BLOOM'S TAXONOMY OF LEARNING DOMAINS
The
Three
Domains
of
Learning
The
committee
identified
threedomainsof
educational
activities or learning(Bloom, et
al. 1956):
Cognitive:
mental
skills
(knowledge)
Affective: growth in feelings or
Cognitive Domain
The
cognitive
domain
involves
knowledge and the development of
intellectual skills (Bloom, 1956).
This includes the recall or recognition
of specific facts, procedural patterns, and
concepts that serve in the development
of intellectual abilities and skills.
There are six major categories of
cognitive an processes, starting from the
simplest to the most complex (see the
table below for an in-depth coverage of
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Bloom's Revised Taxonomy
Category
Examples, key words (verbs), and
technologies
for
learning
(activities)
Examples: Recite a policy.
Quote prices from memory
to a customer. Recite the
safety rules.
Key
Words:
defines,
describes, identifies, knows,
REMEMBERING:
Recall
or
labels,
lists,
matches,
retrieve
previous
learned
names, outlines, recalls,
information.
recognizes,
reproduces,
selects, states
Technologies:
book
marking, flash cards, rote
learning
based
on
Category
Examples, key words (verbs), and
technologies
for
learning
(activities)
Examples: Rewrite the principles
of test writing. Explain in one's
own
words
the
steps
for
performing a complex task.
Translate an equation into a
computer spreadsheet.
UNDERSTANDING:
Comprehending the meaning,
translation, interpolation, and
interpretation of instructions and
problems. State a problem in
one's own words.
Key
Words:
comprehends,
converts, defends, distinguishes,
estimates,
explains,
extends,
generalizes, gives an example,
infers, interprets, paraphrases,
predicts, rewrites, summarizes,
translates
Technologies:
create
an
analogy,
participating
incooperative learning, taking
Category
Examples, key words (verbs), and
technologies
for
learning
(activities)
Examples: Use a manual to
calculate
an
employee's
vacation time. Apply laws of
statistics to evaluate the
reliability of a written test.
APPLYING: Use a concept in a
new situation or unprompted
use of an abstraction. Applies
what was learned in the
classroom into novel situations
in the work place.
Key Words: applies, changes,
computes,
constructs,
demonstrates,
discovers,
manipulates,
modifies,
operates, predicts, prepares,
produces,
relates,
shows,
solves, uses
Technologies:collaborative
learning, create a process,
Category
Examples, key words (verbs), and
technologies
for
learning
(activities)
Examples: Troubleshoot a piece of
equipment
by
using
logical
deduction.
Recognize
logical
fallacies in reasoning.Gathers
information from a department
and selects the required tasks for
training.
ANALYZING: Separates material
or concepts into component parts
so
that
its
organizational
structure may be understood.
Distinguishes between facts and
inferences.
Key Words: analyzes, breaks
down,
compares,
contrasts,diagrams,
deconstructs,
differentiates,
discriminates,
distinguishes,
identifies,
illustrates,
infers,
outlines,
relates,
selects,
separates
Technologies:Fishbowls,
Category
Examples, key words (verbs), and
technologies
for
learning
(activities)
Examples: Select the most
effective solution. Hire the
most qualified candidate.
Explain and justify a new
budget.
Key
Words:
appraises,
EVALUATING:
Make compares,
concludes,
judgments about the value contrasts,
criticizes,
of ideas or materials.
critiques,
defends,
describes,
discriminates,
evaluates,
explains,
interprets, justifies, relates,
summarizes, supports
Category
Examples, key words (verbs), and
technologies
for
learning
(activities)
Examples: Write a company
operations or process manual.
Design a machine to perform a
specific task. Integrates training
from several sources to solve a
problem. Revises and process to
improve the outcome.
CREATING: Builds a structure or
pattern from diverse elements.
Put parts together to form a
whole, with emphasis on creating
a new meaning or structure.
