Cognitive, Affective and Psychomotor domains assessment in Science Education
Hafeez Asghar Mirza
Introduction & overview of Domains of Learning
Definition of Cognitive, effective & Psychomotor Domain
Bloom’s revised Taxonomy.
Application of Cognitive domain in Science Learning.
Implication of Bloom's Taxonomy in Lesson Planning.
Bloom’s Taxonomy for Individual & group activities.
Bloom’s Taxonomy in Science Education.
Writing affective Domains
Benjamin Samuel Bloom
Master’s degree from Pennsylvania State University.
Doctorate’s degree from the University of Chicago in1942.
Bloom authored or co-authored 18 publications including
Although it received little attention when it was first published,
Bloom’s Taxonomy has since been translated into 22 languages
and is one of the most often cited references in education.
For over 50 years, these objectives have been used to structure
lessons, guide learning, and assess students' performance
Bloom’s Taxonomy Areas of Domain
The Cognitive Domain is a knowledge-based domain, consisting of six levels.
The Affective Domain is an attitudinal-based domain, consisting of five levels.
The Psychomotor Domain is a skills-based domain, consisting of six levels.
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Bloom’s Taxonomy provides a
framework for teachers to design lesson
plans that include higher-order thinking
skills as the goal or objective for
Bloom's Taxonomy -based Learning Activities :for individual and/or group study activities.
• List characteristics
•Identify biological objects or components
from flash cards
•Draw, classify, select, or match items
•Write out the textbook definitions
•Describe a biological process in your own
words without copying it from a book or
Comprehensio another source
•Write a sentence using the word
•Give examples of a process
•Check a drawing that another student labeled
•Create lists of concepts and processes that your peers
•Place flash cards in a bag and take turns selecting one
for which you must define a term
•Discuss content with peers
•Take turns quizzing each other about definitions and
have your peers check your answer
•Practice writing out answers to old exam questions on
•If possible, graph a biological process and the board and have your peers check to make sure you
create scenarios that change the shape or
don't have too much or too little information in your
slope of the graph
•Take turns teaching your peers a biological process
while the group critiques the content
• Compare and contrast two ideas or concepts • Work together to identify all of the concepts in a paper
or textbook chapter, create individual maps linking the
• Create a map of the main concepts by
defining the relationships of the concepts
concepts together with arrows and words that relate the
using one- or two-way arrows
concepts, and then grade each other's concept maps
• Create a model based on a given data set
• Create a new model/summary sheet/concept map that
•Create summary sheets that show how facts integrates each group member's ideas.
and concepts relate to each other.
•Provide a written assessment of the
•Provide a verbal assessment of the strengths and
strengths and weaknesses of your peers' work weaknesses of your peers' work or understanding of a
or understanding of a given concept based on given concept based on previously described criteria and
previously determined criteria
have your peers critique your assessment
BLOOM’S TAXONOMY IN SCIENCE
Level I: Knowledge
Level II: Comprehension
List the planets in our solar system
List 3-5 characteristics of each planet
List the characteristics of comets, meteorites,
Explain in your own words the theories of Ptolemy,
Copernicus, Galileo, and Newton as they relate to the
structure of our solar system.
Describe how most scientists believe the solar system
Level III: Application
Level IV: Analysis
Classify these “mystery planets” as either Inner Compare/contrast the photos of landforms on
or Outer planets based on their characteristics. Earth and Mars. How might the features on
Using your knowledge of mathematics, figure
Mars have formed?
out how much you would weigh on each of the Based on the data, what can you say about the
planets in our solar system.
relationship between a planet’s distance from
the sun and its speed of revolution?
Level V: Synthesis
Level VI: Evaluation
Design an experiment to investigate how the speed of What were some sources of error in your
a meteorite affects the size of a crater.
experiment with craters?
Construct a scale model of the solar system using
Write an essay arguing for or against manned
materials from home.
missions to Mars. Use research to back up
Create a game that will teach young children about
the solar system.
Writing Affective Domain
These objectives focus on changing learners’ attitudes
The expression of these often involves statements of
opinions, beliefs, or an assessment of worth
(Smith & Ragan, 1999).
They deal almost exclusively with internal feelings and
conditions that can only be artificially observed
externally; therefore, their assessment is usually difficult
Students begin to demonstrate
an awareness of the importance
Students show a new behavior as a result of
They are willing to attend to
They willingly read or hear
be alert to obey
Begin to participate in class
Complete assigned homework
Participate in class discussion
Volunteer for tasks
Show interest in the subject
Enjoy helping others
Students begin to find the class
worthwhile, showing definite involvement
Demonstrate beliefs in the democratic
Show concern for the welfare of others
Demonstrate problem solving attitude
Demonstrate commitment to social
Students integrate a new value into
one’s general set of values
Recognizes the need for balance
between freedom and responsibility
Accepts responsibility for his or her
Understands and accepts own
strengths and limitations
Formulates a life plan in harmony
with his abilities, interest, beliefs
become committed to
Students demonstrate internalization of the new value.
Demonstrate self-reliance in working independently
Cooperate in group activities
There is punctuality and self discipline
The basis of all movements
Play the piano
3: Learning to Think, Thinking to Learn, (Based on Pohl, 2000, p. 8)