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Attitud
e

Environme
ntal
Concerns

Ethi
cs
Human

Mora
l

Social &
Community
Responsibility
Knowledge

Skill

Machine

Information
ENGINEERING
ROLES
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Types of Learning Outcomes

Most of us recognize that there are many

different types of objectives and outcomes.
Some are easy, only requiring the simple
recall of a definition.
Others are more complex, requiring problem
solving or evaluation.
One popular categorization scheme for
types of objectives is Benjamin Blooms
(1956) Taxonomy of Objectives for the
Cognitive Domain, which includes the
following levels:

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Blooms Taxonomy
Learning Domains
Cognitive Domain

Mental Skills (Knowledge)

Affective Domain

Growth in Feelings or
Emotional Areas (Attitude)

Psychomotor Domain

Manual of Physical Skills

(Skills)

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Blooms Taxonomy (1950s)

Structure for categorizing

competencies

Description of skills that must be

demonstrated for each level of thinking

Action verbs that elicit student

responses within that level
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Cognitive Domain

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Cognitive Domains
Knowledge

Recall data or information

Comprehension Understand
the
meaning,
translation,
interpolation,
and
interpretation of instructions and
problems
Application

Use a concept in a new situation or

unprompted use of an abstraction.
Applies what was learned in the
classroom into novel situations in the
work place.
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Cognitive Domains
Separates material or concepts
into component parts so that its
organizational structure may be
understood.
Distinguishes
between facts and inferences.

Analysis

Synthesis

Builds a structure
: or pattern
from diverse elements. Put parts
together to form a whole, with
emphasis on creating a new
meaning or structure.

Evaluation

Make judgments about

value of ideas or materials
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the
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COGNITIVE: learning is demonstrated by knowledge recall and the

intellectual skills: comprehending information, organizing ideas,
analyzing and synthesizing data, applying knowledge, choosing
among
alternatives
in problem-solving,
and evaluating
ideas or
Level
Illustrative Verbs
Definition
Example
actions.
Knowledg
e

arrange, define, describe, duplicate,

identify, label, list,
match, memorize, name, order,
outline, recognize, relate, recall,
repeat, reproduce, select, state

remembering
previously
learned
information

memory of specific facts,

terminology, rules,
sequences, procedures,
classifications, categories,
criteria, methodology,
principles, theories, and
structures

Comprehe
nsion

classify, convert, defend, describe,

discuss, distinguish, estimate, explain,
express, extend, generalize, give
examples, identify, indicate, infer,
locate, paraphrase, predict, recognize,
rewrite, report, restate, review, select,
summarize, translate

grasping the
meaning of
information

Stating the problem in

own words, translating a
chemical formula,
understanding a flow
chart, translating words
and phrases from foreign
language

Applicatio
n

apply, change, choose, compute,

demonstrate, discover, dramatize,
employ, illustrate, interpret,
manipulate, modify, operate, practice,
predict, prepare, produce, elate,
schedule, show, sketch, solve, use,
write

applying
knowledge
to actual
situations

taking principles learned

in math and applying
them to figuring the
volume of a cylinder in an
internal combustion
engine

Analysis

analyze, appraise, break down, EQUATE 2014

breaking down
calculate, categorize, compare,
objects or ideas

discussing how fluids

13and
liquids differ, detecting

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Cognitive thought or
knowledge - What
learner is able to do

COGNITIVE
DOMAIN

Goodhart F., Verdi P., Kennedy S.

Assuring Quality in Health Education.
Presented at the Mid-Atlantic College
Health Association, October 25, 1991.
le x
p
m
MD,: Baltimore.
Co

in.
a
m
e do
v
i
t
i
ogn
c
e
th
n
i
SYNTHESIS
s
p
e
e
l
t
s
p
al
arrange
c
i
Sim
h
ANALYSIS
c
r
a
hier
assemble
e
analyze
h
T
APPLICATION
COMPREHENSION

KNOWLEDGE

compute

cite

describe

count

discuss

define

explain

draw

express

list

identify

name

locate

record

report

relate

restate

repeat

review

underlin
e

tell
translate

EVALUATION
appraise
assess
choose

apply

appraise

collect

compare

calculate

calculate

compose

criticize

dramatize

categorize

construct

estimate

employ

compare

create

evaluate

examine

contrast

design

judge

illustrate

debate

formulate

measure

interpret

diagram

integrate

rank

operate

differentiate

manage

rate

practice

examine

organize

revise

schedule

inventory

plan

score

sketch

question

prescribe

select

solve

test

propose

use
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Terms to Avoid
know
learn

understand
appreciate

All critically important goals, but not

observable learning objectives
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Affective Domain

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What is Affective Domain

Affective Domain describes the way

people react emotionally and their
ability to feel other living things as
pain/joy
Affective objectives typically target the
awareness and growth in attitudes,
emotions and feelings
Affective domain has 5 levels lower
to higher order
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Affective Domain

Receiving :

The lowest level : the student

passively pays attention
Without this level no learning
occurs
Receiving is about students
memory and recognition as well

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Affective Domain
Responding :

Active participation by learners

not only attends to the stimulus
but also reacts to the stimulus in
some way

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Affective Domain

Valuing :
Value a person attaches to a particular
object, phenomenon, or behavior.
This ranges from simple acceptance to
the more complex state of commitment.
Valuing is based on the internalization
of a set of specified values, while clues to
these values are expressed in the
learner's overt behavior and are often
identifiable.
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Affective Domain

Organizing

Organizes values into priorities by

contrasting different values,
values
Resolving conflicts, and creating an
unique value system.
The emphasis is on comparing,
relating, and synthesizing values.
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Affective Domain

Characterization:

Has a value system that controls

behavior.
The behavior is pervasive, consistent,
predictable,
and
most
importantly,
characteristic of the learner.
Instructional objectives are concerned
with the student's general patterns of
adjustment(personal, social, emotional).
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Psychomotor Domain

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What is Psychomotor Domain

Psychomotor

Domain describes
the ability to physically
manipulate a tool or instrument
like a hand or a hammer

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Psychomotor Domain
Perception The ability to use sensory cues to
guide motor activity. This ranges
from sensory stimulation, through
cue selection, to translation.
Detects non-verbal communication cues
Example Estimates where the ball will land after it
is thrown and then
Moving to the correct location to catch
Adjust heat of stove to correct temprature
by smell and taste of food

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Psychomotor Domain
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).

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Psychomotor 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.
Example
Performs a mathematical equation
as demonstrated
Response to hand signals of teacher
while learning to operate a forklift
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Psychomotor Domain

Mechanism:
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.
Example:
Use a personal computer
Repair a leaking tap
Drive a car
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Psychomotor Domain

Complex Overt Response:

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.

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.
Maneuvering a car into complex parking space
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Playing piano efficiently

Psychomotor Domain
Adaptation
Skills are well developed and the
individual can modify movement
patterns to fit special requirements.
Example
Modifying instructions to meet the
needs of learners
Perform a task with a machine
that was not originally intended to
do
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Psychomotor Domain
Origination

Creating new movement patterns to fit

a particular situation or specific
problem.

Learning outcomes emphasize

creativity based upon highly developed
skills
Example: Construct a new theory
Develop a new and comprehensive
training program
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Thank You

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