Cognitive, Affective, and Psychomotor Domains
Grading
Assignments are graded at the level indicated on the assignment.� Generally, in Pharm 439, higher cognitive levels are expected (e.g., application and higher).� Use the following tables to help you prepare your assignments.
Cognitive Domain
According to various researchers there are six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, evaluation.� In the chart below, note the hierarchical arrangement, which means that higher levels subsume ability in lower levels.� The higher the level, the presumably more complex mental operation is required.� Higher levels are not necessarily more desirable than lower levels, because one cannot achieve the higher levels without an ability to use the lower levels.� As one moves up into higher levels, however, the more applicable the skills are to those needed in daily life.
Level | Description | Action Verbs Describing Learning Outcomes | |||||
Evaluation | Requires the formation of judgments and decisions about the value of methods, ideas, people, products.� Must be able to state the bases for judgments (e.g., external criteria or principles used to reach conclusions.)� Sample question:� Evaluate the quality or worth of a value as applied to pharmacy. | Appraise��������������� Judge | |||||
Synthesis | Requires production of something unique or original.� At this level, one is expected to solve unfamiliar problems in unique way, or combine parts to form a unique or novel solution.� Sample question:� Integrate data from several sources (e.g., various readings and observations at the service site). | Categorize������������ Devise | |||||
Analysis | Identification of logical errors (e.g., point out contradictions, erroneous inference) or differentiate among facts, opinions, assumptions, hypotheses, conclusions.� One is expected to draw relations among ideas and to compare and contrast. Sample question:� Deduce a client�s beliefs regarding preventive health actions. | Break down���������� Infer | |||||
Application | Use previously acquired information in a setting other than the one in which it was learned.� Because problems at this level are presented in a different and applied way, one cannot rely on content or context to solve the problem. Sample question:� Organize your observations at a site to demonstrate a particular value. | Change����������������� Organize | |||||
Comprehension | Some degree of understanding is required in order to change the form of communication, translate, restate what has been read or heard, see connections or relationships among parts of a communication (interpretation), draw conclusions, see consequences from information (inference). Sample Question:� Explain pharmaceutical care. | Convert����������������� Extend | |||||
Knowledge | Remember or recall information such as facts, terminology, problem-solving strategies, rules Sample question:� Define pharmaceutical care. | Define������������������� Name | |||||
Borich, G.D. (1996).� Effective teaching methods, 3rd Ed.� Englewood cliffs, NJ: Merrill.
Affective Domain
Like the cognitive domain, the affective domain is hierarchical with higher levels being more complex and depending upon mastery of the lower levels.� With movement to more complexity, one becomes more involved, committed, and self-reliant.� Note the parallel between external and internal motivation.� As one moves from being externally to internally motivated, one moves to higher levels.
Level | Description | Action Verbs Describing Learning Outcomes | ||||
Characteri-zation | All behavior displayed is consistent with one�s value system.� Values are integrated into a pervasive philosophy that never allows expressions that are out of character with those values.� Evaluation at this level involves the extent to which one has developed a consistent philosophy of life (e.g., exhibits respect for the worth and dignity of human beings in all situations). | Avoid | ||||
Organization | Commitment to a set of values.� This level involves 1) forming a reason why one values certain things and not others, and 2) making appropriate choices between things that are and are not valued.� One is expected to organize likes and preferences into a value system and then to decide which ones will be dominant. | Abstract��������������� Formulate | ||||
Valuing | Display behavior consistent with a single belief or attitude in situations where one is neither forced or asked to comply.� One is expected to demonstrate a preference or display a high degree of certainty and conviction. | Act������������������������ Express | ||||
Responding | One is required to comply with given expectations by attending or reacting to certain stimuli.� One is expected to obey, participate, or respond willingly when asked or directed to do something. | Applaud��������������� Participate | ||||
Receiving | One is expect to be aware of or to passively attend to certain stimuli or phenomena.� Simply listening and being attentive are the expectations. | Attend������������������ Listen | ||||
Psychomotor Domain
This domain is given primarily for information.� Other courses within the curriculum stress this various levels of psychomotor performance (e.g., Clinical Skills Laboratory, Pharmacy Practice I).�
Psychomotor behaviors are performed actions that are neuromuscular in nature and demand certain levels of physical dexterity.
Level | Description | Action Verbs Describing Learning Outcomes | ||||
Naturali-zation | High level of proficiency is necessary.� The behavior is performed with the least expenditure of energy, becomes routine, automatic, and spontaneous. | Automatically������ Spontaneously | ||||
Articulation | Requires the display of coordination of a series of related acts by establishing the appropriate sequence and performing the acts accurately, with control as well as with speed and timing. | Confidence����������� Smoothness | ||||
Precision | Requires performance of some action independent of either written instructions or a visual model.� One is expected to reproduce an action with control and to reduce errors to a minimum. | Accurately����������� Proficiently | ||||
Manipulation | Performance of an action with written or verbal directions but without a visual model or direct observation.� The action may be performed crudely or without neuromuscular coordination at this stage.� Notice that the action verbs are the same as those for the imitation stage.� The difference is that these actions are performed with the aid of written and verbal instruction, not visual demonstration. | Align��������������������� Place | ||||
Imitation | The learner observes and then imitates an action.� These behaviors may be crude and imperfect.� The expectation that the individual is able to watch and then repeat an action. | Align��������������������� Place | ||||
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