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The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
Attainment based vs. time based progress – The instruction can either be based on the focus on the mastery of the concept or the time spent on learning the concept. Customized vs. standardized instruction – The instruction can be different for different learners or the instruction can be given in general to the entire classroom
The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.
The following hierarchy is an example of a cognitive model task performance for the knowledge and skills in the areas of ratio, factoring, function, and substitution (called the Ratios and Algebra hierarchy). [9] This hierarchy is divergent and composed of nine attributes which are described below.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained. [1] [2]
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Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. [ 1 ]
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