Cognitive Domain | Revised Bloom's Taxonomy | Psychomotor Domain | Affective Domain

Why Should Teachers Classify Objectives?
Teachers should classify objectives because the type of objectives attempted dictate the selection of instructional methods, media and evaluation used in the lesson. Objectives may be classified according to the primary learning outcomes that take place. These learning outcomes are classified into one of three domains (categories): cognitive, psychomotor or affective. Let's take a closer look at these categories to see how they differ.
Cognitive Domain
The Cognitive Domain receives the most attention in instructional programs and includes objectives related to information or knowledge. Benjamin Bloom and his colleagues (1956) developed a widely accepted taxonomy, referred to as Bloom's Taxonomy (method of classification on differing levels of higher order thinking) for cognitive objectives. This taxonomy has been adapted by Anderson and Krathwohl (2001) for relevance in 21st century learning and remains the most significant model used. Presented here is the revised taxonomy, known as the Revised Bloom's Taxonomy, as well as links for more reading. Six levels of learning are in the classification. The lowest level is remembering. The remembering level is followed by five increasingly difficult levels of mental abilities: understanding, applying, analysing, evaluating and creating (the highest level). The table below displays the six levels of the revised Bloom's taxonomy, definitions of each level and verbs that would be appropriate to use when you are writing instructional objectives in each level.
Revised Bloom's Taxonomy

Remembering

 Objectives written on the remembering level (the lowest cogitive level) requires the student to recall or recognize specific information. Below are verbs appropriate for objectives written at the remembering level.
define fill in the blank identify label list
locate match memorize name recall
spell state tell underline state
 

Understanding

 Objectives written on the understanding level, although a higher level of mental ability than remembering, requires the lowest level of understanding from the student. Below are verbs appropriate for objectives written at the understanding level.
convert describe explain interpret paraphrase
put in order restate retell in your words rewrite summarize
trace translate      
 
  

Applying

 Objectives written on the applying level require the learner to implement (use) the information. Below are verbs appropriate for objectives written at the applying level.
apply compute conclude construct demonstrate
determine draw find out give an example illustrate
make operate show solve state a rule or principle
use        
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Analysing

 Objectives written on the analysing level require the learner to break the information into component parts and describe the relationship. Below are verbs appropriate for objectives written at the analysing level.
analyze categorize classify compare contrast
debate deduct determine the factors diagnose diagram
differentiate dissect distinguish examine infer
specify        
     

Evaluating

 Objectives written on the evaluating level require the student to make a judgment about materials or methods . Below are verbs appropriate for objectives written at the evaluating level.
appraise choose compare conclude decide
defend evaluate give your opinion judge justify
prioritize rank rate select support
value        
   

Creating

 Objectives written on the creating level require the student to generate new ideas, products and ways of viewing things. Below are verbs appropriate for objectives written at the creating level.
change combine compose construct create
design find an unusual way formulate generate invent
originate plan predict pretend produce
rearrange reconstruct reorganize revise suggest
suppose visualize write    
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Psychomotor Domain
The Psychomotor Domain includes objectives that require basic motor skills and/or physical movement such as construct, kick or ski.
Affective Domain
The Affective Domain includes objectives pertaining to attitudes, appreciations, values and emotions.

Sources: Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning,Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Wong H. & Wong, R. ( 1998). How to be an effective Teacher: The First Days of School. Harry K. Wong Publications, Inc.
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Last updated on 7/20/007
Created 2002 by B. O'Bannon.
http://slate.it.utk.edu/~bobannon | Funded by Innovative Technology Center • The University of Tennesseee