Key Words: categorizes,
combines,
compiles,
composes, creates, devises,
designs,
explains,
generates,
modifies,
organizes,
plans,
rearranges,
reconstructs,
relates,
reorganizes,
revises,
rewrites,
The
Knowled
ge
Dimensi
on
Rememb Underer
stand
Facts
list
Concept
s
recall
Apply
Analyze
Evaluate Create
paraphrase
classify
outline
rank
categori
ze
explains
show
contrast
criticize
modify
Processe
outline
s
estimate produce
diagram
defend
design
Procedu
res
give an
example
relate
identify
critique
plan
Principle
state
s
converts
solve
different
conclude revise
-iates
Metacognitiv
e
interpret discover
reprodu
ce
proper
use
infer
predict
actualize
Bloom's Taxonomy: The Affective Domain
Category
Example and Key Words
(verbs)
Examples: Listen to
others with respect.
Listen
for
and
remember the name of
Receiving Phenomena:
newly
introduced
Awareness, willingness
people.
to
hear,
selected
Key
Words:
attention.
acknowledge,
asks,
attentive,
courteous,
dutiful, follows, gives,
listens, understands
Category
Example and Key Words
(verbs)
Examples: Participates in class
discussions. Gives a presentation.
Questions new ideals, concepts,
models, etc. in order to fully
understand them. Know the
safety rules and practice them.
Responds
to
Phenomena:
Active participation on the part of
the learners. Attend and react to
a
particular
phenomenon.
Learning
outcomes
may
emphasize
compliance
in
responding,
willingness
to Key Words: answers, assists,
respond,
or
satisfaction
in aids,
complies,
conforms,
responding (motivation).
discusses, greets, helps, labels,
performs, presents, tells
Category
Example and Key Words
(verbs)
Examples: Demonstrates belief in
the
democratic
process.
Is
sensitive towards individual and
cultural
differences
(value
diversity). Shows the ability to
solve problems. Proposes a plan
to
social
improvement
and
follows
through
with
commitment.
Informs
management on matters that one
feels strongly about.
Valuing: The worth or value a
person attaches to a particular
object,
phenomenon,
or
behavior.This ranges from simple
acceptance to the more complex
state of commitment. Valuing is
based on the internalization of a
set of specified values, while
clues to these values are
expressed in the learner's overt
behavior
and
are
often Key Words: appreciates, cherish,
identifiable.
treasure, demonstrates, initiates,
invites, joins, justifies, proposes,
respect, shares
Category
Organization: Organizes values
into priorities by contrasting
different
values,
resolving
conflicts between them, and
creating an unique value system.
The emphasis is on comparing,
relating,
and
synthesizing
values.
Example and Key Words
(verbs)
Examples: Recognizes the need
for balance between freedom and
responsible behavior. Explains
the role of systematic planning in
solving
problems.
Accepts
professional ethical standards.
Creates a life plan in harmony
with abilities, interests, and
beliefs. Prioritizes time effectively
to meet the needs of the
organization, family, and self.
Key Words: compares, relates,
synthesizes
Category
Example and Key Words
(verbs)
Examples: Shows self-reliance
when working independently.
Cooperates in group activities
(displays teamwork). Uses an
objective approach in problem
solving. Displays a professional
commitment to ethical practice
on
a
daily
basis.
Revises
judgments and changes behavior
in light of new evidence. Values
people for what they are, not how
they look.
Internalizes
Values(characterization): Has
a value system that controls their
behavior.
The
behavior
is
pervasive,
consistent,
predictable, and most important
characteristic of the learner.
Instructional
objectives
are
concerned with the student's
general patterns of adjustment
(personal, social, emotional).
Key Words: acts, discriminates,
displays, influences, modifies,
performs, qualifies, questions,
revises, serves, solves, verifies
Bloom's Taxonomy: The Psychomotor Domain
Example and Key Words
(verbs)
Examples: Detects nonverbal communication cues.
