verbs reflecting learning in 3 domains

8/2/2019 Verbs Reflecting Learning in 3 Domains

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Verbs Reflecting Learning in the Cognitive, Affective, and Psychomotor Domains

Cognitive Domain

According to various researchers there are six levels of cognitive complexity: knowledge, comprehension,application, analysis, synthesis, evaluation. In the chart below, note the hierarchical arrangement, whichmeans that higher levels subsume ability in lower levels. The higher the level, the presumably morecomplex mental operation is required. Higher levels are not necessarily more desirable than lower levels,because one cannot achieve the higher levels without an ability to use the lower levels. As one moves upinto higher levels, however, the more applicable the skills are to those needed in daily life.

Level DescriptionAction Verbs DescribingLearning Outcomes

Evaluation Requires the formation of judgments and decisionsabout the value of methods, ideas, people, products.Must be able to state the bases for judgments (e.g.,external criteria or principles used to reachconclusions.)

Sample question: Evaluate the quality or worth of a value as applied to pharmacy.

Appraise JudgeCompare JustifyContrast SupportCriticize ValidateDefend

Synthesis Requires production of something unique ororiginal. At this level, one is expected to solveunfamiliar problems in unique way, or combineparts to form a unique or novel solution.

Sample question: Integrate data from severalsources (e.g., various readings and observations atthe service site).

Categorize DeviseCompile FormulateCompose PredictCreate ProduceDesign

Analysis Identification of logical errors (e.g., point outcontradictions, erroneous inference) or differentiateamong facts, opinions, assumptions, hypotheses,conclusions. One is expected to draw relationsamong ideas and to compare and contrast.

Sample question: Deduce a clients beliefsregarding preventive health actions.

Break down InferDeduce OutlineDiagram Point outDifferentiate RelateDistinguish Separate

out

Illustrate Subdivide

Application Use previously acquired information in a settingother than the one in which it was learned.Because problems at this level are presented in adifferent and applied way, one cannot rely oncontent or context to solve the problem.

Sample question: Organize your observations at asite to demonstrate a particular value.

Change OrganizeCompute PrepareDemonstrate RelateDevelop SolveModify TransferOperate Use

Comprehension Some degree of understanding is required in orderto change the form of communication, translate,restate what has been read or heard, see

connections or relationships among parts of acommunication (interpretation), draw conclusions,see consequences from information (inference).

Sample Question: Explain pharmaceutical care.

Convert ExtendDefend

Generalize

Discriminate InferDistinguishParaphrase

Estimate PredictExplain

SummarizeKnowledge

[Borich, G.D. (1996). Effective teaching methods (3 rd Ed.). Englewood cliffs,NJ: Merrill.]

Remember or recall information such as facts,terminology, problem-solving strategies, rules

Sample question: Define pharmaceutical care.

Define NameDescribe OutlineIdentify RecallLabel ReciteList SelectMatch State


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Affective Domain

Like the cognitive domain, the affective domain is hierarchical with higher levels being more complex anddepending upon mastery of the lower levels. With movement to more complexity, one becomes moreinvolved, committed, and self-reliant. Note the parallel between external and internal motivation. As onemoves from being externally to internally motivated, one moves to higher levels.


Characteri-zation

All behavior displayed is consistent with onesvalue system. Values are integrated into apervasive philosophy that never allowsexpressions that are out of character withthose values. Evaluation at this level involvesthe extent to which one has developed aconsistent philosophy of life (e.g., exhibitsrespect for the worth and dignity of humanbeings in all situations).

AvoidDisplayExhibitInternalizeManageRequireResistResolveRevise

Organization Commitment to a set of values. This levelinvolves 1) forming a reason why one valuescertain things and not others, and 2) makingappropriate choices between things that are

and are not valued. One is expected toorganize likes and preferences into a valuesystem and then to decide which ones will bedominant.

Abstract FormulateBalance SelectCompare SystemizeDecide Theorize

Define

Valuing Display behavior consistent with a singlebelief or attitude in situations where one isneither forced or asked to comply. One isexpected to demonstrate a preference ordisplay a high degree of certainty andconviction.

Act ExpressArgue HelpConvince OrganizeDebate PreferDisplay

Responding One is required to comply with givenexpectations by attending or reacting to certainstimuli. One is expected to obey, participate,

or respond willingly when asked or directed todo something.

Applaud ParticipateComply PlayDiscuss Practice

Follow VolunteerObeyReceiving One is expect to be aware of or to passively

attend to certain stimuli or phenomena.Simply listening and being attentive are theexpectations.

Attend ListenBe aware Look Control NoticeDiscern ShareHear


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Psychomotor DomainThis domain is given primarily for information. Other courses within the curriculum stress this variouslevels of psychomotor performance (e.g., Clinical Skills Laboratory, Pharmacy Practice I).

Psychomotor behaviors are performed actions that are neuromuscular in nature and demand certain levelsof physical dexterity.


Naturali-zation

High level of proficiency is necessary. Thebehavior is performed with the leastexpenditure of energy, becomes routine,automatic, and spontaneous.

AutomaticallySpontaneously

Effortlessly With easeNaturally WithperfectionProfessionally With poiseRoutinely

Articulation Requires the display of coordination of a seriesof related acts by establishing the appropriatesequence and performing the acts accurately,with control as well as with speed and timing.

Confidence SmoothnessCoordination SpeedHarmony StabilityIntegration TimingProportion

Precision Requires performance of some action

independent of either written instructions or avisual model. One is expected to reproduce anaction with control and to reduce errors to aminimum.

Accurately Proficiently

Errorlessly With balanceIndependently With control

Manipulation Performance of an action with written orverbal directions but without a visual model ordirect observation. The action may beperformed crudely or without neuromuscularcoordination at this stage. Notice that theaction verbs are the same as those for theimitation stage. The difference is that theseactions are performed with the aid of writtenand verbal instruction, not visual

demonstration.

Align PlaceBalance RepeatFollow Rest (on)Grasp Step (here)Hold

Imitation The learner observes and then imitates anaction. These behaviors may be crude andimperfect. The expectation that the individualis able to watch and then repeat an action.

Align PlaceBalance RepeatFollow Rest (on)Grasp Step (here)Hold

verbs reflecting learning in 3 domains

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