Q.

How do I write cognitive, affective and psychomotor learning

objectives?
Answer

What is a learning objective?

A learning objective states what a student will learn by the end of a lesson or module.  It should
include a measurable verb from the designated domain cognitive, affective, or psychomotor) and
focus on the student.

What should I keep in mind when writing a learning objective?

A learning objective is not a list of what will be covered during a lesson.  If the lesson is one to two
hours, you will want to write at least three learning objectives.  Three or more hours should have at
least three to five objectives.

What do you mean by domain?

Learning can be divided into three domains:

 Cognitive:  This is the most commonly used domain.  It deals with the intellectual side of
learning.
 Affective:  This domain includes objectives relating to interest, attitude, and values relating
to learning the information.
 Psychomotor:  This domain focuses on motor skills and actions that require physical
coordination.

What verbs should I use for each domain?

Cognitive Affective Psychomotor

Remembering Receiving (listening and  Imitation (learner imitates an
being attentive) action after a visual
 Define demonstration)
 Duplicate  Ask
 Draw  Choose  Align
 List  Describe  Balance
 Label  Follow  Follow
 Memorize  Give  Grasp
 Name  Hold  Hold
 Recall  Identify  Place
 Recite  Locate  Repeat
  Repeat  Name  Rest
 Reproduce  Point to  Step
 State  Select
 Sit Manipulation (performance of
Understanding an action with written/verbal
 Erect
instructions)
 Reply
 Classify  Use
 Describe  Align
 Discuss  Balance
Responding (active
 Explain participation)  Follow
 Identify  Grasp
 Locate  Answer  Hold
 Recognize  Assist  Place
 Report  Comply  Repeat
 Select  Conform
Precision
 Translate  Discuss
 Paraphrase  Greet
 Accurately
 Visualize  Help
 Errorlessly
 Label
 Independently 
Applying  Perform
 Proficiently
 Practice
  With balance
Apply  Present
  With control
Change  Read
 Choose  Recite Articulation (display of
 Construct  Report coordination of a series of
 Demonstrate  Select related acts)
 Dramatize  Tell 
 Employ  Write  Confidence
 Illustrate  Coordination
 Interpret  Valuing (value attached to a  Harmony
 Modify subject)         Integration 
 Operate  Proportion
 Produce  Complete
 Smoothness
 Schedule  Describe
 Speed
 Sketch  Differentiate
 Stability
 Solve  Explain
 Timing
 Translate  Follow
 Use  Forms Naturalization (high level of
 Write  Initiate proficiency)
 Invite
Analyzing                 Join  Automatically
 Justify  Effortlessly
 Categorize  Propose  Naturally 
 Compare  Read  Professionally
  Contrast  Select  Routinely
 Deduce  Share  Spontaneously 
 Discriminate  Study  With ease
 Distinguish  Work  With perfection
 Examine  With poise
 Question Organization (beginning to
build consistent value
 Separate
system)
 Test
 Adhere
Evaluating
 Alter
 Appraise  Arrange
 Argue  Combine
 Decide  Compare
 Critique  Complete
 Criticize  Defend
 Defend  Explain
 Judge  Generalize
 Prioritize   Identify
 Rate  Integrate
 Rant  Modify
 Select  Order
 Support  Organize
 Value  Relate
 Evaluate  Synthesize

Creating Characterization (value

system controls behavior)

 Assemble
 Act
 Construct
 Discriminate
 Create
 Display
 Compose
 Influence
 Develop
 Listen
 Formulate
 Modify
 Invent
 Performs
 Originate
 Practices
 Write
 Propose
 Qualify
 Question
 Revise
 Serve
 Solve
 Use
 Verify