Lessons: Mariano Marcos State University

MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education
LESSONS
DOMAINS OF LEARNING
LESSON 3.1: EDUCATIONAL OBJECTIVES IN THE COGNIIVE DOMAIN
According to Benjamin Bloom (1956) and a committee of colleagues there

are more than one type of learning. They identified three domains of
educational activities: cognitive referring to mental skills or mental abilities, affective
referring to growth in feeling, emotion or attitude and psychomotor, referring to manual or
physical skills. The common terminology for these domains are: knowledge (cognitive), skills
(psychomotor) and attitude (affective).
These domains are organized into categories or levels and arranged in
hierarchical order from the simplest behavior to the most complex behavior. To ensure that
the learning outcomes or learning objectives are measurable, demonstrable and verifiable,
the outcomes / objectives should be stated as concrete and active verbs.
In the formulation or construct of our learning objectives and or learning
outcomes, we should always remember the concept of constructive alignment – that the
four components of instructions (learning objectives / learning outcomes, teaching
strategies, learning activities and assessment) are aligned with one another.
Below is the table on Bloom's Taxonomy of Educational Objectives in the

Cognitive Domain.
Table 1. Bloom's Taxonomy of Educational Objectives in the Cognitive Domain
Level Definition Key Words Illustrative

Educational
Objectives
Knowledge  Refers to acquisition of define, describe,  To identify the

facts, concepts and theories identify, label, list, parts of a book.
 It forms the foundation of match, name, recall,  To recognize the
all other cognitive objectives recognize, select, principal features
for without knowledge, it is enumerate and state of a community.
not possible to move
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up to the next higher level

of thinking skills in the
hierarchy of educational
objectives.
Comprehension  It refers to the same comprehend,  To translate to

concept as understanding convert, rewrite, verbal form the
 It is a step higher than mere estimate, explain, facts presented in
acquisition of facts and extend, generalize, maps, graphs,
involves cognition or give examples, infer, tables and similar
awareness of the interpret, illustrations.
interrelationships of facts paraphrase, predict, (translation)
and concepts. rewrite, summarize,  To summarize the
translate. salient features of
a good essay.
 To give examples
of incomplete
flower.
Application  Refers to the transfer of apply, change,  To apply a

knowledge from one field of compute, construct, mathematical
study to another or from demonstrate, formula in solving
one concept to another discover, manipulate an existing
concept in the same
modify, operate, problem.
discipline
 It is the use of concepts and predict, relate, show,  To solve word
generalizations in specific solve, and use problems on
and actual situations. dilution of
solution.
 To demonstrate
application of gas
laws in real life
setting.
Analysis  Refers to the breaking down analyze, break  To make a

of a concept or idea into its down, compare, schematic diagram
components contrast, classify based on the
 It refers to behaviors that diagram, procedure of the

require students to think deconstruct, experiment.

critically, such as looking for differentiate,  To distinguish
motives, assumptions, discriminate, between facts and
cause-effect relationship,
distinguish, illustrate, opinions.
differences and similarities,
hypotheses and conclusions infers, outline, relate,
select, and separate.
Synthesis  Refers to the opposite of categorize, combine,  To produce an

analysis and entails of compile, compose, integrated news
putting together the create, devise, report of an
components in order to design, explain,
important event.
summarize the concept generate, modify,
 This refers to behavior that organize, plan,  To develop a
calls for creative thinking rearrange, research proposal
such as combining elements reconstruct, relate, on the status of
in new ways, planning reorganize, revise, Filipino women in
original experiments, and write society.
creating original solutions to
a problem and building
models.
Evaluation  Refers to valuing and appraise, assess  To draw
judgment or putting the conclude, criticize, conclusions based
worth of a concept or critique, defend, on the result of the
discriminate, experiment.
principle.
evaluate, justify,  To critique the
relate, and support feasibility of an
action research.
 To justify one's
point of view to a
given
environmental
issue.

