LECTURE FIVE: The classification of objectives according to domains of knowledge

5.1 Introduction.
Knowledge is divided into three main areas or domains. The criteria used is the
nature of knowledge in each category. The categories are cognitive which includes
knowledge involving simple recall, affective which is knowledge involving values,
attitudes and interests, and the third is psychomotor which covers knowledge
involving practical skills.

Teaching-learning objectives also fall into the three areas or domains or

taxonomies. Lecture five deals with the classification of objectives into different
domains.

5.3 Domains of knowledge.

There are three main areas or domains of knowledge, Cognitive, Affective and
Psychomotor. Instructional objectives are classified according to these domains or
taxonomies of knowledge.

Question.

Why are instructional objectives classified according to the taxonomies of knowledge?

When you are teaching a topic or a course you need to have an in-depth coverage of the
content. There are skills and abilities which you need to identify and expose learners to.
The importance of classifying objectives is to be able to judge the depth and the variation
of the content you have to cover when planning so that students are exposed to all what they
need to know. Classifying objectives into taxonomies of knowledge helps you do this
effectively.
Each of the three taxonomies deals with knowledge in the following areas:
• Cognitive domain – Concepts, ideas, factual knowledge.
• Affective – appreciation, attitudes and morals.
• Psychomotor – skills.

Note:
Note that any objective which has to do with the learning of a concept, an idea or factual
knowledge is classified under cognitive domain, the one which has to do with appreciation or
attitudes, affective and the one which has to do with skill psychomotor.

Knowledge in cognitive domain is also classified into categories or levels of thinking.

This is according to complexity starting from the simple or simple knowledge level to the
most complex, evaluation. Here are examples of objectives in different levels of
knowledge in cognitive domain and also in the other two domains, Affective and
Psychomotor. Go through them and do the activity given below.

Activity:
State at least two objectives in:
• All the levels of knowledge in cognitive domain.
• Affective and Psychomotor domains.

Knowledge
Deals with ability to recognise and recall. It includes the recall of principles,
generalisations, theories and methodology. e.g.
• By the end of the lesson the learners will be able to define: digestion and excretion.
• The learners will be able to name six capital cities in Africa.
Comprehension
• Abilities higher than simple knowledge which include ability to translate or explain
information. e.g.
(i) The learners will be able to explain the function of the heart (human)
(ii) The students will be able to describe the growth process in his own words.

Application
• Higher than No.2 if a learner can be able or has understood information he can apply
it. e.g.
(i) The students will be able to translate simple word problems into algebraic
equations.
(ii) The student will be able to convert yards into meters accurately.

Analysis
Category higher than application.
It involves analysis of relationships, elements. e.g.
(i) Students will be able to spot inconsistencies in the explanation.
(ii) Students will be able to identify the major themes of a novel.
(iii) The students will be able to determine logical fallacies in an argument.

Synthesis
Involves the ability to produce unique communication.
Put together ideas in a constructive manner. e.g.
(i) Students will be able to propose a suitable method for determining the
chemical content of course.
(ii) The students will be able to design a plan for community participation in
Machakos District.
(iii) The students will be able to create a logical outline of describing the biological
problem.

Evaluation
This is the highest taxonomy.
It includes the ability to make judgements. e.g.
(i) By the end of the lesson the students will be able to distinguish between a well-
developed character and stereotyped one in a Bantu culture.
(ii) The student will be able to write a critique of the English programme.
(iii) By the end of the lesson the student will be able to distinguish between
decision making and problem solving (in History and Government).

Affective domain
(i) The students will be able to show interest in literature by doing extra reading.
(ii) The students will be able to participate wholeheartedly in the biology classroom
discussion.
(iii) The students will be able to find pleasure in studying ecology.

Psychomotor domain
(i) Students will be able to play golf.
(ii) Students will be able to swim 100 metres in four minutes.

Note:

There are action verbs, which are not suitable for stating objectives because
they are not measurable. E.g. understand, demonstrate comprehend. Those
which are covert
Note this does not apply to affective domain.

5.4 Summary:
In this lecture, we have seen the classification of objectives into taxonomies of knowledge. We have
seen why instructional objectives should be classified. Some examples have been given to assist
you know how to state objectives belonging to different classes.
5.5 Definition of key words and concepts.
Domains of knowledge.
These are the taxonomies into which knowledge is categorised depending on its
nature.

Cognitive domain.
This is the kind of knowledge which involves recall of factual knowledge.

Affective domain.
Is the taxonomy or area of knowledge which deals with values, attitudes and
interests.

Psychomotor domain.
Deals with knowledge which has to do with learning practical skills.

5.5 References
Ayot, H.O. Paleh M.M. (1987) Instructional Methods London Institute of
Education and Kenyatta University Faculty of Education, Project
Series on the Provision of Leadership Training in Teacher
Education (Supported by ODA).

Bloom, B. et.al, (1956): Taxonomy of Educational Objectives, the Classification of

Education Goals
Longman, New York.

Bloom, B.S. (ed.) (1971): Taxonomy of Educational objectives, Handbook I

Cognitive Domain.
McKay, New York.

Brown, L.M. (ed.) (1970): Aims of Education

New York: Teachers College Press.

Brownhill, R. (1983): Education and the Nature of Knowledge

 London: GroomHelm.
Carroll, A.J. et.al, (1978): Learning by Objectives; a Teachers Guide London:
Hutchinson.

The Kenya 8:4:4 Secondary School Syllabus by K.I.E.