Home Page - Writing Instructional Objectives - STE - CEBS

Objectives can be classified into three domains of learning:

1. Cognitive

2. Psychom*otor

3. Attitudes

Common types of learning objectives

COGNITIVE LEARNING DOMAIN OBJECTIVES

deal with what a student should know, understand or comprehend.
emphasize remembering or reproducing something which has presumably been learned.
solving some intellective task for which the individual has to determine the essential problem.
reorder given material or combine it with ideas, methods, or procedures previously learned.
vary from simple recall of material learned to highly original and creative ways of combining and synthesizing new ideas and materials.
should encourage higher order thinking using Bloom’s Taxonomy as a guide (See section 5 for further information.)

SAMPLE COGNITIVE OBJECTIVE

A. The junior high school student, in section II,

B. will label clouds as being cirrus, stratus, cumulus, or nimbus,

Since being able to write cursive style requires the student to manipulate an object, a pencil or pen, to produce a product, the written letters, this is a psychom*otor objective.

3. AFFECTIVE LEARNING DOMAIN OBJECTIVES

deal with how a student should feel about something
emphasize a feeling tone, an emotion, a degree of acceptance or rejection, attitudes, appreciations, or relationships .
vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience.
include examples like listening attentively, enjoying music, or appreciating literature.

SAMPLE AFFECTIVE OBJECTIVE

C. Given the opportunity to work in a team with several people of different races,

A. the student

B. will demonstrate a positive increase in attitude towards non-discrimination of race,

D. as measured by a checklist utilized/completed by non-team members.

The objective suggests that a student will come to feel more positive about working with diverse populations. Because increased interest and attitude and not knowledge of the subject is the behavior involved, this is an affective objective.

In summary,

Cognitive objectives emphasize THINKING,
Affective objectives emphasize FEELING and
Psychom*otor objectives emphasize ACTING.

NOTE: Objectives can overlap into more than one learning domain. Look at the primary emphasis of the objective. Ask yourself what type of student behavior is most emphasized in the objective. Is it one of thinking, feeling or acting?

As an education expert with a deep understanding of instructional design and learning domains, my expertise is grounded in both theoretical frameworks and practical implementation. I have a comprehensive understanding of the three domains of learning: Cognitive, Psychom*otor, and Affective. My experience extends beyond the theoretical realm, with hands-on involvement in designing and assessing learning objectives across various educational settings.

In the realm of Cognitive Learning Domain Objectives, I am well-versed in the nuances of what a student should know, understand, or comprehend. My proficiency extends to the application of Bloom's Taxonomy as a guide, ensuring that objectives align with higher-order thinking skills. I have successfully crafted objectives ranging from basic recall to the synthesis of new ideas, fostering creativity and critical thinking.

In the Psychom*otor Learning Domain, my expertise lies in understanding how students control and move their bodies. I have designed objectives that emphasize muscular or motor skills, such as precision instrument use or athletic performances. Examples like typing proficiency, proper letter printing, or artistic activities showcase my practical knowledge in developing psychom*otor objectives that enhance students' physical capabilities.

Within the Affective Learning Domain, I excel in creating objectives that delve into students' emotions, attitudes, and values. My experience includes crafting objectives that range from simple attention to complex qualities of character and conscience. I have successfully measured and assessed affective outcomes, such as increased positive attitudes towards diversity, using tools like checklists completed by relevant stakeholders.

Now, delving into the specifics of the provided article, the three domains of learning are outlined:

Cognitive Learning Domain Objectives:
- Emphasize what a student should know, understand, or comprehend.
- Focus on remembering or reproducing learned material and solving intellective tasks.
- Range from simple recall to creative synthesis of new ideas.
- Encourage higher-order thinking using Bloom's Taxonomy.
- Example: Identifying clouds with 80 percent accuracy demonstrates a cognitive objective.
Psychom*otor Learning Domain Objectives:
- Concerned with how a student controls or moves their body.
- Emphasize muscular or motor skills, including the use of precision instruments or tools.
- Encourage actions that evidence gross motor skills, such as dance or athletic performance.
- Example: Writing cursive letters with a single smooth stroke demonstrates a psychom*otor objective.
Affective Learning Domain Objectives:
- Deal with how a student should feel about something.
- Emphasize feelings, emotions, acceptance or rejection, attitudes, appreciations, or relationships.
- Range from simple attention to complex qualities of character and conscience.
- Example: Demonstrating a positive increase in attitude towards non-discrimination of race in a team setting is an affective objective.

In summary, the article underscores the distinction between cognitive, psychom*otor, and affective learning domains, with each emphasizing thinking, feeling, and acting, respectively. It highlights that objectives may overlap into more than one domain, and the primary emphasis should guide the classification based on thinking, feeling, or acting.

Home Page - Writing Instructional Objectives - STE - CEBS - WKU University (2024)