Self-Assessment Exercise 1
Let us check your understanding

Given the following learning objectives, classify them based on the six levels of
cognitive domain.
1. To restate the principles of test construction.
2. To identify the parts of a flower
3. To design a new procedure in carrying out a given experiment.
4. To justify the most effective solution to a given environmental problem.
5. To use Newton's Law of Motion to explain a given situation.
6. To differentiate between complete and incomplete flower.
7. To enumerate the characteristics of a good test.
8. To summarize the story read from a book.
9. To assess a course of action to be taken in the light of possible consequences.
10. To define photosynthesis.

LESSON 3.2: BLOOM’S REVISED TAXONOMY ( Anderson's and Krathwol)
Lorin Anderson, a former student of Bloom and David Krathwol revisited the
cognitive domain in the learning taxonomy in the mid-nineties and made some changes,
with perhaps the two most prominent ones being, 1) changing the names in the six
categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000). This new
taxonomy reflects a more active form of thinking and is perhaps more accurate:
Anderson and Krathwohl Updates

The updates are reflective of a more active thought process and include three main
changes:
1. Category names were revised from nouns to verbs.
Anderson and Krathwohl felt that subject matter (noun) and cognitive processes (verb)
should be separate dimensions, so they replaced Bloom’s nouns with verbs to reflect the
nature of thinking for each category.
2. The last two stages of Bloom’s Taxonomy were switched so that evaluation (evaluating)
comes before synthesis (creating).
Anderson and Krathwohl believed that a learner’s ability to evaluate came before his or her
ability to synthesize/create and therefore changed the order of these last two categories in
Bloom’s Taxonomy.
Figure 1. Comparison between Bloom's and Anderson's & Krathwol
3. The knowledge (remembering) category was updated to reflect four knowledge

dimensions instead of three.
Under the original Bloom’s Taxonomy, the knowledge/remembering category only
included three knowledge dimensions: factual (basic elements of knowledge), conceptual
(the interrelationships between basic elements of knowledge), and procedural (the “how-
to” part of knowledge). With Anderson and Krathwohl’s updates, they added a fourth

knowledge dimension: metacognitive (knowledge of cognition and awareness of one’s own

cognition).
Figure 2. Bloom's Revised Taxonomy by Anderson and Krathwol
Dimension of the Revised Taxonomy

1. Remember – Retrieving relevant knowledge from long-term memory.
a. Recognizing
b. Recalling
2. Understand – Determining the meaning of instructional messages, including
oral, written, and graphic communication.
a. Interpreting
b. Exemplifying
c. Summarizing
d. Inferring
e. Comparing
f. Explaining
3. Apply – Carrying out or using a procedure in a given situation.

a. Executing
b. Implementing

4. Analyze – Breaking material into its constituent parts and detecting how the
parts relate to one another and to an overall structure or purpose.
a. Differentiating
b. Organizing
c. Attributing
5. Evaluate – Making judgments based on criteria and standards.
a. Checking
b. Critiquing
6. Create – Putting elements together to form a novel, coherent whole or make
an original product.
a. Generating
b. Planning
c. Producing

LESSON 3.3 AFFECTIVE DOMAIN
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which
we deal with things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed from the simplest behavior to
the most complex.
Table 2. Affective Domain
Level Definition Key Words Example
Receiving Sensitivity to certain ask, choose, describe, To listen to others with

stimuli and a willingness follow, give, hold, respect.
to receive or attend to identify, locate, name,
To listen for and
them. point to, select, reply,
remember the name of
use, listen, accept newly introduced people.
Responding This refers to active answer, assist, aid, To participate in class

participation and comply, conform, discussions.
showing some new discuss, greet, help,
To give a presentation.
behavior on the part of label, perform,
the learners as a result of practice, present, To tell the safety rules
experience. read, recite, report, and practice them.
select, tell, write.
Valuing The worth or value a complete, accept, To demonstrate belief in

person attaches to a pursue, seek, explain, the democratic process.
particular object, follow, form, initiate,
To show the ability to
phenomenon, or invite, join, justify,
solve problems.
behavior. This ranges propose, read, report,
from simple acceptance select, share, study, To propose a plan to
to the more complex work social improvement and
state of commitment. follows through with
commitment.
To inform management
on matters that one feels
strongly about.

