1. Planning Instruction A Review of the Cognitive Domain and Performance Objectives

2. Cognitive Domain Knowledge Knowledge Involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting. Involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.

3. Cognitive Domain Comprehension Comprehension This represents the lowest level of understanding. It refers to a type of understanding such that the individual knows what is being communicated and can make use of the material or idea without necessarily relating it to other material. This represents the lowest level of understanding. It refers to a type of understanding such that the individual knows what is being communicated and can make use of the material or idea without necessarily relating it to other material.

4. Cognitive Domain Application Application The use of abstractions in particular and concrete situations. The use of abstractions in particular and concrete situations. Abstractions may be in the form of general ideas, rules of procedures, or generalized methods. Abstractions may be in the form of general ideas, rules of procedures, or generalized methods. Abstractions may also be technical principles, ideas, or theories to be applied. Abstractions may also be technical principles, ideas, or theories to be applied.

5. Cognitive Domain Analysis Analysis The breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear, and/or the relationship between the ideas expressed are made explicit. The breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear, and/or the relationship between the ideas expressed are made explicit.

6. Cognitive Domain Synthesis Synthesis Putting together elements and parts to form a whole. Putting together elements and parts to form a whole. This involves the process of working with pieces, parts, or elements to arrange or combine them in such a way as to constitute a pattern or structure not clearly there before. This involves the process of working with pieces, parts, or elements to arrange or combine them in such a way as to constitute a pattern or structure not clearly there before.

7. Cognitive Domain Evaluation Evaluation Judgments about the value of material and methods for given purposes. Judgments about the value of material and methods for given purposes. Quantitative and qualitative judgments about the extent to which material and methods satisfy criteria. Quantitative and qualitative judgments about the extent to which material and methods satisfy criteria. Use of a standard of appraisal. Use of a standard of appraisal.

8. Performance Objectives Why write performance objectives? Why write performance objectives? Clarify and communicate expected learning outcomes. Clarify and communicate expected learning outcomes. Help to select and organize appropriate learning activities. Help to select and organize appropriate learning activities. Enable accurate assessment of learner achievement Enable accurate assessment of learner achievement

9. Performance Objectives Conditions Conditions What will the learner be allowed to use? What will the learner be allowed to use? What will the learner be denied? What will the learner be denied? Under what conditions will you expect the desired performance to occur? Under what conditions will you expect the desired performance to occur?

10. Performance Objectives Performance Performance What the learner is to be able to do. What the learner is to be able to do. A performance may be visible, like repairing, building, or writing. A performance may be visible, like repairing, building, or writing. A performance may be invisible A performance may be invisible The objective describes the kind of performance that will be accepted as evidence of mastery. The objective describes the kind of performance that will be accepted as evidence of mastery.

11. Performance Objectives Criterion Criterion Often includes speed, accuracy, and/or quality. Often includes speed, accuracy, and/or quality. Sometimes it is necessary to “point” to a criterion: Sometimes it is necessary to “point” to a criterion: …according to Standard 123… …according to Standard 123… …as described in the user’s manual on page 80. …as described in the user’s manual on page 80.

12. Performance Objectives Given a list of descriptions of human behavior, be able to differentiate (sort) between those that are normal and those that are psychotic with 100 percent accuracy. Given a list of descriptions of human behavior, be able to differentiate (sort) between those that are normal and those that are psychotic with 100 percent accuracy.

13. Identify Elements Given a list of descriptions of human behavior, be able to differentiate (sort) between those that are normal and those that are psychotic with 100 percent accuracy. Given a list of descriptions of human behavior, be able to differentiate (sort) between those that are normal and those that are psychotic with 100 percent accuracy.

14. Identify Elements Using the proper tools and equipment, troubleshoot and correct problems with a computer network so the system operates with no malfunctions. Using the proper tools and equipment, troubleshoot and correct problems with a computer network so the system operates with no malfunctions.

15. Identify Elements Using the proper tools and equipment, troubleshoot and correct problems with a computer network so the system operates with no malfunctions. Using the proper tools and equipment, troubleshoot and correct problems with a computer network so the system operates with no malfunctions.