COGNITIVE DOMAIN

The cognitive domain involves 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.

CATEGORY EXAMPLES KEY WORDS TECHNOLOGIES

Recite a policy. Quote prices from memory defines, describes, identifies, knows, labels, book marking, flash cards, rote
Remembering: Recall or retrieve previous
to a customer. Recite the safety rules. lists, matches, names, outlines, recalls, learning based on repetition,
learned information.
recognizes, reproduces, selects, states reading
Rewrite the principles of test writing. Explain in comprehends, converts, defends, distinguishes,
Understanding: Comprehending the
one's own words the steps for performing a estimates, explains, extends, generalizes, gives an create an analogy, participating
meaning, translation, interpolation, and
complex task. Translate an equation into a example, infers, interprets, paraphrases, predicts, in cooperative learning, taking notes,
interpretation of instructions and problems.
computer spreadsheet. rewrites, summarizes, translates storytelling, Internet search
State a problem in one's own words.
Applying: Use a concept in a new situation Use a manual to calculate an employee's vacation applies, changes, computes, constructs,
or unprompted use of an abstraction. time. Apply laws of statistics to evaluate the demonstrates, discovers, manipulates, modifies, collaborative learning, create a
Applies what was learned in the classroom reliability of a written test. operates, predicts, prepares, produces, relates, process, blog, practice
into novel situations in the work place. shows, solves, uses
Analyzing: Separates material or concepts
Troubleshoot a piece of equipment by using analyzes, breaks down, compares,
into component parts so that its logical deduction. Recognize logical fallacies in contrasts, diagrams, deconstructs, differentiates, Fishbowls, debating, questioning
organizational structure may be understood.
reasoning. Gathers information from a department discriminates, distinguishes, identifies, illustrates, what happened, run a test
Distinguishes between facts and inferences.
and selects the required tasks for training. infers, outlines, relates, selects, separates
Select the most effective solution. Hire the most appraises, compares, concludes, contrasts,
Evaluating: Make judgments about the qualified candidate. Explain and justify a new criticizes, critiques, defends, describes, survey, blogging
value of ideas or materials. budget. discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports
Write a company operations or process manual. categorizes, combines, compiles, composes,
Creating: Builds a structure or pattern from
Design a machine to perform a specific task. creates, devises, designs, explains, generates, Create a new model, write an essay,
diverse elements. Put parts together to form
Integrates training from several sources to solve a modifies, organizes, plans, rearranges, reconstructs, network with others
a whole, with emphasis on creating a new
problem. Revises and process to improve the relates, reorganizes, revises, rewrites, summarizes,
meaning or structure.
outcome. tells, writes
 AFFECTIVE DOMAIN

The affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

CATEGORY EXAMPLES KEY WORDS

Listen to others with respect. Listen for and remember the name acknowledge, asks, attentive,
Receiving Phenomena: Awareness, willingness to hear, selected
of newly introduced people. courteous, dutiful, follows, gives,
attention.
listens, understands
Responds to Phenomena: Active participation on the part of the Participates in class discussions. Gives a presentation. Questions new answers, assists, aids, complies,
learners. Attend and react to a particular phenomenon. Learning ideals, concepts, models, etc. in order to fully understand them. Know conforms, discusses, greets, helps,
outcomes may emphasize compliance in responding, willingness to the safety rules and practice them. labels, performs, presents, tells
respond, or satisfaction in responding (motivation).
Valuing: The worth or value a person attaches to a particular Demonstrates belief in the democratic process. Is sensitive towards
object, phenomenon, or behavior. This ranges from simple individual and cultural differences (value diversity). Shows the ability to appreciates, cherish, treasure,
acceptance to the more complex state of commitment. Valuing is solve problems. Proposes a plan to social improvement and follows demonstrates, initiates, invites, joins,
based on the internalization of a set of specified values, while clues through with commitment. Informs management on matters that one justifies, proposes, respect, shares
to these values are expressed in the learner's overt behavior and feels strongly about.
are often identifiable.
Recognizes the need for balance between freedom and responsible
Organization: Organizes values into priorities by contrasting
behavior. Explains the role of systematic planning in solving problems. compares, relates, synthesizes
different values, resolving conflicts between them, and creating an
Accepts professional ethical standards. Creates a life plan in harmony
unique value system. The emphasis is on comparing, relating, and
with abilities, interests, and beliefs. Prioritizes time effectively to meet
synthesizing values.
the needs of the organization, family, and self.
Internalizes Values (characterization): Has a value system that Shows self-reliance when working independently. Cooperates in group acts, discriminates, displays,
controls their behavior. The behavior is pervasive, consistent, activities (displays teamwork). Uses an objective approach in problem influences, modifies, performs,
predictable, and most important characteristic of the learner. solving. Displays a professional commitment to ethical practice on a qualifies, questions, revises,
Instructional objectives are concerned with the student's general daily basis. Revises judgments and changes behavior in light of new serves, solves, verifies
patterns of adjustment (personal, social, emotional). evidence. Values people for what they are, not how they look.
 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. Thus, psychomotor skills rage from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex
piece of machinery or dancing