Estimate where a ball will
land after it is thrown and
then moving to the correct
location to catch the ball.
PERCEPTION
Adjusts heat of stove to
(AWARENESS): The ability correct
temperature
by
to use sensory cues to guide smell and taste of food.
motor activity. This ranges Adjusts the height of the
from sensory stimulation, forks on a forklift by
through cue selection, to comparing where the forks
translation.
are in relation to the pallet.
Category
Key
Words:
describes,
chooses,
detects,
Category
SET: Readiness to act.It includes
mental, physical, and emotional
sets. These three sets are
dispositions that predetermine a
person's response to different
situations
(sometimes
called
mindsets).
Example
(verbs)
and
Key
Words
Examples: Knows and acts upon
a sequence of steps in a
manufacturing
process.
Recognize one's abilities and
limitations. Shows desire to learn
a new process (motivation).
NOTE:
This
subdivision
of
Psychomotor is closely related
with
the
Responding
to
phenomena subdivision of the
Affective domain.
Key Words: begins, displays,
explains,
moves,
proceeds,
reacts, shows, states, volunteers.
Category
Example
(verbs)
and
Key
Words
Examples:
Performs
a
mathematical equation as
demonstrated.
Follows
GUIDED RESPONSE: The instructions to build a
early stages in learning a model.
Responds
handcomplex skill that includes signals of instructor while
imitation and trial and error. learning
to
operate
a
Adequacy of performance is forklift.
achieved by practicing.
Key Words: copies, traces,
follows, react, reproduce,
responds
Category
Example
(verbs)
and
Key
Words
Examples: Use a personal
MECHANISM
(basic computer.Repair a leaking
proficiency): This is the faucet. Drive a car.
intermediate
stage
in
learning
a
complex Key Words: assembles,
skill.Learned
responses calibrates,
constructs,
have become habitual and dismantles,
displays,
the movements can be fastens, fixes, grinds, heats,
performed
with
some manipulates,
measures,
confidence and proficiency. mends, mixes, organizes,
sketches.
Category
COMPLEX OVERT RESPONSE
(EXPERT):
The
skillful
performance of motor acts that
involve
complex
movement
patterns.Proficiency is indicated
by a quick, accurate, and highly
coordinated
performance,
requiring
a
minimum
of
energy.This category includes
performing without hesitation,
and automatic performance.For
example, players are often utter
sounds
of
satisfaction
or
expletives as soon as they hit a
tennis ball or throw a football,
because they can tell by the feel
of the act what the result will
produce.
Example
(verbs)
and
Key
Words
Examples:Maneuvers a car into a
tight
parallel
parking
spot.
Operates a computer quickly and
accurately. Displays competence
while playing the piano.
Key Words: assembles, builds,
calibrates, constructs, dismantles,
displays, fastens, fixes, grinds,
heats, manipulates, measures,
mends,
mixes,
organizes,
sketches.
NOTE: The Key Words are the
same as Mechanism, but will have
adverbs
or
adjectives
that
indicate that the performance is
quicker, better, more accurate,
etc.
Example and Key Words
(verbs)
Examples:Responds
effectively to unexpected
experiences.
Modifies
instruction to meet the
needs of the learners.
ADAPTATION: Skills are Perform a task with a
well developed and the machine that it was not
individual
can
modify originally intended to do
movement patterns to fit (machine is not damaged
special requirements.
and there is no danger in
performing the new task).
Category
Key Words: adapts, alters,
changes,
rearranges,
reorganizes, revises, varies.
Category
Example
(verbs)
and
Key
Words
Examples:Constructs
a
new theory. Develops a new
ORIGINATION:
Creating and comprehensive training
new movement patterns to programming. Creates a
fit a particular situation or new gymnastic routine.
specific problem. Learning
outcomes
emphasize Key
Words:
arranges,
creativity based upon highly builds,
combines,
developed skills.
composes,
constructs,
creates, designs, initiate,
makes, originates.