Organization Integrating a new value adhere, alter, arrange, To recognize the need for
into one’s general set of combine, compare, balance between freedom
values giving it some complete, defend, and responsible
behavior.
ranking among one’s explain, formulate,
general priorities. generalize, identify, To accept responsibility
integrate, modify, for one's behavior.
order, organize,
prepare, relate, To explain the role of
synthesize. systematic planning in
solving problems.
To prioritize time
effectively to meet the
needs of the organization,
family, and self.
Characterization Acting consistently with act, discriminate, To show self-reliance
by Value the new value display, influence, when working
modify, perform, independently.
practice, propose,
To cooperate in group
qualify, revise, serve, activities (displays
solve, verify teamwork).
To use an objective
approach in problem
solving.
To display a professional
commitment to
ethical practice on a daily
basis.
To revise judgments and

changes behavior in light
of new evidence.
To value people for what

they are, not how they
look.

LESSON 3.4 PSYCHOMOTOR DOMAIN
There are three primary taxonomies for the psychomotor domain. These are by
Simpson, Dave and Harrow.
The psychomotor domain (Simpson, 1972) 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. The seven major categories are listed from the simplest behavior to the most
complex:
Table 3. Psychomotor Domain by Simpson
Category / Level Key Words (Verbs) Example
Perception: The ability to use sensory choose, describe, Science: To select an

cues to guide motor activity. This detect, differentiate, apparatus to operate (triple
ranges from sensory stimulation, distinguish, identify, beam balance) / To choose
through cue selection, to translation. isolate, relate, select. triple beam balance to
measure the mass of an
object.
Set: Readiness to act. It includes begin, display, explain, Science: To prepare an

mental, physical, and emotional sets. move, proceed, react, apparatus to be used in an
These three sets are dispositions that show, state, volunteer activity. / To prepare the
predetermine a person's response to triple beam balance to be
different situations (sometimes called used in an activity.
mindsets).
Guided Response: The early stages in copy, trace, follow, Science: To operate an
learning a complex skill that includes react, reproduce, apparatus by following the
imitation and trial and error. respond instruction of a manual or by
Adequacy of performance is achieved following the instruction of
by practicing. the teacher.
Mechanism assemble, calibrate, Science: To demonstrate how

This is the intermediate stage in construct, dismantle, to operate the triple beam
learning a complex skill. Learned display, fasten, fix, balance to a group of
responses have become habitual and grind, heat, manipulate, students.
the movements can be performed measure, mend, mix,
with some confidence and proficiency. organize, sketch

Category / Level Key Words (Verbs) Example
Complex Overt Response assemble, calibrate, Science: To demonstrate how

The skillful performance of motor construct, dismantle, to operate the triple beam
acts that involve complex movement display, fasten, fix, balance accurately with
patterns. Proficiency is indicated by a grind, heat, manipulate, confidence in front of the
quick, accurate, and highly measure, mend, mix, class.
coordinated performance, requiring a organize, sketch
minimum of energy. This category
includes performing without NOTE: The Key Words
hesitation, and automatic are the same as
performance. For example, players Mechanism, but will
are often utter sounds of satisfaction have adverbs or
or expletives as soon as they hit a adjectives that indicate
tennis ball or throw a football, that the performance is
because they can tell by the feel of quicker, better, more
the act what the result will produce. accurate, etc.
Adaptation adapts, alters, changes, Science: To use another

Skills are well developed and the rearranges, reorganizes, measuring instrument in
individual can modify movement revises, varies. weighing an object. / To use
patterns to fit special requirements. the analytical balance in
measuring the mass of an
object.
Origination: Creating new movement arranges, builds, Science: To improvise an

patterns to fit a particular situation or combines, composes, instrument for weighing an
specific problem. Learning outcomes constructs, creates, object.
emphasize creativity based upon designs, initiate, makes,
highly developed skills. originates

Table 4. Psychomotor domain by Dave, R. (1967). Berlin: International Conference of

Educational Testing.
Definition Possible Verbs / Examples

Level
Attempt, copy, duplicate, imitate, mimic
 To imitate the sound of animals;

