Domains of Learning

Beginning in 1948, a group of educators began the task of classifying a

taxonomy of education goals and objectives. Their intention was to develop a
classification system for educators to assist them in specifying learning
objectives and, therefore, enhance the planning of learning experiences and
the creation of evaluative tools. Bloom’s group identified the three domains
of education as the cognitive, affective, and psychomotor domains. Each of
the three domains identifies general areas of learning acquisition and
demonstration arranged in a hierarchy of simple to complex. Using the
taxonomy, the learner can demonstrate learning on a variety of levels. The
higher the level of taxonomy used during the educational process, the more
likely it is that the learner will retain the information or skill.

The Cognitive Domain

The cognitive domain deals with the student’s recall or recognition of

knowledge, in other words, the intellectual development of the learner.

1. Knowledge. The recall of previously learned specifics, methods,

patterns, processes, or universals, e.g., terminology, categories, and
criteria. Knowledge attainment is verified using who, what, when, and
where questions. Verbs associated with learning at this level include:
arrange, cite, define, describe, duplicate, identify, know, label, list,
match, memorize, name, order, outline, pronounce, quote, recall,
recite, recognize, relate, repeat, reproduce, select, state, and write.

2. Comprehension. The ability to grasp the meaning of material or to deal

with materials and problems as in organizing or reorganizing
information, e.g., translation, interpretation, extrapolation. Verbs
associated with learning at this level include: alter, change, classify,
comprehend, convert, defend, depict, describe, discover, discuss,
distinguish, estimate, explain, express, extend, generalize, give
examples, give the main idea, identify, illustrate, indicate, infer,
interpret, locate, manage, paraphrase, predict, recognize, relate,
rephrase, represent, report, restate, review, rewrite, reword, select,
substitute, summarize, translate and vary.

3. Application. The ability to use learned material in a new and concrete

situation, e.g., applying knowledge from one situation to a different
but similar situation. Knowledge attainment is verified using how
many, which, what is, and write an example questions. Verbs
associated with learning at this level include: apply, change, choose,
classify, compute, construct, demonstrate, direct, discover, dramatize,
employ, evidence, illustrate, interpret, manifest, manipulate, modify,
operate, practice, predict, prepare, present, produce, relate, schedule,
show, sketch, solve, use, utilize, and write.
4. Analysis. The ability to break material into its elements or parts, e.g.,
analysis of elements, relationships, organizational principles.
Knowledge attainment is verified using why questions. Verbs
associated with learning at this level include: analyze, appraise,
ascertain, associate, break down, calculate, categorize, compare,
conclude, contrast, criticize, designate, determine, diagnose, diagram,
differentiate, discriminate, dissect, distinguish, divide, examine,
experiment, find, identify, illustrate, infer, outline, point out, question,
reduce, relate, select, separate, and test.

5. Synthesis. The ability to put elements together into a new whole as in

a pattern or structure not present before, e.g., produce a new plan or
operation or derive a new set of abstract relations. Knowledge
attainment is verified using how can we improve, what would happen
if….., and how can we solve…. questions. Verbs associated with
learning at this level include: arrange, assemble, categorize, collect,
combine, compile, compose, conceive, construct, create, design,
develop, devise, expand, explain, extend, formulate, generalize,
generate, hypothesize, integrate, invent, manage, modify, organize,
originate, plan, prepare, pose, project, propose, rearrange,
reconstruct, relate, reorganize, revise, rewrite, set up, summarize,
synthesize, tell, theorize, and write.

6. Evaluation. The ability to make judgments about the value of materials

and methods, e.g., to make quantitative and qualitative judgments
using either an external or one’s own standard. . Verbs associated with
learning at this level include: appraise, argue, assess, attach, choose
compare, conclude, contrast, criticize, critique, deduce, defend,
describe, discriminate, estimate, evaluate, explain, interpret, judge,
justify, predict, rate, recommend, relate, select, summarize, support,
use, value, and weigh.

The Psychomotor Domain

The psychomotor domain deals with the manipulation of materials and

equipment, in other words, motor skills. The advancing levels of
performance of a technique or procedure are reached by meeting
objectives in this area. Two organizational outlines are currently in use.
They include the work of Dave and Simpson.

