Cognitive Domain
knowledge:
- First, there is content: "a fluid mix of framed experience, contextual information, values and expert insight." This includes a number of things that we have within us, such as experiences, beliefs, values, how we feel, motivation, and information.
- The second part defines the function or purpose of knowledge, "that provides a framework for evaluating and incorporating new experiences and information." Notice how this relates back to Locke's definition — we have within us a framework (one idea) that we use for evaluating new experiences (the second idea).
Remembering: Recall or retrieve previous learned information.
Examples: Recite a policy. Quote prices from memory to a customer. Recite the safety rules.Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states
Technologies: book marking, flash cards, rote learning based on repetition, reading
- Facts - The basic elements students must know to be acquainted with a discipline or solve problems. - Specific and unique data or instance.
- Concepts – The interrelationships among the basic elements within a larger structure that enable them to function together. - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.
- Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.
- Procedures - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.
- Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).
- Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition.
Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.
Examples: Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates
Technologies: create an analogy, participating in cooperative learning, taking notes, storytelling, Internet search
- Facts - The basic elements students must know to be acquainted with a discipline or solve problems. - Specific and unique data or instance.
- Concepts – The interrelationships among the basic elements within a larger structure that enable them to function together. - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.
- Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.
- Procedures - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.
- Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).
- Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition.
Applying: 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.
Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses
Technologies: collaborative learning, create a process, blog, practice
- Facts - The basic elements students must know to be acquainted with a discipline or solve problems. - Specific and unique data or instance.
- Concepts – The interrelationships among the basic elements within a larger structure that enable them to function together. - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.
- Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.
- Procedures - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.
- Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).
- Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition.
Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates
Technologies: Fishbowls, debating, questioning what happened, run a test
- Facts - The basic elements students must know to be acquainted with a discipline or solve problems. - Specific and unique data or instance.
- Concepts – The interrelationships among the basic elements within a larger structure that enable them to function together. - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.
- Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.
- Procedures - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.
- Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).
- Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition.
Evaluating: Make judgments about the value of ideas or materials.
Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports
Technologies: survey, blogging
- Facts - The basic elements students must know to be acquainted with a discipline or solve problems. - Specific and unique data or instance.
- Concepts – The interrelationships among the basic elements within a larger structure that enable them to function together. - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.
- Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.
- Procedures - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.
- Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).
- Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition.
Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.
Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes
Technologies: Create a new model, write an essay, network with others
- Facts - The basic elements students must know to be acquainted with a discipline or solve problems. - Specific and unique data or instance.
- Concepts – The interrelationships among the basic elements within a larger structure that enable them to function together. - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.
- Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.
- Procedures - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods. - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.
- Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).
- Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition.
I. Cognitive domain
Basic Knowledge <remember/understand>
Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers
Knowledge of specifics - terminology, specific facts
Knowledge of ways and means of dealing with specifics - conventions, trends and sequences, classifications and categories, criteria, methodology
Knowledge of the universals and abstractions in a field - principles and generalizations, theories and structures
Questions like: What are the health benefits of eating apples?
verbs: cite, count, define, identify, list, name, paint, quote, read, recite, record, repeat, select, state, tabulate, tell, tract, underline
Knowledge <Comprehension>
Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas
Translation
Interpretation
Extrapolation
Questions like: Compare the health benefits of eating apples vs. oranges.
verbs: associate, classify, compare, compute, contrst, differentiats, discuss, distinguish, estimate, explain, express, extrapolate, interpolate, locate, predict, report, review, restate
Skill <Application>
Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way
Questions like: Which kinds of apples are best for baking a pie, and why?
verbs: apply, employ, examine, practice, determine
Ability <Analysis>
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations
Analysis of elements
Analysis of relationships
Analysis of organizational principles
Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements.
verbs: analyze, debate, inspect, test, compare
Ability <Synthesis>
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions
Production of a unique communication
Production of a plan, or proposed set of operations
Derivation of a set of abstract relations
Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.
