Bloom's Taxonomy

2/28/2020 Bloom's taxonomy - Wikipedia

The cognitive domain (knowledge-based)

In the original version of the taxonomy, the cognitive domain is broken into the following six levels of
objectives.[10] In the 2001 revised edition of Bloom's taxonomy, the levels are slightly different:
Remember, Understand, Apply, Analyze, Evaluate, Create (rather than Synthesize).[9][11]
Knowledge
Knowledge involves recognizing or remembering facts, terms, basic concepts, or answers without
necessarily understanding what they mean. Its characteristics may include:

Knowledge of specifics—terminology, specific facts

Knowledge of ways and means of dealing with specifics—conventions, trends and sequences,
classifications and categories, criteria, methodology
Knowledge of the universals and abstractions in a field—principles and generalizations, theories
and structures
Example: Name three common varieties of apple.
Comprehension
Comprehension involves demonstrating an understanding of facts and ideas by organizing,
comparing, translating, interpreting, giving descriptions, and stating the main ideas.
Example: Compare the identifying characteristics of a Golden Delicious apple with a Granny Smith
apple.
Application
Application involves using acquired knowledge—solving problems in new situations by applying
acquired knowledge, facts, techniques and rules. Learners should be able to use prior knowledge to
solve problems, identify connections and relationships and how they apply in new situations.
Example: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C?
Analysis
Analysis involves examining and breaking information into component parts, determining how the
parts relate to one another, identifying motives or causes, making inferences, and finding evidence to
support generalizations. Its characteristics include:
Analysis of elements
Analysis of relationships
Analysis of organization
Example: List four ways of serving foods made with apples and explain which ones have the highest
health benefits. Provide references to support your statements.
https://en.wikipedia.org/wiki/Bloom%27s_taxonomy 1/5
Synthesis
Synthesis involves building a structure or pattern from diverse elements; it also refers to the act of
putting parts together to form a whole. Its characteristics include:
Production of a unique communication

Production of a plan, or proposed set of operations
Derivation of a set of abstract relations
Example: Convert an "unhealthy" recipe for apple pie to a "healthy" recipe by replacing your choice of
ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones.
Evaluation
Evaluation involves presenting and defending opinions by making judgments about information, the
validity of ideas, or quality of work based on a set of criteria. Its characteristics include:
Judgments in terms of internal evidence

Judgments in terms of external criteria
Example: Which kinds of apples are best for baking a pie, and why?
The affective domain (emotion-based)

Skills in the affective domain describe the way people react emotionally and their ability to feel other
living things' pain or joy. Affective objectives typically target the awareness and growth in attitudes,
emotion, and feelings.
There are five levels in the affective domain moving through the lowest-order processes to the highest.
Receiving
The lowest level; the student passively pays attention. Without this level, no learning can occur.
Receiving is about the student's memory and recognition as well.
Responding
The student actively participates in the learning process, not only attends to a stimulus; the student
also reacts in some way.
Valuing
The student attaches a value to an object, phenomenon, or piece of information. The student
associates a value or some values to the knowledge they acquired.
Organizing
The student can put together different values, information, and ideas, and can accommodate them
within his/her own schema; the student is comparing, relating and elaborating on what has been
learned.
Characterizing
The student at this level tries to build abstract knowledge.
The psychomotor domain (action-based)

Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument
like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in
behavior and/or skills.
Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since
then other educators have created their own psychomotor taxonomies.[7] Simpson (1972)[12] proposed
the following levels:
Perception
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 the 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). This
subdivision of psychomotor is closely related with the "responding to phenomena" subdivision of the
affective domain.
Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognizes his or her
abilities and limitations. Shows desire to learn a new process (motivation).
Keywords: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.
Guided response
The early stages of 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 to hand-signals of the instructor while learning to operate a forklift.
Keywords: copies, traces, follows, reacts, reproduces, responds.
Mechanism
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 tap. Drive a car.
Key words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes, sketches.
Complex overt response

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 will 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 in
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. Performs a task with a machine that was not originally intended for that purpose (the
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 set or pattern of movements organized around a novel concept or theory.
Develops a new and comprehensive training program. Creates a new gymnastic routine.
Key words: arranges, builds, combines, composes, constructs, creates, designs, initiates, makes,
originates.

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2/28/2020 Bloom's taxonomy - Wikipedia

The cognitive domain (knowledge-based)

Knowledge of specifics—terminology, specific facts

Example: Would apples prevent scurvy, a disease caused by a deficiency in vitamin C?

Production of a unique communication

Judgments in terms of internal evidence

The affective domain (emotion-based)

The psychomotor domain (action-based)

Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model.

Keywords: copies, traces, follows, reacts, reproduces, responds.

Examples: Use a personal computer. Repair a leaking tap. Drive a car.

Complex overt response

Key words: adapts, alters, changes, rearranges, reorganizes, revises, varies.

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