Dave’s Taxonomy (1970)

1. Imitation. The ability to perform following demonstration, i.e., the

ability to copy. Verbs associated with learning at this level include:
2. Manipulation. The ability to perform according to instruction rather than
observation only, i.e., following oral or written directions or
procedures. Verbs associated with learning at this level include:

3. Precision. The ability to perform the skill with accuracy and

completeness, independent of a model or set of directions, i.e.,
independent performance efficiency. Verbs associated with learning at
this level include:

4. Articulation. The ability to perform a skill or procedure with competency

within a reasonable time frame and according to procedure. Verbs
associated with learning at this level include:

5. Naturalization. The ability to perform the skill automatically and

efficiently as an integrated part of practice. Verbs associated with
learning at this level include: bend, grasp, handle, operate, reach,
relax, shorten, stretch, write, differentiate (by touch), express
(facially), perform (skillfully).

Simpson’s Taxonomy
1. Perception: The ability to use sensory cues to guide motor activity.
This ranges from sensory stimulation, through cue selection, to
translation. . Verbs associated with learning at this level
include:choose, describe detect, differentiate, distinguishe, identify,
isolate, relate, and select.

2. Set: The 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). These
activities include recognizing one’s abilities and limitations and showing
a 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. Verbs associated with learning at
this level include: begin, display, explain, moves, proceed, react, show,
state, and volunteer.

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. Verbs associated with learning at this level
include: copy, trace, follow, react, reproduce, and respond.

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. Verbs associated
with learning at this level include: assemble, calibrate, construct,
 dismantle, display, fasten, fix, grind, heat, manipulate, measure,
mend, mix, organize, and sketch.

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. Verbs associated with learning
at this level include: assemble, build, calibrate, construct, dismantle,
display, fasten, fix, grind, heat, manipulate, measure, mend, mix,
organize, and sketch. 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, such as responding
effectively to unexpected experiences. Verbs associated with learning
at this level include: adapt, alter, change, rearrange, reorganize,
revise, and vary.

7. Origination: Creating new movement patterns to fit a particular

situation or specific problem. Learning outcomes emphasize creativity
based upon highly developed skills. Verbs associated with learning at
this level include: arrange, build, combine, compose, construct, create,
design, initiate, make, and originate.

The Affective Domain

The affective domain deals with the student’s feelings, attitudes, and
values for the field of study, in other words, the student’s degree of
acceptance and/or rejection of the information or subject. In developing
objectives in this area, the instructor would be attempting to create an
atmosphere that will allow the student to develop a desired feeling or
attitude. Although objectives in this area are more difficult to identify,
teach, and evaluate, it is generally recognized that the affective area is
integral to the student’s overall education.

This domain relates to emotions, attitudes, appreciations, and values,

such as enjoying, conserving, respecting, and supporting. Verbs applicable
to the affective domain include accepts, attempts, challenges, defends,
disputes, joins, judges, praises, questions, shares, supports, and
volunteers.

1. Receiving (attending). The awareness and willingness to pay attention,

e.g., sensory awareness, attention with some discrimination. Verbs
associated with learning at this level include: ask, choose, describe,
 erect, follow, give, hold, identify, locate, name, point to, select, sit,
reply, and use.

2. Responding. The willingness or motivation to become involved and

respond, e.g., willingness to follow rules, enjoyment in participating,
voluntary responses. Verbs associated with learning at this level
include: answer, assist, aid, complies, conform, discuss, greet, help,
label, perform, practice, present, read, recite, report, select, tell, and
write.

3. Valuing. The identification of worth and use of values, e.g., acceptance

of a value, preference for a value, commitment to a value. Verbs
associated with learning at this level include: complete, demonstrate,
differentiate, explain, follow, form, initiate, invite, join, justify, propose,
read, report, select, share, study, and work.

4. Organization. The organizing of values into a system, e.g., the

classification and interrelationship of values that establish a value
system. Verbs associated with learning at this level include: adhere,
alter, arrange, combine, compare, complete, defend, explain,
formulate, generalize, identify, integrate, modify, order, organize,
prepare, relate, and synthesize.

5. Characterization. The consistency of behavior with internalized values

and systems, e.g., the integration of beliefs, ideas, and attitudes into a
total view that results in behavior that others will identify or
“characterize” as being that of a surgical technologist. Verbs
associated with learning at this level include: act, discriminate, display,
influence, listen, modify, perform, practice, propose, qualify, question,
revise, serve, solve, and verify.

