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Complex Overt Response (Level 5)
At this level within the domain, you should expect the student to demonstrate a high degree
of proficiency. This level includes highly coordinated motor activities.
EXAMPLE: Demonstrate the procedure for disarming live ordinance.
Adaptation (Level 6)
Adaptation concern highly developed skills. Transfer learning is associated with this level in
that students use previously learned skills to perform new but related tasks.
EXAMPLE: Adapt your instructional style to the appropriate level of the students.
NOTE: You are more likely to find behaviors at levels six and seven outside of the training
environment because of their complexity. The example objective used in level six might be more
appropriate to an evaluation program for experienced instructors than to students in an
instructor training course.
Origination (Level 7)
Origination refers to a student’s ability for new and creative performance after having
developed skill.
Learning outcomes at this level emphasize creativity in responding to a
particular situation or specific problem.
EXAMPLE: Develop alternative strategies for delivering instruction.
The “Taxonomy of Educational Objectives” provides a three-domain system for the
classification of instructional objectives. Each domain is subdivided into categories arranged
in hierarchical order from simple to complex. These categories aid in (1) identifying objectives
for an instructional unit, (2) stating objectives at the proper level for the defined learning
outcome, (3) defining objectives in the most relevant terms, (4) checking the comprehensiveness
of objectives, and (5) communicating to others the nature and level of intended learning
outcomes.
LEARNING OBJECTIVE ELEMENTS
Learning objectives are composed of three elements:
the behavior, the condition, and the
standard. These elements define what the student will be able to do, under what conditions, and
to what degree of proficiency.
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