SIMPSON, 1972

CATEGORY EXAMPLES KEY WORDS

Detects non-verbal communication cues. Estimate where a ball will chooses, describes, detects,
Perception (awareness): The ability to use sensory cues to guide land after it is thrown and then moving to the correct location to catch differentiates, distinguishes,
motor activity. This ranges from sensory stimulation, through cue the ball. Adjusts heat of stove to correct temperature by smell and identifies, isolates, relates,
taste of food. Adjusts the height of the forks on a forklift by
selection, to translation. selects.
comparing where the forks are in relation to the pallet.

Knows and acts upon a sequence of steps in a manufacturing process. begins, displays, explains,
Set: Readiness to act. It includes mental, physical, and emotional Recognize one's abilities and limitations. Shows desire to learn a new process moves, proceeds, reacts, shows,
sets. These three sets are dispositions that predetermine a person's (motivation). NOTE: This subdivision of Psychomotor is closely related with states, volunteers.
response to different situations (sometimes called mindsets). the “Responding to phenomena” subdivision of the Affective domain.

Guided Response: The early stages in learning a complex skill that

includes imitation and trial and error. Adequacy of performance is
achieved by practicing.
Mechanism (basic proficiency): This is the intermediate stage in
learning a complex skill. Learned responses have become habitual
and the movements can be performed with some confidence and
proficiency.
Complex Overt Response (Expert): The skillful performance of
motor acts that involve complex movement patterns. Proficiency is
indicated by a quick, accurate, and highly coordinated performance,
requiring a minimum of energy. This category includes performing
without hesitation, and automatic performance. For example, players
are often utter sounds of satisfaction or expletives as soon as they
hit a tennis ball or throw a football, because they can tell by the feel
of the act what the result will produce.
 Adaptation: Skills are well developed and the individual can modify
movement patterns to fit special requirements.
Origination: Creating new movement patterns to fit a particular
situation or specific problem. Learning outcomes emphasize
creativity based upon highly developed skills.

DAVE, 1975

CATEGORY EXAMPLES KEY WORDS

Reflex Movements — Reactions that are not learned, such as a
involuntary reaction

Fundamental Movements — Basic movements such as walking, or

grasping.

Perceptual Abilities — Response to stimuli such as visual,

auditory, kinesthetic, or tactile discrimination.

Physical Abilities (fitness) — Stamina that must be developed for

further development such as strength and agility.

Skilled movements — Advanced learned movements as one would

find in sports or acting.
Simpson, 1972

CATEGORY EXAMPLES KEY WORDS

Perception (awareness): The ability to use sensory cues to guide
motor activity. This ranges from sensory stimulation, through cue
selection, to translation.

Set: Readiness to act. It includes mental, physical, and emotional

sets. These three sets are dispositions that predetermine a person's
response to different situations (sometimes called mindsets).

Guided Response: The early stages in learning a complex skill that

includes imitation and trial and error. Adequacy of performance is
achieved by practicing.

Mechanism (basic proficiency): This is the intermediate stage in

learning a complex skill. Learned responses have become habitual
and the movements can be performed with some confidence and
proficiency.
Complex Overt Response (Expert): The skillful performance of
motor acts that involve complex movement patterns. Proficiency is
indicated by a quick, accurate, and highly coordinated performance,
requiring a minimum of energy. This category includes performing
without hesitation, and automatic performance. For example,
players are often utter sounds of satisfaction or expletives as soon
as they hit a tennis ball or throw a football, because they can tell by
the feel of the act what the result will produce.

Adaptation: Skills are well developed and the individual can modify
movement patterns to fit special requirements.
Origination: Creating new movement patterns to fit a particular
situation or specific problem. Learning outcomes emphasize
creativity based upon highly developed skills.