Académique Documents
Professionnel Documents
Culture Documents
HIGH QUALITY
ASSESSMENT
TAXONOMY OF LEARNING
DOMAINS
Instructional objectives, including behavioral
objectives, can be written for any of the domains
of instruction
• Cognitive
• Affective
• Psychomotor
The Cognitive Domain
Killing Knowledge
Cats Comprehension
Almost Application
Always Analysis
Seems Synthesis
Evil Evaluation
The Cognitive Domain
Student recalls or
recognizes information,
Knowledge
ideas, and principles in the
approximate form in which
they were learned.
The Cognitive Domain
Write
List
Knowledge
Label
Name
State
Define
The Cognitive Domain
Student translates,
Comprehension comprehends, or interprets
information based on prior
learning.
The Cognitive Domain
Explain
Summarize
Comprehension Paraphrase
Describe
Illustrate
The Cognitive Domain
Use
Compute
Application Solve
Demonstrate
Apply
Construct
The Cognitive Domain
Student distinguishes,
classifies, and relates the
Analysis assumptions, hypotheses,
evidence, or structure of a
statement or question.
The Cognitive Domain
Analyze
Categorize
Analysis Compare
Contrast
Separate
The Cognitive Domain
Student originates,
integrates, and combines
Synthesis
ideas into a product, plan
or proposal that is new to
him or her.
The Cognitive Domain
Create
Design
Synthesis Hypothesize
Invent
Develop
The Cognitive Domain
Student appraises,
Evaluation assesses, or critiques on a
basis of specific standards
and criteria.
The Cognitive Domain
Judge
Evaluation Recommend
Critique
Justify
The Cognitive Domain
Analysis
Application
Comprehension
Knowledge
The Affective Domain
Krathwohl, D., Bloom, B., & Masia, B. (1956). Taxonomy of educational objectives.
Handbook II: Affective domain. New York: David McKay.
The Affective Domain
Validity &
Reliability
Defining Validity
Validity refers to the accuracy of
inferences drawn from an assessment.
A correlates with B
Types of Validity
A predicts B
Valid Inferences