How do I write cognitive, affective, and

psychomotor learning objectives?

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.

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