Bloom's Taxonomy was created in 1956 under the leadership of
educational psychologist Dr Benjamin Bloom in order to promote higher forms of
thinking in education, such as analyzing and evaluating concepts,
processes, procedures, and principles, rather than
just remembering facts (rote learning). It is most often used when designing
educational, training, and learning processes.
The Three Domains
of Learning
The
committee identified three domains of educational activities or learning
(Bloom, et al. 1956):
·
Cognitive: mental skills (knowledge)
·
Affective: growth in feelings or emotional areas (attitude
or self)
·
Psychomotor: manual or physical skills (skills)
Since the work was produced by
higher education, the words tend to be a little bigger than we normally use.
Domains may be thought of as categories. Instructional designers, trainers, and
educators often refer to these three categories as KSA (Knowledge [cognitive], Skills [psychomotor],
and Attitudes [affective]). This taxonomy of learning behaviors may be
thought of as “the goals of the learning process.” That is, after a learning
episode, the learner should have acquired a new skill, knowledge, and/or
attitude.
While the committee produced an
elaborate compilation for the cognitive and affective domains, they omitted the
psychomotor domain. Their explanation for this oversight was that they have
little experience in teaching manual skills within the college level. However,
there have been at least three
psychomotor models created by other
researchers.
Their compilation divides the
three domains into subdivisions, starting from the simplest cognitive process
or behavior to the most complex. The divisions outlined are not absolutes and
there are other systems or hierarchies that have been devised, such as
the Structure of
Observed Learning Outcome (SOLO). However, Bloom's
taxonomy is easily understood and is probably the most widely applied one in
use today.
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 each
category):
·
Knowledge
·
Comprehension
·
Application
·
Analysis
·
Synthesis
·
Evaluation
The categories can be thought of as degrees
of difficulties. That is, the first ones must normally be mastered before the
next one can take place.
Table of The Cognitive Domain
(original)
Category
|
Example, Key Words
(verbs), and Technologies for Learning (activities)
|
Knowledge: Recall data or information.
|
Examples: Recite a policy. Quote prices from memory
to a customer. Know the safety rules. Define a term.
Key
Words: arranges, defines, describes,
identifies, knows, labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states
Technologies: bookmarking, flash cards, Internet search, reading
|
Comprehension: Understand the meaning, translation,
interpolation, and interpretation of instructions and problems. State a
problem in one's own words.
|
Examples: Rewrites the principles of test writing.
Explain in one's own words the steps for performing a complex task.
Translates an equation into a computer spreadsheet.
Key
Words: comprehends, converts,
diagrams, defends, distinguishes, estimates, explains, extends, generalizes,
gives an example, infers, interprets, paraphrases, predicts, rewrites,
summarizes, translates
Technologies: create an analogy, participating in cooperative
learning, taking notes, story telling
|
Application: 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.
|
Examples: Use a manual to calculate an employee's
vacation time. Apply laws of statistics to evaluate the reliability of a
written test.
Key
Words: applies, changes, computes,
constructs, demonstrates, discovers, manipulates, modifies, operates,
predicts, prepares, produces, relates, shows, solves, uses
Technologies: collaborative learning, create a process,
material good, etc.), blog, practice
|
Analysis: Separates material or concepts into
component parts so that its organizational structure may be understood.
Distinguishes between facts and inferences.
|
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.
Key
Words: analyzes, breaks down,
compares, contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates, infers, outlines,
relates, selects, separates
Technologies: fishbowls, debating, questioning what happened, run a
test
|
Synthesis: Builds a structure or pattern from
diverse elements. Put parts together to form a whole, with emphasis on
creating a new meaning or structure.
|
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.
Key
Words: categorizes, combines,
compiles, composes, creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates, reorganizes, revises,
rewrites, summarizes, tells, writes
Technologies: essay, networking
|
Evaluation: Make judgments about the value of ideas
or materials.
|
Examples: Select the most effective solution. Hire
the most qualified candidate. Explain and justify a new budget.
