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Background Information
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl
published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly
known as Blooms Taxonomy, this framework has been applied by generations of K-12 teachers and college
instructors in their teaching.
The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge,
Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were
presented as skills and abilities, with the understanding that knowledge was the necessary precondition for
putting these skills and abilities into practice.
While each category contained subcategories, all lying along a continuum from simple to complex and
concrete to abstract, the taxonomy is popularly remembered according to the six main categories.
Knowledge involves the recall of specifics and universals, the recall of methods and processes, or the
recall of a pattern, structure, or setting.
Comprehension refers to a type of understanding or apprehension such that the individual knows what
is being communicated and can make use of the material or idea being communicated without necessarily
relating it to other material or seeing its fullest implications.
Analysis represents the breakdown of a communication into its constituent elements or parts such that
the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made
explicit.
Synthesis involves the putting together of elements and parts so as to form a whole.
Evaluation engenders judgments about the value of material and methods for given purposes.
The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See itsACORN record for
call number and availability.
While many explanations of Blooms Taxonomy and examples of its applications are readily available on the
Internet,this guide to Blooms Taxonomy is particularly useful because it contains links to dozens of other web
sites.
Barbara Gross Davis, in the Asking Questions chapter of Tools for Teaching, also provides examples of
questions corresponding to the six categories. This chapter is not available in the online version of the book,
but Tools for Teaching is available in the CFT Library. See itsACORN record for call number and availability.
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A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and
assessment specialists published in 2001 a revision of Blooms Taxonomy with the title A Taxonomy for
Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of
educational objectives (in Blooms original title) and points to a more dynamic conception of classification.
The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their
categories and subcategories (rather than the nouns of the original taxonomy). These action words describe
the cognitive processes by which thinkers encounter and work with knowledge:
Remember
Recognizing
Recalling
Understand
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
Apply
Executing
Implementing
Analyze
Differentiating
Organizing
Attributing
Evaluate
Checking
Critiquing
Create
Generating
Planning
Producing
In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a
separate taxonomy of the types of knowledge used in cognition:
Factual Knowledge
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Knowledge of terminology
Conceptual Knowledge
Procedural Knowledge
Metacognitive Knowledge
Strategic Knowledge
Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
Self-knowledge
Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary
of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.
Why Use Blooms Taxonomy?
The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of
this teaching guide has added some clarifying points:
1.
Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and
students alike understand the purpose of that interchange.
2.
3.
Organizing objectives helps to clarify objectives for themselves and for students.
4.
ensure that instruction and assessment are aligned with the objectives.
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B l o o m ' s Ta x o n o m y o f L e a r n i n g D o m a i n s
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):
o
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
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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.
B l o o m ' s R e v i s e d Ta x o n o m y
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):
o
changing the names in the six categories from noun to verb forms
The chart shown below compares the original taxonomy with the revised one:
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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, while the old version may be found here
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 D o m a i n
Remembering:
Recall or retrieve
previous learned
information.
rules.
Key Words: defines,
describes, identifies, knows,
labels, lists, matches,
names, outlines, recalls,
recognizes, reproduces,
selects, states
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Comprehending the
spreadsheet.
meaning, translation,
interpolation, and
interpretation of instructions
and problems. State a
problem in one's own
words.
written test.
a new situation or
unprompted use of an
uses
Technologies: collaborative learning, create
a process, blog, practice
Analyzing: Separates
organizational structure
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and inferences.
materials.
outcome.
Key Words: categorizes, combines,
compiles, composes, creates, devises,
designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs,
relates, reorganizes, revises, rewrites,
summarizes, tells, writes
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Factual - The basic elements students must know to be acquainted with a discipline or
solve problems.
Conceptual The interrelationships among the basic elements within a larger structure
that enable them to function together.
Procedural - How to do something, methods of inquiry, and criteria for using skills,
algorithms, techniques, and methods.
In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the
above three levels of knowledge to form a matrix. In addition, they added another level of
knowledge - metacognition:
o
When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes
a nice performance aid for creating performance objectives:
The Cognitive Dimension
The Knowledge
Dimension
Factual
Conceptual
nd
ze
te
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Procedural
Metacognitive
However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer,
2007):
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Concepts - A class of items, words, or ideas that are known by a common name, includes
multiple specific examples, shares common features. There are two types of concepts:
concrete and abstract.