Affective domain verb definitions include the following:

APPLY A RULE: To state a rule as it applies to a situation, object or
event that is being analyzed. The statement must convey analysis of a
problem situation and/or its solution, together with the name or
statement of the rule that was applied.
CLASSIFY: To place objects, words, or situations into categories
according to defined criteria for each category. The criteria must be
made known to the student.
COMPOSE: To formulate a written composition in written, spoken,
musical or artistic form.
CONSTRUCT: To make a drawing, structure, or model that identifies a
designated object or set of conditions.
DEFINE: To stipulate the requirements for inclusion of an object, word,
or situation in a category or class. Elements of one or both of the
following must be included: (1) The characteristics of the words,
objects, or situations that are included in the class or category. (2) The
 characteristics of the words, objects, or situations that are excluded in
the class or category. To define is to set up criteria for classification.
DEMONSTRATE: The student performs the operations necessary for the
application of an instrument, model, device, or implement. NOTE:
There is a temptation to use demonstrate in objectives such as, "the
student will demonstrate his knowledge of vowel sounds." As the verb
is defined, this is improper use of it.
DESCRIBE: TO name all of the necessary categories of objects, object
properties, or event properties that are relevant to the description of a
designated situation. The objective is of the form, "The student will
describe this order, object, or event," and does not limit the categories
that may be used in mentioning them. Specific or categorical
limitations, if any, are to be given in the performance standards of
each objective.
DIAGRAM: To construct a drawing with labels and with a specified
organization or structure to demonstrate knowledge of that
organization or structure. Graphic charting and mapping are types of
diagramming, and these terms maybe used where more exact
communication of the structure of the situation and response is
desired.
DISTINGUISH: To identify under conditions when only two contrasting
identifications are involved for each response.
ESTIMATE: To assess the dimension of an object, series of objects,
event or condition without applying a standard scale or measuring
device. Logical techniques of estimation, such as are involved in
mathematical interpolation, may be used. See MEASURE.
EVALUATE: To classify objects, situations, people, conditions, etc.,
according to defined criteria of quality. Indication of quality must be
given in the defined criteria of each class category. Evaluation differs
from general classification only in this respect.
IDENTIFY: To indicate the selection of an object of a class in response to
its class name, by pointing, picking up, underlining, marking, or other
responses.
INTERPRET: To translate information from observation, charts, tables,
graphs, and written material in a verifiable manner.
LOCATE: To stipulate the position of an object, place, or event in relation
to other specified objects, places, or events. Ideational guides to
location such as grids, order arrangements and time may be used to
describe location. Note: Locate is not to be confused with IDENTIFY.
MEASURE: To apply a standard scale or measuring device to an object,
series of objects, events, or conditions, according to practices accepted
by those who are skilled in the use of the device or scale.
 NAME: To supply the correct name, in oral or written form for an object,
class of objects, persons, places, conditions, or events which are
pointed out or described.
ORDER: To arrange two or more objects or events in accordance with
stated criteria.
PREDICT: To use a rule or principle to predict an outcome or to infer
some consequence. It is not necessary that the rule or principle be
stated.
REPRODUCE: To imitate or copy an action, construction, or object that is
presented.
SOLVE: To effect a solution to a given problem, in writing or orally. The
problem solution must contain all the elements required for the
requested solution, and may contain extraneous elements that are not
required for solution. The problem must be posed in such a way that
the student that the student is able to determine the type of response
that is acceptable.
STATE A RULE: To make a statement that conveys the meaning of the
rule, theory or principle.
TRANSLATE: To transcribe one symbolic form to another of the same
or similar meaning.

Conclusion

While all three domains are reflected in the objectives throughout the
Core Curriculum, it was not possible to include all levels of learning in all
three domains within the parameters of this publication. Individual
instructors are expected to build on and further define the objectives that
are included, adding their own program’s unique objectives addressing
each of the domains so that the student’s experience will be
comprehensive.

Resources:

http://members.spree.com/teach2prime/verbs.htm

http://www.valdosta.peachnet.edu/~whuitt/psy702/cogsys/bloom.html

http://www.valdosta.peachnet.edu/~whuitt/psy702/affsys/affdom.html

http://www.valdosta.peachnet.edu/~whuitt/psy702/plan/behobj.html

http://www.valdosta.peachnet.edu/~whuitt/psy702/plan/behobj.html

http://members.spree.com/teach2prime/verbs.htm

http://www.reach.ucf.edu/~acg4401/Handouts/blooms.htm
http://www.nwlink.com/~donclark/hrd/bloom.html

AST Core Curriculum in Surgical Technology, 4th ed. , Englewood, CO,

1995.