Two instruments and instructional activities were pilot tested to determine if they could be used in a later evaluation study of a Domain of Cognition model, developed by Robert J. Stahl as an alternative to Bloom's Taxonomy. The model, intended to help educators more effectively plan for, implement, monitor, and evaluate instruction, was proposed as being a representation of a sequence of expected behavioral outcomes that may result from instruction. After instruction has taken place and after students have been given the time to make use of different types of information, it was contended that the sequence of outcome behaviors should occur as depicted in the Domain of Cognition. Two fifth and sixth grade classes participated in the study. Major findings include the following. The instructional activities and the immediate and delayed posttests were clearly understood by the students. The internal consistency for both posttests was high. The mean score performance was not in a descending order on either the immediate or the delayed posttest. Based upon these results, the decision was made to conduct the larger study. Appendices contain the tests and the instructional activities. (RM)