What are the examples of cognitive objectives?

In designing learning objectives, it is important to begin with the end in mind, a process commonly referred to as “Backwards Design.” Using “Backwards Design,” instructors think about the kind of learning or thinking that they want their students to achieve by the end of a lesson, module, course, program, workshop, or activity. 

Student learning can take place in any or all of the three main domains of learning: Cognitive Learning (mental skills, knowledge), Affective Learning (e.g., feelings, values, etc.) and Psychomotor Learning (physical skills).

Cognitive Learning

Bloom’s Revised Taxonomy (right) is a useful way to distinguish between higher and lower order thinking.  The taxonomy categorizes thinking into seven categories, distinguishing the higher orders of thinking (Analyzing, Evaluating  and Creating) from lower orders (Remembering, Understanding, and Applying). 

Examples of Cognitive Learning Objectives:

Linguistics

By the end of the course, students will be able to:

• evaluate core concepts related to the evolution of language
• generate theories of syntax by analyzing linguistic evidence

Medicine

Students will be able to:

• analyze factors that support and compromise the body’s immune response
• evaluate the treatments associated with common immune disorders

English/Literature

Students will be able to:

• critique post-colonial theorists’ positions on the necessity of violence in formerly colonized regions
• evaluate alternatives to the use of violence in post-colonial literature

Sociology/public health

Students will be able to:

• analyze current threats to public health
• evaluate short and long term prevention strategies to specific public health threats
• create professional proposals that articulate strategies

Engineering

Students will be able to:

• construct clear, well-supported, and sustained arguments based on the collection, interpretation, and analysis of experimental data
• form a hypothesis and evaluate it to justify a course of action
• compose a written scientific report that contains well-supported argument

Co-Curricular

Students who engage in the programs, activities, and services provided by Northwestern Career Advancement will be able to:

• apply career skills (e.g., resume writing, networking) to gain opportunities (e.g., internships, jobs) during and following their Northwestern experience

Affective Learning

Affective learning focuses on feelings, values, appreciation, motivation and attitudes. Krathwohl, Bloom & Masia (1973) created a taxonomy to display five categories of affective learning, listed here in descending order from the most complex behavior to the simplest: 

Examples of Affective Learning Objectives:

English:

Students will be able to:

• contribute meaningfully to class discussion by identifying their own questions about the readings
• articulate their insights about the readings
• respond respectfully to others’ comments.

Engineering:

Students will be able to:

• work collaboratively in a group setting
• display leadership by keeping the team on task, while listening carefully to the ideas of others
• articulate and display the professional ethical standards of the field.

Co-Curricular

Students who participate in Sustained Dialogue will be able to:

• articulate how their social identifies inform their beliefs, values, attitudes and emotions.

Psychomotor Learning

Learning in this domain includes physical movement, coordination, and use of the motor-skill areas. These might focus on speed and efficiency, precision, procedures, or techniques in execution. Dave’s (1975) taxonomy is shown here, in descending order from most complex ability to least complex. 

Examples of Psychomotor Learning Objectives

Orthotics:
Students will be able to:

• fabricate and assemble prosthetic/orthotic devices, specific to the needs of the patient.

Music:
Students will be able to:

• master a violin piece, playing with speed, accuracy, and technical precision
• interpret piano sonata musically, by using tempo and dynamic variations, to convey personal meaning. (Note: this objective might also be considered affective).

Theater:
Students will be able to: 

• creates five distinct characters with a variety of physical demands.

References:
Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn & Bacon.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.

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