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Category
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Example
and Key Words (verbs)
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Knowledge: Recall data or information.
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Examples: Recite a policy. Quote prices from memory to a customer.
Knows the safety rules.
Key Words: defines, describes, identifies, knows, labels, lists,
matches, names, outlines, recalls, recognizes, reproduces, selects, states.
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Comprehension: Understand the meaning, translation, interpolation, and
interpretation of instructions and problems. State a problem in one's own
words.
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Examples: Rewrites the principles of test writing. Explain in
one's own words the steps for performing a complex task. Translates an
equation into a computer spreadsheet.
Key Words: comprehends, converts, defends, distinguishes,
estimates, explains, extends, generalizes, gives an example, infers, interprets,
paraphrases, predicts, rewrites, summarizes, translates.
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Application: Use a concept in a new situation or unprompted use of an
abstraction. Applies what was learned in the classroom into novel situations
in the work place.
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Examples: Use a manual to calculate an employee's vacation time.
Apply laws of statistics to evaluate the reliability of a written test.
Key Words: applies, changes, computes, constructs, demonstrates,
discovers, manipulates, modifies, operates, predicts, prepares, produces,
relates, shows, solves, uses.
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Analysis: Separates material or concepts into component parts so
that its organizational structure may be understood. Distinguishes between
facts and inferences.
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Examples: Troubleshoot a piece of equipment by using logical
deduction. Recognize logical fallacies in reasoning. Gathers information
from a department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates, discriminates,
distinguishes, identifies, illustrates, infers, outlines, relates, selects,
separates.
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Synthesis: Builds a structure or pattern from diverse elements. Put
parts together to form a whole, with emphasis on creating a new meaning or
structure.
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Examples: Write a company operations or process manual. Design a
machine to perform a specific task. Integrates training from several sources
to solve a problem. Revises and process to improve the outcome.
Key Words: categorizes, combines, compiles, composes, creates,
devises, designs, explains, generates, modifies, organizes, plans,
rearranges, reconstructs, relates, reorganizes, revises, rewrites,
summarizes, tells, writes.
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Evaluation: Make judgments about the value of ideas or materials.
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Examples: Select the most effective solution. Hire the most
qualified candidate. Explain and justify a new budget.
Key Words: appraises, compares, concludes, contrasts, criticizes,
critiques, defends, describes, discriminates, evaluates, explains,
interprets, justifies, relates, summarizes, supports.
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Category
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Example
and Key Words (verbs)
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Receiving Phenomena: Awareness, willingness to hear, selected attention.
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Examples: Listen to others with respect. Listen for and remember
the name of newly introduced people.
Key Words: asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects, replies, uses.
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Responding to Phenomena: Active participation on the part of the
learners. Attends and reacts to a particular phenomenon. Learning
outcomes may emphasize compliance in responding, willingness to respond, or
satisfaction in responding (motivation).
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Examples: Participates in class discussions. Gives a
presentation. Questions new ideals, concepts, models, etc. in order to fully
understand them. Know the safety rules and practices them.
Key Words: answers, assists, aids, complies, conforms, discusses,
greets, helps, labels, performs, practices, presents, reads, recites,
reports, selects, tells, writes.
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Valuing: The worth or value a person attaches to a particular
object, phenomenon, or behavior. This ranges from simple acceptance to
the more complex state of commitment. Valuing is based on the
internalization of a set of specified values, while clues to these values are
expressed in the learner's overt behavior and are often identifiable.
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Examples: Demonstrates belief in the democratic
process. Is sensitive towards individual and cultural differences (value
diversity). Shows the ability to solve problems. Proposes a plan to
social improvement and follows through with commitment. Informs management on
matters that one feels strongly about.
Key Words: completes, demonstrates, differentiates, explains,
follows, forms, initiates, invites, joins, justifies, proposes, reads,
reports, selects, shares, studies, works.
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Organization: Organizes values into priorities by contrasting
different values, resolving conflicts between them, and creating an unique
value system. The emphasis is on comparing, relating, and synthesizing
values.
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Examples: Recognizes the need for balance between freedom
and responsible behavior. Accepts responsibility for one's behavior.
Explains the role of systematic planning in solving problems. Accepts
professional ethical standards. Creates a life plan in harmony with
abilities, interests, and beliefs. Prioritizes time effectively to meet the
needs of the organization, family, and self.
Key Words: adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates, generalizes, identifies,
integrates, modifies, orders, organizes, prepares, relates, synthesizes.
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Internalizing values (characterization): Has a value system that controls
their behavior. The behavior is pervasive, consistent, predictable, and
most importantly, characteristic of the learner. Instructional
objectives are concerned with the student's general patterns of adjustment
(personal, social, emotional).
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Examples: Shows self-reliance when working
independently. Cooperates in group activities (displays teamwork).
Uses an objective approach in problem solving. Displays a professional
commitment to ethical practice on a daily basis. Revises judgments and
changes behavior in light of new evidence. Values people for what they are,
not how they look.
Key Words: acts, discriminates, displays, influences, listens,
modifies, performs, practices, proposes, qualifies, questions, revises,
serves, solves, verifies.
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Category
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Example
and Key Words (verbs)
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Perception: The ability to use sensory cues to guide motor
activity. This ranges from sensory stimulation, through cue selection,
to translation.
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Examples: Detects non-verbal communication cues. Estimate
where a ball will land after it is thrown and then moving to the correct
location to catch the ball. Adjusts heat of stove to correct temperature by
smell and taste of food. Adjusts the height of the forks on a forklift by
comparing where the forks are in relation to the pallet.
Key Words: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
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Set: 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).
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Examples: Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one's abilities and limitations. Shows
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.
Key Words: begins, displays, explains, moves, proceeds, reacts,
shows, states, volunteers.
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Guided Response: The early stages in learning a complex skill that
includes imitation and trial and error. Adequacy of performance is achieved
by practicing.
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Examples: Performs a mathematical equation as demonstrated.
Follows instructions to build a model. Responds hand-signals of instructor
while learning to operate a forklift.
Key Words: copies, traces, follows, react, reproduce, responds
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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.
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Examples: Use a personal computer. Repair a leaking
faucet. Drive a car.
Key Words: assembles, calibrates, constructs, dismantles, displays,
fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
organizes, sketches.
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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. For example, players are often utter sounds of
satisfaction or expletives as soon as they hit a tennis ball or throw a
football, because they can tell by the feel of the act what the result will
produce.
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Examples: Maneuvers a car into a tight parallel parking
spot. Operates a computer quickly and accurately. Displays competence while
playing the piano.
Key Words: assembles, builds, calibrates, constructs, dismantles,
displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes,
organizes, sketches.
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.
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Adaptation: Skills are well developed and the individual can modify
movement patterns to fit special requirements.
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Examples: Responds effectively to unexpected
experiences. Modifies instruction to meet the needs of the learners.
Perform a task with a machine that it was not originally intended to do
(machine is not damaged and there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges, reorganizes,
revises, varies.
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Origination: Creating new movement patterns to fit a particular
situation or specific problem. Learning outcomes emphasize creativity based
upon highly developed skills.
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Examples: Constructs a new theory. Develops a new and
comprehensive training programming. Creates a new gymnastic routine.
Key Words: arranges, builds, combines, composes, constructs,
creates, designs, initiate, makes, originates.
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