Page 407 - Foundations of Learning, 4th Edition (Revised)

APPENDIX B: CLASSIFICATION OF LEARNING SKILLS

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Wellness
ASSESSMENT
ASSESSMENT

Affective Domain Psychomotor Domain Cognitive Domain Social Domain

The Classification of Learning Skills for Educational Enrichment and Assessment (CLS) represents a
15-year research effort by a team of process educators who created this resource to assist with the holistic
development of their students. Used by both faculty and students, the CLS is a valuable tool which helps
to identify key processes and skills fundamental to learning. It also provides the framework for making
quality assessments of performance and serves as a guide for improving assessment and self-assessment
skills.

Faculty who teach using active learning formats will find this resource especially useful when measuring,
assessing, and improving student performance. Students can use the CLS to identify the most important
skills required to perform at the level of a skilled practitioner in various content areas.

What is a Learning Skill?

Learning skills are discrete entities that are embedded in everyday behavior and operate in conjunction
with specialized knowledge. They can be consciously improved and refined. Once they are, the rate and
effectiveness of overall learning increases. They can be identified at an early stage of a learner’s development.
No matter what a person’s age or experience, learning skills can be improved, leading to higher levels of
performance through self-assessment, self-discipline, or guidance by a mentor. This growth in learning
skill development is usually triggered by a learning challenge of some kind and is facilitated by actions
built on a shared language between mentor and mentee.

Development of the Classification

Initial work on The Classification of Learning Skills focused on the cognitive domain, looking primarily at
critical thinking and problem solving skills. Benjamin Bloom’s Taxonomy of Educational Objectives served
as a resource during the construction of the cognitive domain. Efforts to build the social domain coincided
with research projects such as the SCANS Report (Secretary’s Commission on Achieving Necessary Skills),
which pointed out the need to help students develop communication, teamwork, and management skills.
Daniel Goleman’s seminal work on emotional intelligence profoundly informed the work on the affective
domain learning skills. The CLS was further expanded when levels for learner performance were identified
and terms such as “enhanced learner” and “self-grower” were introduced. By continuing the dialog about
the design, implementation, and measurement of general education courses, educators across the nation
have aided in the continual refinement of the CLS.

Appendix B: Classification of Learning Skills 401