Cognitive Domain Learning Outcomes

‘Keywords’ (verbs which

Leve Cod describe the activity to be
Category Behavior description
l e trained or measured at each
level)

Define                    Name
Remember or recall information such as
Describe                Outline
facts, terminologies, problem-solving
Identify                  Recall
1 C1 Knowledge strategies, rules, and so forth.
Label                      Recite
 
List                         Select
Match                    State
Some degree of understanding is required
in order to change the form of
communication, translation, restate what Convert                  Extend
has been read or heard, see connections Defend                   Generalize
or relationships among parts of Discriminate          Infer
2 C2 Comprehension
communication (interpretation), draw Distinguish           Paraphrase
conclusions, see consequences from Estimate                 Predict
information (inference). Explain                   Summarize
 

Use previously acquired information in a

Change                  Organize
setting other than the one in which it was
Compute                Prepare
learned.  Because problems at this level
Demonstrate         Relate
are presented in a different and applied
3 C3 Application Develop                 Solve
way, one cannot rely on content or
Modify                   Transfer
context to solve the problem.
Operate                  Use
 
Apply

Identification of logical errors (e.g., point

Break down Infer
out contradictions, erroneous inference)
Deduce Outline
or differentiate among facts, opinions,
Diagram Point out
4 C4 Analysis assumptions, hypotheses, and
Differentiate Relate
conclusions.  One is expected to draw
Distinguish Separate out
relations among ideas and to compare
Illustrate Subdivide
and contrast.

Requires production of something unique Categorize             Devise

or original.  At this level, one is expected Compile                  Formulate
5 C5 Synthesis to solve unfamiliar problems in a unique Compose               Predict
way or combine parts to form a unique or Create                     Produce
novel solution.  Design
Requires the formation of judgments and
Appraise                Judge
decisions about the value of methods,
Compare                Justify
ideas, people, and products.  Must be
6 C6 Evaluation Contrast                 Support
able to state the bases for judgments
Criticize                  Validate
(e.g., external criteria or principles used
Defend
to reach conclusions.) 
Borich, G.D. (1996).  Effective teaching methods, 3rd Ed.  Englewood cliffs, NJ: Merrill.

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i. Psychomotor Domain

The psychomotor domain includes the 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, and techniques in execution as shown in Table 5.

Table 1 Psychomotor Domain Learning Outcomes

‘Keywords’ (verbs which

Leve describe the activity to be
Code Category Behavior description
l trained or measured at each
level)

Align                      Place
The learner observes and then imitates an Balance                  Repeat
1 P1 Imitation action. The expectation that the individual Follow                    Rest (on)
is able to watch and then repeat an action. Grasp                      Step (here)
Hold                      
Performance of action with written or
Demonstrate Carry out
verbal directions but without a visual model
Align                      Place
or direct observation. Notice that the action
Balance                  Repeat
2 P2 Manipulation verbs are the same as those for the imitation
Follow                    Rest (on)
stage.  The difference is that these actions
Grasp                      Step (here)
are performed with the aid of written and
Hold                 Accomplish
verbal instruction, not visual demonstration.
Requires performance of some action
Reproduce Design
independent of either written instructions or
Accurately            Proficiently
3 P3 Precision a visual model.  One is expected to
Errorlessly             With balance
reproduce an action with control and to
Independently      With control
reduce errors to a minimum.
Requires the display of coordination of a Confidence            Smoothness
series of related acts by establishing the Coordination         Speed
4 P4 Articulation appropriate sequence and performing the Harmony                Stability
acts accurately, with control as well as with Integration            Timing
speed and timing. Proportion
Automatically       Spontaneously
High level of proficiency is necessary.  The
Effortlessly            With ease
Naturalizatio behavior is performed with the least
5 P5 Naturally            With perfection
n expenditure of energy, becomes routine,
Professionally With poise
automatic, and spontaneous.
Routinely
Borich, G.D. (1996).  Effective teaching methods, 3rd Ed.  Englewood cliffs, NJ: Merrill.

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ii. Affective Domain

The affective domain defines behaviors that corresponds to attributes and values in which
we deal with things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes as shown in Table 6.
Table 2 Affective Domain Learning Outcomes

‘Key words’ (verbs which

Leve describe the activity to be
Code Category Behavior description
l trained or measured at
each level)

Attend                   Listen
One is expected to be aware of or to
Be aware                Look
passively attend to certain stimuli or
1 A1 Receiving Control                   Notice
phenomena.  Simply listening and being
Discern                  Share
attentive are the expectations.
Hear

One is required to comply with given Applaud                Participate

expectations by attending or reacting to Comply                  Play
2 A2 Responding certain stimuli.  One is expected to obey, Discuss                  Practice
participate, or respond willingly when asked Follow                    Volunteer
or directed to do something. Obey       
Display behavior consistent with a single
Act                         Express
belief or attitude in situations where one is
Argue                     Help
neither forced nor asked to comply.  One is
3 A3 Valuing Convince               Organize
expected to demonstrate a preference or
Debate                   Prefer
display a high degree of certainty and
Display 
conviction.
Commitment to a set of values.  This level
involves 1) forming a reason why one
values certain things and not others, and 2) Abstract                Formulate
making appropriate choices between things Balance                  Select
4 A4 Organization that are and are not valued.  One is expected Compare                Systemize
to organize likes and preferences into a Decide                    Theorize
value system and then to decide which ones Define             
will be dominant.

All behavior displayed is consistent with

one’s value system.  Values are integrated
into a pervasive philosophy that never Avoid Display
allows expressions that are out of character Exhibit Internalize
5 A5 Characterization with those values.  Evaluation at this level Manage Require
involves the extent to which one has Resist Resolve
developed a consistent philosophy of life Revise
(e.g., exhibits respect for the worth and
dignity of human beings in all situations).
Borich, G.D. (1996).  Effective teaching methods, 3rd Ed.  Englewood cliffs, NJ: Merrill.