Observe a skill and attempt to
 To imitate the sound of the
repeat it, or see a finished product
1. Imitate letters of the alphabet.
and attempt to replicate it while
 To copy basic strokes written on
attending to an exemplar.
the blackboard.
Complete, follow, play, perform, produce
 To write the letters of the

alphabet with the guidance of the
teacher.
Perform the skill or produce the
 To read the letters of the
product in a recognizable fashion
alphabet/ with guidance of the
by following general
teacher.
instructions rather than
2. Manipulate  To perform an activity/ To play a
observation.
game based on the instruction of
 Guided activity the teacher. (e.g. Simon says
touch your nose; the boat is
sinking)
 To produce the sound of a given
animal.
Achieve automatically, excel expertly,

perform masterfully
Independently perform the skill or
produce the product, with  To write the letters of the
3. Precision
accuracy, proportion, and alphabet. (this time the pupil
exactness; at an expert level. alone do the writing activity)
 To read the letters of the
alphabet; To read syllables.

 To play a game without the

assistance of a teacher. ( the
teacher is just an observer)
Adapt, alter, customize, originate
Modify the skill or product to fit  To draw objects that can be seen
new situations; combine more in the house. (application of basic
4. Articulation stroke)
than one skill in sequence with
harmony and consistency.  To write a given set of words.
 To read and combine syllables to
form words.
Completion of one or more skills Naturally, perfectly

with ease and making the skill  To read sentences on the
5. Naturalization
automatic with limited physical or blackboard
mental exertion.  To read a given story.
Table 5. Harrow, A. (1972). A taxonomy of the psychomotor domain. A guide

for developing behavioral objectives. New York: McKay.
Definition Possible key words / verbs

Level
1. Reflex movement Reactions that are not learned Respond, React
Basic movements such as

2. Basic-fundamental walking or grasping Grasp an object, throw a ball,
movements walk
manipulative movements
Response to stimuli such as

visual, auditory, kinesthetic,
3. Perceptual abilities Catch a ball, draw or write
and tactile discrimination and
coordinated abilities
4. Physical abilities Stamina that must be

Agility, endurance or
enhanced for further

development such as strength

endurance, strength,
flexibility, and agility
Advanced learned movements

as one would find in sports or Assemble, calibrate, construct,
5. Skilled movements
acing, simple, compound, and dissect, create, modify
complex adaptive skills
Effective body language such

6. Nondiscursive Arrange, compose, originate,
as gestures and facial
communication design
expressions
The taxonomy of Simpson, Dave and Harrow have been reorganized and simplified
into four categories or levels.
Table 6. Simplified and Re-organized Categories or Levels of Learning in the Psychomotor

Domain (Simpson, Dave and Harrow)
Categories / Levels Verbs Learning Outcomes/ Learning

Objectives
1. Observing (similar to watch, detect, distinguish,  To watch a more
perception and set by differentiate, describe, experienced person.
Simpson) relate, select  To observe and read
directions
2. Imitating ( similar to Begin, explain, move, copy,  To copy the basic strokes
guided response by display, proceed, react, written on the blackboard.
Simpson and Imitation by show, state, volunteer  To follow the procedure of
Dave) an experiment
 To imitate the sound of an
animal.
3. Practicing ( similar to Bend, calibrate, construct,  To demonstrate how to
mechanism and complex differentiate, dismantle, operate the triple beam
overt response by display, fasten, fix, grasp, balance accurately with
Simpson and precision grind, handle, measure, mix, confidence in front of the
and articulation by Dave) operate, manipulate, mend class.
 To write the letters of the
alphabet legibly.

Categories / Levels Verbs Learning Outcomes/ Learning

Objectives
 To recite a poem
confidently.
4. Adapting (similar to Organize, relax, shorten,  To design a procedure of
adaptation and sketch, write, rearrange, an experiment.
origination by Simpson compose, create, design,  To compose a song or a
and naturalization by originate poem
Dave)  To develop a new
computer program
Self-Assessment Exercise 2
The following are examples of learning outcomes / learning objectives. Write the
domain (cognitive, affective, psychomotor) in the second column for each of learning
outcome / learning objective and in the third column the level or category to which the
learning outcome / learning objective belongs.
Learning Outcome / Learning Domain Level / Category

