This assignment is going o identify the three major domains and it will further discuss each of

the domain in details. To start with there are three main domain of learning and teachers
should know about them and use them to conduct lessons.
However, according to Clark (1999), Blooms taxonomy of educational objectives consists of
three domains; Cognitive Domain, Affective domain and the psychology domain. In
addition, the classifications of three domains are referred to as Blooms taxonomy: taxonomy
is simply a word of classification. Thus these domains are discussed differently by many
authors and developed in the resent years. According to Mager (1999) explained that,
Cognitive domain demonstrated by knowledge recall and the intellectual skills:
comprehending information, organizing ideas analysing and synthesizing data, applying ideas
or actors.
In short, I can say that cognitive domain comprises of six levels, from the simple recognition
of facts as the lowest to the highest order which is classified as evaluation. The six domains
are k knowledge, comprehension, application, analysis and evaluation. It can be noted that
the importance of the taxonomy of cognitive objective in creating learning objectives is to
arrange the order of instruction from the lower level.
Nevertheless the cognitive divides cognitive objective into subdivisions ranging from the
simplest behaviour to the most complex as shown below.
Lower
Knowledge

High
Comprehension

Application

Analysis

Synthesis

Evaluation

Subsequently this is also supported by other authors. According to Volly (2010:6), an

analogy depicting the taxonomy of learning objectives can be thought as assembling the
taxonomy building a pyramid. The knowledge levels created the basis for the foundation
from the higher level skills are built. As depicted in the illustration below.
on
Evaluati
is
Synthes
isluation
sa
Ev
Analy
nsis
oe
Scyantith
Appli
ension
ehly
CompArn
a sis
dge on
Knowple
For inclusive it is clear that the first level of the
taxonomy
A plicati of learning objective is knowledge

and the highest level is that of evaluation. All these stages

nsionbe followed by the teacher to
hemust
Compre

ge
Knowled

see the learners are able to have the knowledge, comprehension applying, analyze, synthesize
and evaluate for learning to be easy for the.
Nevertheless, according to Huitt. (2000), the first level of learning is knowledge can be
characterized as awareness of specifics and of the knowledge level focuses on memory or
recall where the learners recognises information, ideas, principles in the approximate form in
which they were learned.
To add on this ensures the students to use knowledge task or in an education environment, the
demonstration of the knowledge obtained. For example; on the knowledge level a student is
given a task, given a map of Zambia? The student will be able to use knowledge to know the
condition, behaviour and degree. The pupil is also able to recall, label, to name, to state using
the knowledge available.
(Ibid: 2000:84) comprehension, is the next level of learning and encompasses
understanding. Has knowledge been internalized or understood. In addition, this means that
the student should be able to translate comprehend and also interpret information based on
the knowledge. Hence the student must be able to compare, classify, describe, explain locate
and to choose what is right based on the knowledge acquired.
The level after is application. Application is simply the use of knowledge. This shows
whether the student is able to use the knowledge in different situations. This can also be the
application of theory to solve the real problems of the world. Student selects and uses data
and principles to complete a task. In brief, application is to apply information in a new
situation and the ability to use learned material in new and concrete situation. The learner
demonstrates correct usage of a method of procedure solve mathematical problems, applies
lass and principles to

new situations learning at this level requires a higher level of

understanding than achieved at the comprehension level. Subsequently the other level of
cognitive domain is analysis which was revised by Bloom taxonomy in 2001 to analyzing.
According to Bloom and Krathohl (1999), analysis is the ability to down materials into
component parts so that its organizational structure may be understood. This may include the
identification of the parts, analysis of the relationship of the parts and the organizational
structure of the materials. This means that we must be able to break down illustrate
subdivide and differentiation from other situation. Therefore the skill demonstration of
analysis is organization of parts seeing patterns recognition of hidden meaning ad
identification of components.

