For more information related to Bloom's Taxonomy, refer to the Bloom's Taxonomy Teaching Tip.
COGNITIVE DOMAIN
Bloom's Taxonomy: Cognitive Domain (PDF)
Cognitive Domain: intellectual skills and abilities required for learning, thinking critically and problem solving
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Remember Retain, recall and recognize knowledge |
Understand Translate and interpret knowledge |
Apply Apply knowledge to different situations |
Analyze Break down information to look at relationships |
Evaluate Make judgements based on evidence found |
Create Compile information to generate new solutions |
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arrange define identify indicate label list match memorize recall recite recognize |
compare classify describe discuss explain give examples interpret paraphrase predict present report rewrite summarize |
calculate complete demonstrate execute illustrate implement modify organize practice prepare solve show use write |
categorize contrast compare criticize debate differentiate experiment inspect infer investigate organize outline question separate test |
attribute argue assess check compare conclude contrast criticize critique defend examine justify measure recommend support reflect |
arrange calculate compose construct design develop devise formulate generate hypothesize plan prepare produce propose revise summarize synthesize |
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Remember Retain, recall and recognize knowledge |
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Understand Translate and interpret knowledge |
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Apply Apply knowledge to different situations |
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Analyze Break down information to look at relationships |
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Evaluate Make judgements based on evidence found |
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Create Compile information to generate new solutions |
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References
- Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
- IUPUI Center of Teaching and Learning. (2006). Bloom’s Taxonomy “Revised” Key Words, Model Questions, & Instructional Strategies.
AFFECTIVE DOMAIN
Bloom's Taxonomy: Affective Domain (PDF)
Affective Domain: emotional response concerning one's attitudes, values and appreciation for motivation in learning
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Receiving Being willing to listen and be aware to receive knowledge |
Responding Actively participating and engaging to transfer knowledge |
Valuing Finds value and worth in one's learning and is motivated to continue |
Organization Integrating and comparing values, ordering them according to priorities |
Characterization Value that will control the outcome and behaviour |
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acknowledge ask attend choose describe follow give identify listen name reply select |
agree to answer ask assist clarify communicate contribute cooperate discuss help indicate inquire participate question |
accept approve complete choose commit describe debate demonstrate differentiate explain establish identify initiate justify prepare refute |
adapt arrange categorize classify compare complete defend explain establish formulate generate identify integrate modify order prepare rank relate |
act arrange behave characterize defend display exemplify function incorporate influence justify listen maintain modify practice preserve perform propose question revise |
| Learning Activities | Assessments | |
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Receiving Being willing to listen and be aware to receive knowledge |
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Responding Actively participating and engaging to transfer knowledge |
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Valuing Finds value and worth in one's learning and is motivated to continue |
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Organization Integrating and comparing values, ordering them according to priorities |
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Characterization Value that will control the outcome and behaviour |
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References
- Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay Company Inc.
- University of Mississippi School of Education. (2007). Bloom’s Taxonomy: Affective Domain. Retrieved from: http://www.olemiss.edu/depts/educ_school2/docs/stai_manual/manual9.htm
PSYCHOMOTOR DOMAIN
Bloom's Taxonomy: Psychomotor Domain (PDF)
Psychomotor Domain: ability to use motor skills that includes physical movement, reflex and coordination to develop techniques in execution, in accuracy and time.
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Set How ready one is to act (physically, mentally, emotionally and spiritually) |
Guided Response Beginner level, learns through trial and error by practicing |
Mechanism Intermediate level, develops proficiency and action becomes habitual |
Complex Overt Response Expert level, high proficiency and performs with accuracy |
Adaptation Skills strongly developed and can be modified in different situations |
Origination Create new procedures and solutions to approach various situations |
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arranges begins demonstrates displays explains moves prepares proceeds reacts responds shows states
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assembles attempts builds copies follows imitates reacts reproduces responds traces tries |
assembles constructs dismantles displays fastens fixes grinds measures mends mixes organizes sketches |
assembles builds calibrates constructs dismantles display fastens fixes grinds heats measures mends mixes operates organizes performs sketches |
adapts alters changes modifies rearranges reorganize revise varies |
arranges builds combines composes constructs creates designs formulates initiates makes modifies originates re-designs |
| Learning Activities | Assessments | |
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Set
How ready one is to act (physically, mentally and spiritually)
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Guided Response
Beginner level, learns through trial and error by practicing
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Mechanism
Intermediate level, develops proficiency and action becomes habitual
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Complex Overt Response
Expert level, high proficiency and performs with accuracy
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Adaptation
Skills strongly developed and can be modified in different situations
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Origination
Create new procedures and solutions to approach various situations
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References
- Clark, D.R. (1999). Bloom’s Taxonomy: The Psychomotor Domain.
- Simpson, E.J. (1966). The Classifications of Educational Objectives, Psychomotor Domain. University of Illinois. Urbana, Illinois.
Support
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