Cognitive+Learning+Objectives

Cognitive objectives define what knowledge the trainee must have to perform the job properly. The use of facts, principles, rules, and theory to perform tasks under normal or uncertain conditions can be addressed by the use of cognitive objectives. Training needs analysis, job analysis, and task analysis are sources for determining cognitive learning objectives. The developer should ensure that learning objectives are created to lead the trainee from some entry level ability to the desired performance. This will require objectives to be written at a variety of levels to reflect simple as well as complex knowledge that is required to perform a task well. A taxonomy comprised of six cognitive levels is listed below. These levels are ordered from the simple (knowledge) to the more complex (evaluation). This taxonomy is only one construct that can be applied to the classification of cognitive levels. The following is a brief description of the six levels: **Knowledge** This is the first and most basic level. It is defined as the ability to recall key facts. A trainee can be performing at this level when action verbs like define, memorize, recall, label, identify, list, name, or state are used in the learning objective. Example: Define the term "Learning Objective." **Comprehension** This is the second cognitive level and is evident when the trainee is able to grasp the meaning of the material. Obtaining information from charts, graphs, indicators, and procedures illustrates performance at this level. Identify, locate, discuss, obtain, describe, explain, or record are action verbs used to measure the comprehension level. Example: Given a description of equipment to be aligned and the display from alignment equipment, explain the indications on the display to determine the necessary adjustments. The explanation must lead to the correct adjustment needed to achieve alignment in accordance with the Optalign Operating Manual. **Application** This is the third cognitive level and identifies the capability to use information learned at the designated knowledge and comprehension levels to solve routine problems. The following types of action verbs can be used at this level: apply, interpret, use, demonstrate, illustrate, indicate, operate, or translate. Example: Given a Goulds 3196ST stuffing box dimension and the blueprint for a John Crane #1 mechanical seal, demonstrate how to find the setting for the seal backing ring placement. The setting must be correct to within 1/32 in. **Analysis** This level is also known as **diagnosis** and is the next level of cognitive objectives. Objectives at this level define those capabilities needed to separate information into its component parts to reveal their organization, relationships, and potential faults. Action verbs used at this level include: analyze, break down, calculate, detect, diagnose, examine, inspect, solve, compare, troubleshoot, or verify. Example: Given the reactor operating conditions, analyze the changes in indicated reactor power caused by raising control rods. The analysis must consider changes resulting from both temperature and xenon concentration changes as described in the reactor physics manual. **Synthesis** Synthesis refers to the capability to assemble parts into a whole to create new solutions, methods, or procedures. Here, information mastered in prior levels is combined to produce an original result. Action verbs used at the development level include: assemble, construct, create, derive, determine, develop, generate, invent, prescribe, mitigate, plan, or write. Example: Given an operational scenario for an event, prescribe specific components from "Formality of Operations" for which adherence could have prevented problems associated with the event. The components prescribed will be in agreement with the specifications of RDSI II.8, "Procedures," and RDSI IV.8 "Communications." **Evaluation** Evaluation is the highest level of cognitive activity. It defines those mental capabilities needed to judge the value of material or information and to maintain effective control in a dynamic, uncertain environment and emergency situations. The following action verbs can signal objectives at this level: assess, avert, compare, conclude, choose, defend, evaluate, judge, justify, lead, or predict. Example: Given an Unusual Occurrence Report, evaluate its completeness and acceptability in accordance with the subject guidelines. The action verbs listed under each level of cognitive learning are not exhaustive nor are they exclusive of each other. In other words, a verb used for the knowledge level may also be appropriate for the comprehension level depending on the context of the objective. Instructional designers should carefully consider their choice of action verbs due to the importance of the verb to the learning objective.
 * Cognitive Learning Objectives **
 * Knowledge
 * Comprehension
 * Application
 * Analysis
 * Synthesis
 * Evaluation