Develop Learner Outcomes/ Performance Objectives
Performance objectives are classified according to three particular learning domains. They are Cognitive, Affective, and Psychomotor.
1. Cognitive Learning Domain Objectives emphasize remembering or reproducing something which has presumably been learned, as well as solving some intellective task for which the individual has to determine the essential problem and then reorder given material or combine it with ideas, methods, or procedures previously learned. Cognitive objectives vary from simple recall of material learned to highly original and creative ways of combining and synthesizing new ideas and materials. Simply stated, cognitive objectives deal with what a student should know, understand or comprehend (e.g., solve a math problem, spell a word, critique a poem).
2. Affective Learning Domain Objectives emphasize a feeling, a tone, an emotion, or a degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. In other words, affective objectives deal with how a student should feel about something (e.g., listen attentively, enjoy music, appreciate literature).
3. Psychomotor Learning Domain Objectives emphasize some muscular or motor skill, some manipulation of material and objects, or some act which requires a neuromuscular coordination. Stated in another way, psychomotor objectives are concerned with how a student controls or moves his body (e.g., type 25 words per minute, print letters correctly, paint a picture, dribble a basketball).
Krathwohl, D. R., Bloom, B. and Masia, B. (1964). Taxonomy of educational objectives. Handbook II: Affective domain, New York: David McKay Company, Inc.
The links below provide additional information for developing learner outcomes/ performance objectives.
Performance
Statement of an Objective
From Bill Mannone
Condition
Statement of an Objective
From Bill Mannone
The
Standard Statement
From Bill Mannone