verbs: arrange, assemble, collect, compose, construct, create, design, formulate, integrate, manage, organize, prescribe, prepare, plan
Ability <Evaluation>
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria Judgments in terms of internal evidence Judgments in terms of external criteria
Questions like: Do you feel that serving apple pie for an after school snack for children is healthy? Why or why not?
verbs: appraise, assess, choose, compare, criticize, determine, estimate, evaluate, grade, judge, mesure, rank, rate, recomend, validade
Ability <Creation>
Create using Facts, Concepts, Principles and Procedures
Assessment and Evaluation
the evaluation or estimation of the nature, quality, or ability of learners and the course. The characteristics of the metric include the definition of the levels of knowledge:
• the behavior to be demonstrated by those who have completed the learning units of the curriculum,
• how goals and objectives are developed compatible with each knowledge level,
• how to determine the level of knowledge from previously defined goal and objective statements (reverse engineer knowledge levels from existing documentation),
• how material at a given level can be delivered to students, and
• how learning at given level can be assessed.
Cognitive domain (intellectual capability, mental skills, i.e., Knowledge)
Affective domain (growth in feelings, emotions, or behavior, i.e., Attitude)
Psychomotor domain (manual or physical skills, i.e., Skills)
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.
Cognitive domain
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Affective domain
1. Receiving
2. Responding
3. Valuing
4.Organization
5. Characterization by value set
Psychomotor domain
1. Reflex movement
2. Basic fundamental movement
3. Perception
4. physical activities
5. Skilled movements
6. Non-discursive communication
Some of the questions that should be asked during course assessment include the following:
• Does this course meet its stated goals? If not, should we redesign it or simply eliminate it from the program and consider an alternative approach?
• Has any important topic been omitted? Is anything unnecessarily included?
• Based on examination results and course evaluations, do students completing the course possess the desired skills, knowledge, and capabilities?
• Is the client department satisfied with our course offering? If not, what can we do to improve their satisfaction?
1. area or field of knowledge
2. type of knowledge: fundamentals, skill, abilities, capabilities so on.
3. depth of knowledge
"Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards; and using the resulting information to document, explain, and improve performance."
Educational Objectives: include the knowledge, skills, abilities, capacities, attitudes or dispositions students are expected to acquire as a result of completing your academic program. Objectives are sometimes treated as synonymous with outcomes, though outcomes are usually more detailed, behavioral in nature, and stated in precise operational terms
Evaluation: The use of assessment findings (evidence/data) to judge program effectiveness; used as a basis for making decisions about program changes or improvement.
Goals: are the general aims or purposes of a program and its curriculum. Effective goals are broadly stated, meaningful, achievable and assessable. Goals provide a framework for determining the more specific educational objectives of a program, and should be consistent with program and institutional mission.
Learning Outcomes: are operational statements describing specific student behaviors that evidence the acquisition of desired knowledge, skills, abilities, capacities, attitudes or dispositions. Learning outcomes can be usefully thought of as behavioral criteria for determining whether students are achieving the educational objectives of a program, and, ultimately, whether overall program goals are being successfully met. Outcomes are sometimes treated as synonymous with objectives, though objectives are usually more general statements of what students are expected to achieve in an academic program (see Educational Objectives).
III. Psychomotor
Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies.[12] Simpson (1972) among other contributors, such as Harrow (1972) and Dave (1967), created a Psychomotor Taxonomy that helps to explain the behavior of typical learners or high performance athletes. The proposed levels are:
1. Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.
2. 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). Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
3. Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds
4. 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. Examples: Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
5. 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. For example, players will 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. Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately.
Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.
6. Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
7. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.
These learning activities (see above) are suitable to support different levels or complexities of learning objectives, as defined above in the revised Bloom's Taxonomy
•Informational Documents
•Organizational Aids
•Diagrammatic Activities (e.g. flowcharts, information mapping)
•Discussions
•Collaborative Activities
•Authentic Practice
•Presentations
•Job Aids
•Demonstrations
•Drill/Practice
•Modeling
Psychomotor Domain
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. Thus, psychomotor skills rage from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex piece of machinery or dancing.The seven major categories are listed from the simplest behavior to the most complex:
Perception (awareness): The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.
Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects.
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).
Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain.
Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Guided Response: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.
Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift.
Key Words: copies, traces, follows, react, reproduce, responds
Mechanism (basic proficiency): 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.
Examples: Use a personal computer. Repair a leaking faucet. Drive a car.
Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
Complex Overt Response (Expert): 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. For 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.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.
Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.
Adaptation: Skills are well developed and the individual can modify movement patterns to fit special requirements.
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.
Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.
Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.
Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates.
Other Psychomotor Domain Taxonomies
As mentioned earlier, the committee did not produce a compilation for the psychomotor domain model, but others have. The one discussed above is by Simpson (1972). There are two other popular versions by Dave (1970) and Harrow (1972):Dave (1975):
Imitation — Observing and patterning behavior after someone else. Performance may be of low quality.
Examples: Copying a work of art. Performing a skill while observing a demonstrator.Key Words: copy, follow, mimic, repeat, replicate, reproduce, trace
Manipulation — Being able to perform certain actions by memory or following instructions.
Examples: Being able to perform a skill on one's own after taking lessons or reading about it. Follows instructions to build a model.
Key Words: act, build, execute, perform
Precision — Refining, becoming more exact. Performing a skill within a high degree of precision
Examples: Working and reworking something, so it will be “just right.” Perform a skill or task without assistance. Demonstrate a task to a beginner.
Key Words: calibrate, demonstrate, master, perfectionism
Articulation — Coordinating and adapting a series of actions to achieve harmony and internal consistency.
Examples: Combining a series of skills to produce a video that involves music, drama, color, sound, etc. Combining a series of skills or activities to meet a novel requirement.
Key Words: adapt, constructs, combine, creates, customize, modifies, formulate
Naturalization — Mastering a high level performance until it become second-nature or natural, without needing to think much about it.
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Michael Jordan playing basketball or Nancy Lopez hitting a golf ball.
Key Words: create, design, develop, invent, manage, naturally
Harrow (1972):
Reflex Movements — Reactions that are not learned, such as a involuntary reaction
Examples: instinctive response
Key Words: react, respond
Fundamental Movements — Basic movements such as walking, or grasping.
Examples: perform a simple task
Key Words: grasp an object, throw a ball, walk
Perceptual Abilities — Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination.
Examples: track a moving object, recognize a pattern
Key Words: catch a ball, draw or write
Physical Abilities (fitness)— Stamina that must be developed for further development such as strength and agility.
Examples: gain strength, run a marathon
Key Words: agility, endurance, strength
Skilled movements — Advanced learned movements as one would find in sports or acting.
Examples: Using an advanced series of integrated movements, perform a role in a stage play or play in a set of series in a sports game.
Key Words: adapt, constructs, creates, modifies
Nondiscursive communication — Use effective body language, such as gestures and facial expressions.
Examples: Express one's self by using movements and gestures
Key Words: arrange, compose, interpretation
Bloom's Taxonomy: The Affective Domain
The affective domain is one of three domains in Bloom's Taxonomy, with the other two being the cognitive andpsychomotor (Bloom, et al., 1956). For an overview of the three domains, see the introduction.The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, andattitudes. The five major categories are listed from the simplest behavior to the most complex:
Receiving Phenomena: Awareness, willingness to hear, selected attention.
Examples: Listen to others with respect. Listen for and remember the name of newly introduced people.
Key Words: acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens, understands
Responds to Phenomena: Active participation on the part of the learners. Attend and react to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practice them.
Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, presents, tells
Valuing: The worth or 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.
Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about.
Key Words: appreciates, cherish, treasure, demonstrates, initiates, invites, joins, justifies, proposes, respect, shares
Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values.
Examples: Recognizes the need for balance between freedom and responsible behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.
