning into the cognitive, affective, and psychomotor
domains. The cognitive domain involves the learning and
application of knowledge. The affective domain addresses
the acquisition of attitudes and values, and the
psychomotor domain involves development of the body
and skills it performs.
Who has published information about
writing objectives?
 Bloom
 Cognitive Domain – 6 levels
 Krathwohl
 Affective Domain – 5 levels
 Kibler
 Psychomotor Domain – 7 levels
COGNITIVE DOMAIN

Creating

Evaluation

Analysing

Applying

Understanding

Knowledge/Remembering
 Affective domain

 Learning of beliefs, attitudes, and values, growth in

feelings or emotional areas.
 The affective domain addresses the learning of attitudes
and values. The taxonomy contains five levels that can be
remembered by the following table.
 Krathwohl’s Taxonomy:
Affective Domain
 Receiving and attending – willing to receive or reject
new information
 Responding – willing to respond to information
 Valuing – decides that information has inherent worth
 Organization – organizes values into a system
 Characterization by a value – acts in a way that allows
others to see his or her underlying values
 Affective Domain Levels
Level Description Verbs Objective
Receiving Being aware of, or attending to Listen Listen attentively to
something in the environment. Notice badminton
Tolerate introduction.
Responding Showing some new behavior as Comply Voluntarily help set
a result of experience. Enjoy up badminton nets.
Follow
Valuing Showing some definite Carry out Attend optional
involvement or commitment. Express badminton match.
Organization Integrating a new value into Choose Purchase own
one's general set of values Consider badminton racket.
relative to other priorities. Prefer
Characterization Acting consistently with the Act on Join intramurals to
new value; person is known by Depict play badminton twice
the value. Exemplify per week.
Psychomotor domain
 Learning of physical movements such as how to
weld, how to drill out a cavity in a molar. Manual
or physical skills –
Kibler’s Taxonomy:
Psychomotor Domain

 Gross Body Movements

 Finely Coordinated Body Movements
 Non-verbal Communication Behaviors
 Speech Behaviors
 Psychomotor Domain
The psychomotor domain involves development of the body and
skills it performs. The taxonomy contains seven levels that can be
remembered by the following table.

www.campdiscovery.com/
Specialist-04/Tennis-01.jpg
 Psychomotor Domain Levels
Level Description Verbs Objective
Perceiving Recognizing movement Listen Discover headstand
position or pattern. Observe movement principles.
Patterning Reproducing movement Imitate Perform headstand
position or pattern. Practice following modeling.
Accommodating Using or modifying Adjust Use headstand in
movement position or pattern. Modify routine.
Refining Demonstrating efficient Improve Perform headstand
control in performing pattern. Master with pointed toes.
Varying Performing movement pattern Design Perform headstand in
in different ways. Develop three positions.
Improvising Originating novel movement Construct Combine headstand
or movement combinations. Invent with new skill.
Composing Creating unique movement Create Create floor exercise
pattern. Invent routine.
Educational Objectives
 Overall objectives
 Outside review of objectives
 Detailed objectives for individual sections
 Weekly objectives
 Daily objectives
 Which Taxonomies Could You
Use?
 Depends on your course
 Bloom’s taxonomy is better known with more examples
 Bloom’s taxonomy may not allow definition of physical
characteristics or behaviors