Section (4)

Classifications of Objectives

Three Domains of Learning: Cognitive, Affective and Psychomotor

The domains of learning can be categorized as cognitive domain (knowledge),
psychomotor domain (skills) and affective domain (attitudes). This categorization is best
explained by the Taxonomy of Learning Domains formulated by a group of researchers
led by Benjamin Bloom along with in 1956. The domains of learning were first developed
and described between 1956-1972. Some references attribute all of the domains to
Benjamin Bloom which is simply not true. While Bloom was involved in describing both
the cognitive and the affective domains, he appeared as first author on the cognitive
domain. As a result, this bore his name for years and was commonly known among
educators as Bloom’s Taxonomy even though his colleague David Krathwohl was a
partner on the 1956 publication.

Figure 1. Domains of learning

(A) Cognitive Domain

The cognitive domain contains learning skills predominantly related to mental
(thinking) processes. Learning processes in the cognitive domain include a hierarchy of
skills involving processing information, constructing understanding, applying knowledge,
solving problems, and conducting research. There are six levels of cognitive complexity:
knowledge, comprehension, application, analysis, synthesis, evaluation. Bloom’s
taxonomy focused on describing levels of attainments rather than process skills, and did
not substantially address the manner in which the learner proceeds from one level to the
next. The cognitive domain includes skill clusters that organize a complete, concise, and
complementary listing of the learning skills most critical for each process. The newer
version (2001) of Bloom’s Taxonomy of Learning has a number of added features that
can be very useful to educators as they try to construct optimal learning experiences. It is
worth mentioning that the three easiest levels of Bloom`s taxonomy are: knowledge,
comprehension and application, whereas the three complex ones that need critical
thinking and creativity are: analysis, synthesizes and evaluation. Hence, the top of this
taxonomy represents more complex levels that many people do lack; people do not have
the same manner in representing it.

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 Figure 2. Cognitive domain chart

In the chart shown, the higher the level, the presumably more complex mental
operation is required. Higher levels are not necessarily more desirable than lower levels,
because one cannot achieve the higher levels without an ability to use the lower levels. As
one moves up into higher levels, however, the more applicable the skills are to those
needed in daily life. The cognitive domain contains learning skills predominantly related
to mental (thinking) processes.

Figure 4. Cognitive domain brain analysis

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 The cognitive domain involves the development of our mental skills and the
acquisition of knowledge. The six categories under this domain are described as follows:

1. Knowledge: Knowledge is the ability to recall data and/or information.

Example: A child recites the English alphabet.

2. Comprehension: Comprehension is the ability to understand the meaning of what is

known. Example: A teacher explains a theory in his own words.
3. Application: Application is the ability to utilize an abstraction or to use knowledge in a
new situation. Example: A nurse intern applies what she learned in her Psychology class
when she talks to patients.
4. Analysis: the ability to differentiate facts and opinions.
Example: A lawyer was able to win over a case after recognizing logical fallacies in the
reasoning of the offender.

5. Synthesis: Synthesis the ability to integrate different elements or concepts in order to

form a sound pattern or structure so a new meaning can be established.
Examples: A therapist combines yoga, biofeedback and support group therapy in creating
a care plan for his patient.

6. Evaluation: Evaluation is the ability to come up with judgments about the importance
of concepts. Examples: A businessman selects the most efficient way of selling products.

Activities suiting Bloom`s Different Levels

Bloom`s taxonomy of learning objectives is used to define how well a skill or
competency is learned or mastered. A fuller description of Bloom‟s taxonomy is given in
the following pages but a brief summary of the activities associated with each level is
given below:
1. At Knowledge Level of Learning, a student can define terms.
2. At Comprehension Level of Learning, a student can work assigned problems and can
example what they did.
3. At Application Level of Learning, a student recognizes what methods to use and then
use the methods to solve problems.
4. At Analysis Level of Learning, a student can explain why the solution process works.
5. At Synthesis Level of Learning, a student can combine the part of a process in new and
useful ways.
6. At Evaluation Level of Learning, a student can create a variety of ways to solve the
problem and then, based on established criteria, select the solution method best suited
for the problem.