Key Words: compares, relates, synthesizes
Internalizes Values(characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most important characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.
Key Words: acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises, serves, solves, verifies
Attitude and Performance
Although there are a variety of definitions for attitude, most seem to center around the notion that it involves measuring people, issues, objects, etc. along a dimension ranging from positive to negative. This measurement has two components: 1) cognitive and 2) affective (values & beliefs).Our beliefs and values are combined with our cognitive component; thus, two components (affective and cognitive) give us our long range or persistent measurements for dealing with the world (Bootzin, 1983). While a person may have the competency to perform a task, that does not mean he or she will have the desire (attitude) to do so correctly. In other words, competencies give us the ability to perform, while attitudes give us the desire to perform. Attitudes change with various events in a person's life. These emotional changes also vary in length of time.
Each human emotion mobilizes the mind and body to meet one of the challenges of living and reproducing in the cognitive niche. Some challenges are posed by physical things, and the emotions that deal with them, like disgust, fear, and appreciation of natural beauty work in straightforward ways. Others are posed by people. The problem in dealing with people is that people can deal back. The emotions that evolved in response to other people's emotions, like anger, gratitude, shame, and romantic love, are played on a complicated chessboard, and they spawn the passion and intrigue that misleads the Romantic. Steven Pinker -How the Mind Works (1997) p.374).There are four main methods used for changing attitudes in performance interventions:
- Exposure Effect: This technique uses simple experiences to start the attitude formation by exposing a person to a concept, object, or person a number of times. And normally this is done through positive experiences as negative experiences require disgust, pain, or fear. For example, if we want a person to display a smile, then the employee's peers, supervisors, and leaders, need to consistently display real smiles.
- Reinforcement: This concept is based uponclassical and operant conditioning. Classical conditioning are involuntary reflexes, while operant conditioning is based upon voluntary behavior. For example, we use classical conditioning by making classrooms attractive and non-threatening. While operant conditional is based upon the premise that people repeat a behavior that has desirable results, for example, when a learner produces a genuine smile, then a compliment, prize, grade, etc. is given.
- Persuasive Communication: The advertisement industry is based upon
this technique. For example, Camel cigarettes used information, such as how they
use a superior tobacco blend, in combination with Joe Camel, to show how
cool they are, in order to persuade people through both their cognitive and
emotional sides to buy their product. This technique is based upon three main
characteristics: source, message, and audience, e.g.:
- the source — how believable and likable you are
- the message — content and style
- and audience — educational level, other attitudes
- Changing Viewpoints: Although discussions mainly work through our cognitive side, we have to remember that almost everything we do is based upon our emotions. Epictetus wrote, “Men are disturbed not by things but by the views which they take of them.” So you might start a discussion by asking how their feeling are linked to their thoughts. A simple example for training customer service might be to ask them what feelings and thoughts produce a smile? How are these feelings and thoughts interconnected? Next, ask them to take the viewpoint that they are happy when working with customers. Ask them what their feelings and thoughts would be. Finally, have them do a role play of working with a customer with this new viewpoint.
II. Affective
Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing's pain or joy. Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.
Receiving
The lowest level; the student passively pays attention. Without this level no learning can occur.
Responding/interaction
The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way.
Valuing
The student attaches a value to an object, phenomenon, or piece of information.
Organizing
The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned.
Characterizing
The student holds a particular value or belief that now exerts influence on his/her behaviour so that it becomes a characteristic.
NOTE: In certain organizations or circles, the word “attitude” seems almost mystical and reverent. Often it is almost taboo to discuss. This is because we are often discussing much more than attitudes. That is, we are really discussing a variety of self-concepts" such as values, feelings, emotions, motivations, etc. So instead of discussing skills, knowledge, and attitudes, it might be more appropriate to use the term “self-system” in the place of attitude — an interrelated system of beliefs and processes that produce goals that are executed by the metacognitive system. Specifically, the self-system determines whether an individual will engage in or disengage in a given task (Marzano, 1998).
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