Which domain of learning objectives is not being evaluated through our present…

Concept. Bloom's taxonomy classifies learning objectives into three domains: the cognitive domain (knowledge and intellectual skills), the affective domain (attitudes, values, interests and feelings), and the psychomotor domain (physical and motor skills). An assessment can reach a domain only to the extent that its tasks make that domain's behaviour observable.

Applying it to this case. Our present system of examination combines written theory papers with practical examinations, laboratory work, viva and demonstrations. The written papers elicit recall, understanding and reasoning, so they measure the cognitive domain directly. The practical and demonstration components make physical skills observable, so they give at least a partial measure of the psychomotor domain. Attitudes, values and emotional responses, however, are internal dispositions that neither a timed written paper nor a practical test can reliably bring to the surface.

Comparing the three domains:

• Cognitive — measured directly by written papers.

• Psychomotor — made observable through practicals, viva and demonstrations.

• Affective — inner attitudes and values that no component of the present system captures.

Because cognitive and psychomotor objectives both find a place in the present system while affective objectives find none, the affective domain is uniquely the one left unevaluated. This matches the standard finding that affective outcomes are harder to measure than either cognitive or psychomotor outcomes.