COGNITIVE- Revised Bloom’s Taxonomy by Anderson •Organization- Accept responsibility, adhere, defend,

and Krathwol 2001 and formulate

CREATING- Use information to create something new •Valuing- Appreciate, follow, join, justify, show concern,
or share
EVALUATING- Examine information and make
judgments •Responding- Conform, greet, help, perform, recite, or
write
ANALYZING- Take apart the known and identify
relationships •Receiving- Ask, choose, give, locate, select, rely, or use

APPLYING Use information in a new (but similar)

UNDERSTANDING -Grasp meaning of instructional

REMEMBERING- Recall specific facts

•Origination
-Creating new skills or combining existing skills In
innovative ways.
-learners can now create new skills by combining the
existing skills in innovative way . -
Demonstrate high level mastery. Develop new ideas,
solutions, strategies at this level .
•Internalizing Values
-Value system is internalized and controls behavior. •Adaptation
-highest level of affective domain Learners can fully -Modify or adapt skills in response to changing
integrate beliefs of behavior and personality. Consistent circumstances or situations.
with their actions that deeply aligned to their values and -learners can adapt or modify the skills in response in
can demonstrate it overtime. changing Learners can adjust the approach Skill here is
modification.
•Organization
-Prioritizes values and resolves conflicts between them. Ex. Learners should rewrite the story. Modify the story
-learners organize their beliefs, priorities. Establish in their own way
priorities among their values to build or articulate the
•Mechanism
hierarchy of beliefs. Ex. Student values personal health,
-Performing a skill with a higher degree of proficiency
he will priorities things and actions that will align in that
and precision.
values.
-learners are capable of performing the skill with
•Valuing proficiency and precision without guidance.
-Places value on a behavior, idea, person. situation, etc.
•Guided response
-learner is attaching an importance, worth, significance
-Learners can perform a skill with guidance and
in the information. They can establish their priorities, in
assistance from an instructor.
their personal expression or beliefs.
-somewhat dependent on external guidance, basic
•Responding proficiency in skill.
-Learner actively responds and participates.
Ex. In literature, students will analyze stanza in the
•Receiving poem. The teacher will facilitate the discussion in
-Learner is willing to pay attention and listen with analyzing the stanza.
respect.
•Set
-level that reflects the passive stage of learning “,
- Learners prepare themselves for a specific task or skill.
accepting and open to new ideas, values and emotions
-they will set the stage, organize, prepare themselves
that instilled to them
mentally, readiness to act.
AFFECTIVE DOMAIN
•Perception
•Characterization- Assess, delegate, practice, influence, -Recognize and identify specific elements or cues within
revise, and maintain a task or situation.
-the learner will use their senses to gather information
or recognize patterns. Awareness of movements/skills.
PSYCHOMOTOR DOMAIN

Origination- Combine, compose, construct, design, or

Adaptation- Adapt, alter, change, rearrange, reorganize,

Complex Overt Response- Same as guided response

Mechanism- Same as guided response except with

Guided Response- Assemble, build, calibrate, fix, grind,

Set- Begin, move, react, respond, start, or select

Perception- Choose, detect, identify, isolate, or