Teachers and learners need to understand the hierarchy of processes and skills
within the cognitive domain so they appreciate prerequisite skills for learning as well as
the way these skills need to be transformed to master more complicated elements of
discipline-specific concept inventories. Development of learning skills should never be
taken for granted in teaching or learning new content. Skills associated with lower-level
processes should be introduced in foundation courses and elevated in intermediate-level
coursework. Skills associated with higher-level processes should be thoughtfully
introduced and reinforced in upper-division courses. Methodically invoking key learning
skills from different process areas and clusters across the cognitive domain also provides
a method for infusing richness in course activities while strengthening lifelong learning

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 skills. Like the Social Domain, this module serves to remind us that improved cognitive
domain performance is always possible, no matter what one’s state of learning skill
development.
The following table summarizes the six levels of the cognitive domain with
reference to the definition of each and the suitable action verbs that go with.

Table (2) Bloom’s Classification of the Cognitive Domain

1 2 3 4 5 6
Definitions Knowledge Comprehension Application Analysis Synthesis Evaluation
Remember Demonstrate an Apply Break down Compile Make and
Bloom’s previously understanding of the knowledge to objects or ideas component defend
Definition learned facts. actual into simpler parts ideas into a judgments
information. situations. and find evidence new whole based on
to support or propose internal
generalizations. alternative evidence or
solutions. external
criteria.
Arrange Classify Apply Analyze Arrange Appraise
Verbs Define Convert Change Appraise Assemble Argue
Describe Defend Choose Breakdown Categorize Assess
Duplicate Describe Compute Calculate Collect Attach
Identify Discuss Demonstrate Categorize Combine Choose
Label Distinguish Discover Compare Comply Compare
List Estimate Dramatize Contrast Compose Conclude
Match Explain Employ Criticize Construct Contrast
Memorize Express Illustrate Diagram Create Defend
Name Extend Interpret Differentiate Design Describe
Order Generalized Manipulate Discriminate Develop Discriminate
Outline Give example(s) Modify Distinguish Devise Estimate
Recognize Identify Operate Examine Explain Evaluate
Relate Indicate Practice Experiment Formulate Explain
Recall Infer Predict Identify Generate Judge
Repeat Locate Prepare Illustrate Plan Justify
Reproduce Paraphrase Produce Infer Prepare Interpret
Select Predict Relate Model Rearrange Relate
State Recognize Schedule Outline Reconstruct Predict
Rewrite Show Point out Relate Rate
Review Sketch Question Reorganize Select
Select Solve Relate Revise Summarize
Summarize Use Select Rewrite Support
Translate Write Separate Set up Value
Subdivide Summarize
Test Synthesize
Tell
Write

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 Figure 5. Bloom`s Taxonomy with actual teaching and learning ideas and strategies

(B) Affective Domain

Most people think of learning as an intellectual or mental function. However, learning
is not a just a cognitive (mental) function. You can also learn attitudes, behaviors, and
physical skills. The affective domain involves our feelings, emotions and attitudes. The
affective domain involves our feelings, emotions, and attitudes.

Figure 6. Affective domain levels

This domain includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. This domain is
categorized by Krathwohl into 5 sub-domains, which include: (1). Receiving (2)
Responding (3) Valuing (4) Organization (5) Characterization.

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C. Psychomotor Domain
Psychomotor objectives are those specific to discreet physical functions, reflex
actions and interpretive movements. It is interesting to note that while the cognitive
taxonomy was described in 1956, and the affective in 1964, the psychomotor domain
were not fully described until the 1970s.

Figure 8. Psychomotor domain layout

Traditionally, these types of objectives are concerned with the physically encoding
of information, with movement and/or with activities where the gross and fine muscles are
used for expressing or interpreting information or concepts. This area also refers to
natural, autonomic responses or reflexes. The psychomotor domain is comprised of
utilizing motor skills and coordinating them. The seven categories under this include:
perception, set, guided response, mechanism, complex overt response, adaptation, and
organization.

Conclusion
Humans are lifelong learners. From birth onward, we learn and assimilate what we
have just learned into what we already know. As early as 1956 Educational Psychologist
Benjamin Bloom divided what and how we learn into three separate domains of learning.
Cognitive Domain includes content knowledge and the development of intellectual skills.
This includes the recall or recognition of specific facts and concepts that serve developing
intellectual abilities and skills. There are six major categories, starting from the simplest
behavior (recalling facts) to the most complex (Evaluation). The Affective domain
includes feelings, values, appreciation, enthusiasms, motivations, and attitudes. The
University of Dayton, School of Law Affective Domain website describes each category
in the domain and provides illustrative examples and keywords for the cognitive,
affective, and psychomotor domains. 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.