Key
Words: appraises, compares,
concludes, contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets, justifies, relates,
summarizes, supports
Technologies: survey, blogging
|
Bloom's Revised Taxonomy
Lorin Anderson, a former student of Bloom,
and David Krathwohl revisited the cognitive domain in the mid-nineties and made
some changes, with perhaps the three most prominent ones being (Anderson,
Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):
·
changing the names in the six categories from
noun to verb forms
·
rearranging them as shown in the chart below
·
creating a processes and levels of
knowledge matrix
The chart shown below compares the original
taxonomy with the revised one:
This
new taxonomy reflects a more active form of thinking and is perhaps more
accurate. The new version of Bloom's Taxonomy, with examples and keywords is
shown below,
Table of the Revised
Cognitive Domain
Category
|
Examples, key words
(verbs), and technologies for learning (activities)
|
Remembering: Recall or retrieve previous learned
information.
|
Examples: Recite a policy. Quote prices from memory
to a customer. Recite the safety rules.
Key
Words: defines, describes,
identifies, knows, labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states
Technologies: book marking, flash cards, rote learning based on
repetition, reading
|
Understanding: Comprehending the meaning, translation,
interpolation, and interpretation of instructions and problems. State a
problem in one's own words.
|
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.
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 in cooperative learning, taking notes, storytelling, Internet
search
|
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.
|
Examples: Use a manual to calculate an employee's
vacation time. Apply laws of statistics to evaluate the reliability of a
written test.
Key
Words: applies, changes, computes,
constructs, demonstrates, discovers, manipulates, modifies, operates,
predicts, prepares, produces, relates, shows, solves, uses
Technologies: collaborative
learning, create a process, blog,
practice
|
Analyzing: Separates material or concepts into
component parts so that its organizational structure may be understood.
Distinguishes between facts and inferences.
|
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.
Key
Words: analyzes, breaks down,
compares, contrasts, diagrams, deconstructs, differentiates, discriminates,
distinguishes, identifies, illustrates, infers, outlines, relates, selects,
separates
Technologies: Fishbowls, debating, questioning what happened, run
a test
|
Evaluating: Make judgments about the value of ideas
or materials.
|
Examples: Select the most effective solution. Hire
the most qualified candidate. Explain and justify a new budget.
Key
Words: appraises, compares,
concludes, contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets, justifies, relates,
summarizes, supports
Technologies: survey, blogging
|
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.
|
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.
Key
Words: categorizes, combines,
compiles, composes, creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates, reorganizes, revises,
rewrites, summarizes, tells, writes
Technologies: Create a new model, write an essay, network with
others
|
Affective Domain
The
affective domain is one of three domains in Bloom's Taxonomy, with the other
two being the cognitive and psychomotor (Bloom,
et al., 1956).
The
affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which
we deal with things emotionally, such as feelings, values,
appreciation, enthusiasms, motivations, and attitudes.
The five major categories are listed from the simplest behavior to the most
complex:
Category
|
Example and Key Words (verbs)
|
Receiving
Phenomena: Awareness, willingness to
hear, selected attention.
|
Examples: Listen to others with respect. Listen for
and remember the name of newly introduced people.
Key
Words: acknowledge, asks, attentive,
courteous, dutiful, follows, gives, listens, understands
|
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 respond, or
satisfaction in responding (motivation).
|
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.
Key
Words: answers, assists, aids,
complies, conforms, discusses, greets, helps, labels, performs, presents,
tells
|
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 identifiable.
|
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.
Key
Words: appreciates, cherish,
treasure, demonstrates, initiates, invites, joins, justifies, proposes,
respect, shares
|
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.
|
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
|
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).
|
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.
Key
Words: acts, discriminates,
displays, influences, modifies, performs, qualifies, questions, revises,
serves, solves, verifies
|
Psychomotor Domain
The
psychomotor domain (Simpson, 1972) includes physical movement, coordination,
and use of the motor-skill areas. Development of these skills requires practice
and is measured in terms of speed, precision, distance, procedures, or
techniques in execution. Thus, psychomotor skills rage from manual tasks, such
as digging a ditch or washing a car, to more complex tasks, such as operating a
complex piece of machinery or dancing.
The seven major categories are
listed from the simplest behavior to the most complex:
Category
|
Example and Key
Words (verbs)
|
Perception
(awareness): The ability to use sensory
cues to guide motor activity. This ranges from sensory stimulation, through
cue selection, to translation.
|
Examples: Detects non-verbal communication
cues. Estimate where a ball will land after it is thrown and then moving to
the correct location to catch the ball. Adjusts heat of stove to correct
temperature by smell and taste of food. Adjusts the height of the forks on a
forklift by comparing where the forks are in relation to the pallet.