Processes - A flow of events or activities that describe how things work rather than how to
do things. There are normally two types: business processes that describe work flows and
technical processes that describe how things work in equipment or nature. They may be
thought of as the big picture, of how something works.
Procedures - A series of step-by-step actions and decisions that result in the achievement
of a task. There are two types of actions: linear and branched.
Principles - Guidelines, rules, and parameters that govern. It includes not only what should
be done, but also what should not be done. Principles allow one to make predictions and
draw implications. Given an effect, one can infer the cause of a phenomena. Principles are
the basic building blocks of causal models or theoretical models (theories).
nd
ze
te
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Principles
Metacognitive
An example matrix that has been filled in might look something like this:
The
Knowledge
Rememb Understa
er
Dimension
Facts
Concepts
list
recall
Processes outline
Procedures
Principles
paraphra
se
explains
example
state
converts
use
classify
demonstr
ate
estimate produce
reproduc give an
Metacogniti proper
ve
nd
Apply
relate
solve
interpret discover
Analyze
outline
contrast
Evaluat
e
rank
criticiz
e
Create
categori
ze
modify
diagram
defend design
identify
critique plan
differentiat conclu
es
de
infer
predict
revise
actualiz
e
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 is one of three domains in Bloom's Taxonomy, with the
other two being thecognitive and psychomotor (Bloom, et al., 1956). For an
overview of the three domains, see theintroduction.
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in
which we deal with things emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, andattitudes. The five major categories are listed from
the simplest behavior to the most complex:
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Category
introduced people.
Key Words: acknowledge,
asks, attentive, courteous,
dutiful, follows, gives, listens,
understands
commitment. Informs
identifiable.
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Internalizes Values(characterization):
emotional).
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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
Perception
(awareness): The
verbal communication
from sensory
stimulation, through
cue selection, to
translation.
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.
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mindsets).
Key Words: begins, displays,
explains, moves, proceeds, reacts,
shows, states, volunteers.
performance is achieved by
practicing.
Drive a car.
and proficiency.
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the piano.
sounds of satisfaction or
expletives as soon as they hit a
produce.
accurate, etc.
special requirements.
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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
demonstrator.
memory or following
model.
instructions.
Key Words: act, build, execute, perform
Precision Refining,
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requirement.
Harrow (1972):
Category
Fundamental Movements
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ball, walk
Perceptual Abilities
recognize a pattern
marathon
Nondiscursive
communication Use effective
body language, such as
gestures and facial expressions.
Blooms Taxonomy
"Taxonomy simply means classification, so the well-known taxonomy of learning objectives is an attempt
(within the behavioural paradigm) to classify forms and levels of learning. It identifies three domains of
learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one
cannot effectively or ought not try to address higher levels until those below them have been covered (it
is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the
curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given
programme. Thus in the Cognitive domain, training for technicians may cover knowledge,
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comprehension and application, but not concern itself with analysis and above, whereas full professional
training may be expected to include this and synthesis and evaluation as well.
Cognitive: the most-used of the domains, refers to knowledge structures (although sheer
knowing the facts is its bottom level). It can be viewed as a sequence of progressive
contextualisation of the material. (Based on Bloom, 1956)
The model above is included because it is still common currency, but Anderson and Krathwohl
(2001) have made some apparently minor but actually significant modifications, to come up with:
Affective: the Affective domain has received less attention, and is less intuitive than the
Cognitive. It is concerned with values, or more precisely perhaps with perception of value issues,
and ranges from mere awareness (Receiving), through to being able to distinguish implicit values
through analysis. (Kratwohl, Bloom and Masia (1964))
Psycho-Motor: Bloom never completed work on this domain, and there have been several
attempts to complete it. One of the simplest versions has been suggested by Dave (1975): it fits
with the model of developing skill put forward by Reynolds (1965), and it also draws attention to
the fundamental role of imitation in skill acquisition.
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