Bloom's Taxonomy Learning Activities and Assessments

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

cognitive domain

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

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

 
Learning Activities
Assessments

Remember

Retain, recall and recognize knowledge

  • Flashcards
  • Highlight key words
  • List
  • Memory activities
  • Reading materials
  • Watching presentations and videos

Understand

Translate and interpret knowledge

  • Concept map
  • Create a summary
  • Essay
  • Diagrams
  • Infographics
  • Matrix activity
  • One-minute paper
  • Presentation
  • Provide examples
  • Quizzes
  • Short answers

Apply

Apply knowledge to different situations

  • Discussion board post
  • E-portfolio
  • Lab reports
  • One-minute paper
  • Presentation
  • Problem-solving tasks
  • Short answers
  • Tests

Analyze

Break down information to look at relationships

  • Case studies
  • Compare and contrast (with charts, tables, Venn diagram)
  • Concept map
  • Debates
  • Discussions
  • Flowchart
  • Graph
  • Group investigation
  • Mind map
  • Questionnaires
  • Report/survey
  • Think-pair-share

Evaluate

Make judgements based on evidence found

  • Argumentative or persuasive essay
  • Debates
  • Discussions
  • Presentation
  • Provide alternative solutions
  • Report

Create

Compile information to generate new solutions

  • Brainstorm
  • Decision-making tasks
  • Develop and describe new solutions or plans
  • Performances
  • Presentations
  • Research projects
  • Written assignment
  • Develop criteria to evaluate product or solution
  • Grant proposal
  • Outline alternative solutions
  • Research proposal

References

AFFECTIVE DOMAIN

Bloom's Taxonomy: Affective Domain (PDF)

Affective Domain: emotional response concerning one's attitudes, values and appreciation for motivation in learning

affective domain

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

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

Receiving

Being willing to listen and be aware to receive knowledge
  • Attend focus groups
  • Listen as audience to a presentation
  • Read articles/papers/textbooks
  • Watch a video
  • Feedback forms
  • Fill-in-the-blanks
  • Knowledge survey
  • List
  • Match
  • Memory tests
  • One-minute paper
  • Qualitative interviews
  • Test activities (recall and verbalize reactions)
  • Write summary on key points of presentation

Responding

Actively participating and engaging to transfer knowledge
  • Active participating in classroom activities
  • Brainstorm ideas
  • Group discussions
  • Present in front of audience 
  • Problem solving activities
  • Role-play
  • Written assignments (essays, reports etc.)
  • Answer questions
  • Ability to follow procedures
  • Critical questioning
  • Feedback and peer evaluation
  • One-minute paper
  • Questionnaires
  • Willingness to participate

Valuing

Finds value and worth in one's learning and is motivated to continue
  • Attendance
  • Neatfulness and carefulness (with minimal errors) of submitted work
  • Meet deadlines
  • Proposals of new plans
  • Questionnaires
  • Rating scale
  • Reflection paper
  • Report on extra-curricular activities
  • Ungraded paper

Organization

Integrating and comparing values, ordering them according to priorities
  • Analyze and contrast (with charts, tables, Venn diagrams)
  • Concept map (report formal or informal experiences and identify skills)
  • Develop realistic aspirations
  • Prioritize time to meet goals (hand work in on time)
  • Focus groups
  • Questionnaires
  • Ability to solve new problems

Characterization

Value that will control the outcome and behaviour

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.

psychomotor domain

 

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

arranges

begins

demonstrates

displays

explains

moves

prepares

proceeds

reacts

responds

shows

states

 

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
Set 
 
How ready one is to act (physically, mentally and spiritually)
 
 
  • Attend project exhibition
  • Observe demonstrations through audio, videos, visuals
  • Listen to music
  • Prepare blueprints and designs for construction
  • Set-up and warm-up before exercise
  • Set-up machine
  • Set-up lab equipment for experiments
  • Pre-lab assessment 
  • Self-criteria
  • Summary of demonstration of process
Guided Response
 
Beginner level, learns through trial and error by practicing
  • Complete training
  • Experiment using new tools/instruments through trial and error
  • Follows manual to run and program machine
  • Games and hands-on activities
  • Use new tools by following demonstrations or being guided by mentor
  • Evaluate accuracy with criteria on standard performance
  • Give feedback
Mechanism
 
Intermediate level, develops  proficiency and action becomes habitual
  • Cognitive rehearsal of physical task
  • Perform gross motor movements (ex. dead lift, squats etc.)
  • Practice instruments and use controlled movements
  • Program and practice running machines 
  • Practice using equipment
  • Performance test (performance indicator)
  • Self-evaluation on progress and confidence in performing movement 
Complex Overt Response
 
Expert level, high proficiency and performs with accuracy
  • Control and use correct movements when playing instruments
  • Final projects
  • Operate and run machines efficiently (ex. drill press, band saw, pump etc.)
  • Perform fine movements (ex. adjust stopcock of a burette)
  • Use equipment with confidence
  • Clinical exams
  • Final project (ex. create project exhibition)
  • Performance 
Adaptation
 
Skills strongly developed and can be modified in different situations
  • Control fine movement changes required for music dynamics and style
  • Field-trips
  • Strategic games
  • Revise and improve procedures of movements
  • Use tools for situations outside typical discipline
  • Assess and evaluate outcomes
  • Self-criteria
Origination
 
Create new procedures and solutions to approach various situations
  • Creates own choreography 
  • Creates own process in executing physical tasks
  • Strategically creates own workout plans
  • Assess and evaluate outcomes
  • Rubric
  • Self-criteria

References

This resource was developed by Sarah Vu Nguyen, a CTE co-op student in the Winter 2019 term. 

Support

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the CTE Support page to find the most relevant staff member to contact. 

teaching tipsThis Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Bloom's Taxonomy Learning Activities and AssessmentsCentre for Teaching Excellence, University of Waterloo