Key
Words: chooses, describes, detects,
differentiates, distinguishes, identifies, isolates, relates, selects.
|
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).
|
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.
|
Guided
Response: The early stages in learning
a complex skill that includes imitation and trial and error. Adequacy of
performance is achieved by practicing.
|
Examples: Performs a mathematical equation as
demonstrated. Follows instructions to build a model. Responds hand-signals of
instructor while learning to operate a forklift.
Key
Words: copies, traces, follows,
react, reproduce, responds
|
Mechanism
(basic proficiency): This is the intermediate
stage in learning a complex skill. Learned responses have become
habitual and the movements can be performed with some confidence and
proficiency.
|
Examples: Use a personal
computer. Repair a leaking faucet. Drive a car.
Key
Words: assembles, calibrates,
constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches.
|
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.
|
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.
|
Adaptation: Skills are well developed and the
individual can modify movement patterns to fit special requirements.
|
Examples: Responds effectively to
unexpected experiences. Modifies instruction to meet the needs of the
learners. Perform a task with a machine that it was not originally intended
to do (machine is not damaged and there is no danger in performing the new
task).
Key
Words: adapts, alters, changes,
rearranges, reorganizes, revises, varies.
|
Origination: Creating new movement patterns to fit a
particular situation or specific problem. Learning outcomes emphasize
creativity based upon highly developed skills.
|
Examples: Constructs a new theory.
Develops a new and comprehensive training programming. Creates a new
gymnastic routine.
Key
Words: arranges, builds, combines,
composes, constructs, creates, designs, initiate, makes, originates.
|
Other Psychomotor Domain Taxonomies
As mentioned earlier, the
committee did not produce a compilation for the psychomotor domain model, but others
have. The one discussed above is by Simpson (1972). There are two other popular
versions by Dave (1970) and Harrow (1972):
Dave (1975):
Category
|
Example and Key
Words (verbs)
|
Imitation — Observing and patterning behavior after someone
else. Performance may be of low quality.
|
Examples: Copying a work of art. Performing a
skill while observing a demonstrator.
Key
Words: copy, follow, mimic, repeat,
replicate, reproduce, trace
|
Manipulation — Being able to perform certain actions by memory
or following instructions.
|
Examples: Being able to perform a skill on
one's own after taking lessons or reading about it. Follows instructions to
build a model.
Key
Words: act, build, execute, perform
|
Precision — Refining, becoming more exact. Performing a
skill within a high degree of precision
|
Examples: Working and reworking something, so
it will be “just right.” Perform a skill or task without assistance.
Demonstrate a task to a beginner.
Key
Words: calibrate, demonstrate,
master, perfectionism
|
Articulation — Coordinating and adapting a series of actions
to achieve harmony and internal consistency.
|
Examples: Combining a series of skills to
produce a video that involves music, drama, color, sound, etc. Combining a
series of skills or activities to meet a novel requirement.
Key
Words: adapt, constructs, combine,
creates, customize, modifies, formulate
|
Naturalization — Mastering a high level performance until it
become second-nature or natural, without needing to think much about it.
|
Examples: Maneuvers a car into a tight
parallel parking spot. Operates a computer quickly and accurately. Displays
competence while playing the piano. Michael Jordan playing basketball or
Nancy Lopez hitting a golf ball.
Key
Words: create, design, develop,
invent, manage, naturally
|
Harrow (1972):
Category
|
Example and Key
Words (verbs)
|
Reflex Movements — Reactions that are not learned, such as a
involuntary reaction
|
Examples: instinctive response
Key
Words: react, respond
|
Fundamental Movements — Basic movements such as walking, or
grasping.
|
Examples: perform a simple task
Key
Words: grasp an object, throw a
ball, walk
|
Perceptual Abilities — Response to stimuli such as visual,
auditory, kinesthetic, or tactile discrimination.
|
Examples: track a moving object, recognize a
pattern
Key
Words: catch a ball, draw or write
|
Physical Abilities (fitness) — Stamina that must be developed for
further development such as strength and agility.
|
Examples: gain strength, run a marathon
Key
Words: agility, endurance, strength
|
Skilled movements — Advanced learned movements as one would
find in sports or acting.
|
Examples: Using an advanced series of
integrated movements, perform a role in a stage play or play in a set of
series in a sports game.
Key
Words: adapt, constructs, creates,
modifies
|
Nondiscursive communication— Use effective body language, such as
gestures and facial expressions.
|
Examples: Express one's self by using
movements and gestures
Key
Words: arrange, compose,
interpretation
|
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