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Cognitive Domain or the process used to learn represents a continuum of increasing cognitive complexityfrom remember to
create.
Remembering
recogni"ing #identifying$ recalling #retrieving$
Understanding
interpreting #clarifying% paraphrasing% representing% translating$ exemplifying #illustrating% instantiating$ classifying #categori"ing% subsuming$ summari"ing #abstracting% subsuming$ inferring #concluding% extrapolating% interpolating% predicting$ comparing #contrasting% mapping% matching$ explaining #constructing models$
Applying
executing #carrying out$ implementing #using$
Analy ing
differentiating #discriminating% distinguishing% focusing% selecting$ organi"ing #finding coherence% integrating% outlining% parsing% structuring$ attributing #deconstructing$
Eval!ating
chec ing #coordinating% detecting% monitoring% testing$ criti&uing #'udging$
Creating
generating #hypothesi"ing$ planning #designing$ producing #construct$
(he "no#ledge dimension or the ind of nowledge to be learned represents a range from concrete #factual$ to abstract #metacognitive$
DIMEN$ION$ O% &NO'LEDGE
)oncrete nowledge *bstract nowledge
%a(t!al
nowledge of terminology nowledge of specific details and elements
Con(ept!al
nowledge of classifications and categories nowledge of principles and generali"ations nowledge of theories% models% and structures
)ro(ed!ral
nowledge of sub'ect+specific s ills and algorithms nowledge of sub'ect+specific techni&ues and methods nowledge of criteria for determining when to use appropriate procedures
Meta(ognitive
strategic nowledge nowledge about cognitive tas s% including appropriate contextual and conditional nowledge self+ nowledge
Understanding
,ummari"e )lassify )larify .redict
Applying
Respond .rovide )arry out 2se
Analy ing
,elect /ifferentiate 0ntegrate /econstruct
Eval!ating
)hec /etermine 1udge Reflect
Creating
-enerate *ssemble /esign )reate
)sy(*omotor Domain
,peed may be a factor in psychomotor s ills. 4&uipment and/or tools may be needed to perform the psychomotor s ills. (esting re&uires more than 'ust a paper+based assessment and a pencil. .sychomotor s ills need to be performed and observed to determine mastery of the s ill. !ow to ride a bi e 5rapping a present )hanging a diaper 6on+examples: (ypes of bi es (ypes of wrapping paper 5hy babies wet their diapers
4xamples:
41 ,impson #179:$ .erception #awareness$ ,et -uided Response ;echanism )omplex =vert Response *daptation =rigination
*1 !arrow #179:$ Reflex ;ovement Basic fundamental ;ovements .erceptual *bilities .hysical *bilities , illed ;ovements 6on+discursive 6one
* Romis"ows i *c&uiring <nowledge 4xecuting *ctions (ransfer *utomati"ation -enerali"ation 6one 6one
.ractice
!igh !abit
6one
Imitation
)opy action of another
Manip!lation
Reproduce activity from instructions
)re(ision
4xecute s ill reliably% independent of help
Arti(!lation
*dapt and integrate expertise to satisfy a non+standard ob'ective
Nat!rali ation
*utomated% unconscious mastery of activity and related s ills at strategic level /efine aim% approach% and strategy for use of activities to meet strategic need
.erform a tas or activity with expertise and to high &uality without assistance or instruction> able to demonstrate an activity to other learners Demonstrate(omplete- s*o#per.e(t- (alibrate-
Relate and combine associated activities to develop methods to meet varying% novel re&uirements
*ction ?erbs
Constr!(t- solve(ombine(oordinate-
manage
Based on R! /ave@s version of the .sychomotor /omain #@/eveloping and 5riting Behavioral =b'ectives@% 179A. (he theory was first presented at a Berlin conference 1789
http://academic.udayton.edu/!ealth/syllabi/health/2nitA1/lessonA1b.htm
A..e(tive Domain (his domain includes the manner in which we deal with things emotionally% such as feelings% values%
appreciation% enthusiasms% motivations% and attitudes. (he five ma'or categories listed in order are:
Re(eiving p*enomena
*wareness% willingness to hear% selected attention.
Responding to p*enomena
*ctive participation on the part of the learners. *ttends and reacts to a particular phenomenon. Learning outcomes may emphasi"e compliance in responding% willingness to respond% or satisfaction in responding #motivation$.
Val!ing
(he worth or value a person attaches to a particular ob'ect% phenomenon% or behavior. (his ranges from simple acceptance to the more complex state of commitment. ?aluing is based on the internali"ation of a set of specified values% while clues to these values are expressed in the learnerBs overt behavior and are often identifiable. /emonstrates belief in the democratic process. 0s sensitive towards individual and cultural differences #value diversity$. ,hows the ability to solve problems. .roposes a plan to social improvement and follows through with commitment. 0nforms management on matters that one feels strongly about.
Organi ation
=rgani"es values into priorities by contrasting different values% resolving conflicts between them% and creating an uni&ue value system. (he emphasis is on comparing% relating% and synthesi"ing values.
4xamples
Listen to others with respect. Listen for and remember the name of newly introduced people.
.articipates in class discussions. -ives a presentation. Cuestions new ideals% concepts% models% etc. in order to fully understand them. <now the safety rules and practices them.
Recogni"es the need for balance between freedom and responsible behavior. *ccepts responsibility for oneBs behavior. 4xplains the role of systematic planning in solving problems. *ccepts professional ethical standards. )reates a life plan in harmony with abilities%
?erbs
as s% chooses% describes% follows% gives% holds% identifies% locates% names% points to% selects% sits% erects% replies% uses.
answers% assists% aids% complies% conforms% discusses% greets% helps% labels% performs% practices% presents% reads% recites% reports% selects% tells% writes.
completes% demonstrates% differentiates% explains% follows% forms% initiates% invites% 'oins% 'ustifies% proposes% reads% reports% selects% shares% studies% wor s.
interests% and beliefs. .rioriti"es time effectively to meet the needs of the organi"ation% family% and self. adheres% alters% arranges% combines% compares% completes% defends% explains% formulates% generali"es% identifies% integrates% modifies% orders% organi"es% prepares% relates% synthesi"es
light of new evidence. ?alues people for what they are% not how they loo .
acts% discriminates% displays% influences% listens% modifies% performs% practices% proposes% &ualifies% &uestions% revises% serves% solves% verifies.