Objectives (Cognitive, Affective,
Psychomotor)
1. To listen to the
reporter intently.
2. To perform
repeatedly with
speed and accuracy
3. To watch the steps in

cooking a dish.
4. To memorize the
letters of the
alphabet.
5. To accept leadership
responsibility with

commitment
6. To use a natural law

to explain an
environmental
phenomenon
7. To follow a procedure
in operating an
instrument as
demonstrated by the
teacher.
8. To recite and
participate actively
during class
discussion.
9. To rephrase the
definition of
measurement,
assessment and
evaluation.
10. To read the

procedure before
doing an activity or
experiment
Note:
1. For the cognitive domain, use either the levels of Bloom's or Anderson's Taxonomy.
2. For the psychomotor domain, use the simplified version by Simpson, Dave, and
Harrow

Lesson References/Further
Readings
Buendicho, F.C. (2010). Assessment of Student Learning 1. Rex Bookstore Inc. Sta. Mesa
Heights, Quezon City
Gabuyo, Y.A (2015). Assessment of Learning 1. Rex Bookstore Inc. Sta. Mesa Heights,
Quezon City
Gutierrez, D. S (2007). Assessment of Learning Outcomes (Cognitive Domain) Book 1.

Kerusso Publishing House, Malabon, Metro Manila.
Navarro, R.L, Santos, R.G. and Corpuz, B.B. (2019). Assessment of Learning 1. Lorimar
Publishing Inc. Quezon City, Metro Manila
Santos, R D (2007). Assessment of Learning 1. Lorimar Publishing Inc. Cubao, Quezon City
http://www.edpsycinteractive.org/topics/behavior/psymtr.html
http://www.nwlink.com/~donclark/hrd/bloom.html


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MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

LESSON 3.1: EDUCATIONAL OBJECTIVES IN THE COGNIIVE DOMAIN

According to Benjamin Bloom (1956) and a committee of colleagues there

Below is the table on Bloom's Taxonomy of Educational Objectives in the

Table 1. Bloom's Taxonomy of Educational Objectives in the Cognitive Domain

Level Definition Key Words Illustrative

Knowledge  Refers to acquisition of define, describe,  To identify the

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

up to the next higher level

Comprehension  It refers to the same comprehend,  To translate to

Application  Refers to the transfer of apply, change,  To apply a

Analysis  Refers to the breaking down analyze, break  To make a

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

require students to think deconstruct, experiment.

Synthesis  Refers to the opposite of categorize, combine,  To produce an

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Let us check your understanding

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LESSON 3.2: BLOOM’S REVISED TAXONOMY ( Anderson's and Krathwol)

Anderson and Krathwohl Updates

Figure 1. Comparison between Bloom's and Anderson's & Krathwol

3. The knowledge (remembering) category was updated to reflect four knowledge

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knowledge dimension: metacognitive (knowledge of cognition and awareness of one’s own

Figure 2. Bloom's Revised Taxonomy by Anderson and Krathwol

Dimension of the Revised Taxonomy

3. Apply – Carrying out or using a procedure in a given situation.

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LESSON 3.3 AFFECTIVE DOMAIN

Table 2. Affective Domain

Level Definition Key Words Example

Receiving Sensitivity to certain ask, choose, describe, To listen to others with

Responding This refers to active answer, assist, aid, To participate in class

Valuing The worth or value a complete, accept, To demonstrate belief in

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To revise judgments and

To value people for what

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LESSON 3.4 PSYCHOMOTOR DOMAIN

The psychomotor domain (Simpson, 1972) includes physical movement,

Table 3. Psychomotor Domain by Simpson

Category / Level Key Words (Verbs) Example

Perception: The ability to use sensory choose, describe, Science: To select an

Set: Readiness to act. It includes begin, display, explain, Science: To prepare an

Mechanism assemble, calibrate, Science: To demonstrate how

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Category / Level Key Words (Verbs) Example

Complex Overt Response assemble, calibrate, Science: To demonstrate how

Adaptation adapts, alters, changes, Science: To use another

Origination: Creating new movement arranges, builds, Science: To improvise an

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Table 4. Psychomotor domain by Dave, R. (1967). Berlin: International Conference of

Definition Possible Verbs / Examples

Attempt, copy, duplicate, imitate, mimic

 To imitate the sound of animals;

Complete, follow, play, perform, produce

 To write the letters of the