(Ibid: 1999) synthesis, is the ability to put parts together to form new whole. This means
that the cognitive activity of learning under synthesis involve the production of a unique
creative behaviours. However evaluation which is considered to be the last and light level of
cognitive domain is the purpose. Learning at this level involves elements of all their levels.
Hence evaluation appraises, an artisan justifies, and compares, constructs and test bring to
conclusion between the ideas attained.
Nevertheless, affective domain is Blooms taxonomy of educational objective the affective
domain is basically focused physical skills. Thus the affective domain cans also refer to as
feeling domain.
According to Krathwohl and Anderson et al (2001), affective domain, this area is concerned
with feelings or emotions. The taxonomy is arranged from simpler feelings to those that are
more complex. In addition the hierarchy include receiving, responding valuing, organization
and characterization. The learners must be able to do all the five levels of affective domain.
However, receiving refers to the learners sensitivity, capture and receive and select attention
secondly, responding refers to the learners active attention to stimuli and hi/her motivation to
learn for example response and feelings of satisfaction.
Thirdly the other level of affective domain is valuing is whole about the learners belief and
attitudes of worth. Thus the skills of valuing are to believe, seek respect search and justify.
Organisation simply refers to the learners internalized values. According to (Krathwohl
1964)., organization is concerned with bringing together, different values, resolving conflicts
between them, and begging the building of an internally consistent value system.
In addition, the emphasis is concerned on relating, comparing and synthesizing values in
short the recognitions of the personalities of every individual hence improving the
relationships.
(Ibid: 1964) at value complex, the individual has a value system that has controlled his
behaviour for a sufficiently long for him to have developed a characteristic. In add on the
characteristic of the person here is his/her life style.
The behaviour is consistent and produce table. Learning outcomes at this level cover a broad
range of activities but the major emphasis is on the fact that the behaviour is typical or
characteristic of the student.

Finally, the last domain of Blooms taxonomy of educational objective is the psychomotor
domain. The psychomotor domain also comprises of five levels. Of behavioural variables
these includes imitation, manipulation, precision, Articulation and naturalization.
However, according to Harrow (1972) said psychomotor objective, are those to discreet
physical functions, reflex actions and interpretive movements. Traditionally can say that this
type of objective are concerned with the physically encoding of information, through
movement and activities were the muscles are used to expressing and interpreting of
information or concept. This area also refers to natural, autonomic responses or reflexes. For
instance the physically handicapped pupils, none of them can hold a pencil in hand, all pupils
will copy legibly and exactly selected key sentences of the Kenya address by holding the
pencil in some other way for example by foot, feet, shoulder and chin. The task will be done
in less than fifteen minutes.
Therefore the teacher has to psychomotor domain and not only use the cognitive and affective
domain which are not in further of offer learners thus the class of the handicapped will
developing the skill by imitating from others manipulating and taking precision of the skills
imaged from other hence at last they will be able to articulate and naturalise the skills, and do
their naturally and easily.
In brief note the psychomotor domain is concerned more about the teachers perceive on how
the learners should use their skills, activities that involve the reflex action and movement of
muscles to compel their task. Hence the psychomotor domain must also be considered by
teachers during the presentation of the lessons to the learners.
In conclusion the assignment identified the three main domains thus Bloom taxonomy of
educational object consist of three domain which includes, the cognitive domain, affective
domain, and the psychomotor domain. Each of these three domains consists of a hierarchical
structure for classifying learning according to the increasing levels of complexity. In these
hierarchal levels, each level of learning is required for the next level for example the mastery
of a given level learning requires mastery of the previous.
Nevertheless, under the cognitive domain the hierarchal framework is as mastered by the
acronym KCAASE pronounced as case there is to identify the key elements in theory
KCAAM stand for knowledge, comprehension application, analysis, synthesis and evaluation
as the highest level. Secondly, the affective domain consist of five levels and these are
receive, respond, value, organisation and characterization. Tastily, the psychomotor domain
also just likes the affective domain with five levels.
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To crown it all these three domains by Blooms must be remembered by the teachers in order
to have effectively planning of lessons. And three has the selected domain area. Thus learning
takes place in all the three domains and wise teachers combine domains and
multidimensional.

REFERENCE
Anderson, L. W. And Krathwohl, D. R etal (eds) (2001). A taxonomy for learning , teaching
and assessing: a revision of blooms taxonomy of education. Objectives Alyn Bacon. Boston,
MA press.
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Bloom, B. S and Krathwohl (1999). Taxonomy of education objective the classification of

educational goal. New York: David McKay Company, Inc.
Clark, D. (1999) