B l o o m ' s Ta x o n o m y o f L e a r n i n g
Domain
The three domains of educational activities or learning are:
o Cognitive: mental skills (knowledge)
o Affective: growth in feelings or emotional areas (attitude or self)
o Psychomotor: manual or physical skills (skills)
Domains may be thought of as categories. This taxonomy of learning
behaviors may be thought of as the goals of the learning process.
Their compilation divides the three domains into subdivisions,
starting from the simplest cognitive process or behavior to the most
complex.
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):
o Knowledge
Remembering
o Comprehension Understanding
o Application
Applying
o Analysis
Analysing
o Synthesis
Evaluating
o Evaluation
Creating
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.
B l o o m ' s R e v i s e d Ta x o n o m y
o changing the names in the six categories from noun to verb
forms
o rearranging them as shown in the chart below
o creating a processes and levels of knowledge matrix
The chart shown below compares the original taxonomy with the
revised one:
Ta b l e o f t h e R e v i s e d C o g n i t i v e
Domain
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.
Remembering: Recall or
retrieve previous learned
information.
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
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,
problem in one's own words.
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
Examples: Select the most effective
solution. Hire the most qualified candidate.
Explain and justify a new budget.
Evaluating: Make
judgments about the value
of ideas or materials.
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
B l o o m ' s Ta x o n o m y : T h e A ff e c t i v e D o m a i n
The affective domain 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
Receiving Phenomena: Awareness,
willingness to hear, selected attention.
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).
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.
Example and Key Words (verbs)
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
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
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
B l o o m ' s Ta x o n o m y : T h e P s y c h o m o t o r D o m a i n
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.
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: 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
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.
Adaptation: Skills are well
developed and the individual can
modify movement patterns to fit
special requirements.
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.
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.
O t h e r P s y c h o m o t o r D o m a i n Ta x o n o m i e s
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
Imitation Observing and
patterning behavior after
someone else. Performance
may be of low quality.
Manipulation Being able
to perform certain actions by
memory or following
instructions.
Example and Key Words (verbs)
Examples: Copying a work of art.
Performing a skill while observing a
demonstrator.
Key Words: copy, follow, mimic, repeat,
replicate, reproduce, trace
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
Articulation Coordinating
and adapting a series of
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
Examples: Combining a series of skills to
produce a video that involves music,
actions to achieve harmony
and internal consistency.
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 secondnature 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
Fundamental Movements
Basic movements such as
walking, or grasping.
Key Words: react, respond
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
Physical Abilities (fitness)
Examples: gain strength, run a
Key Words: catch a ball, draw or write
Stamina that must be developed
for further development such as
strength and agility.
Skilled movements Advanced
learned movements as one would
find in sports or acting.
marathon
Key Words: agility, endurance,
strength
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
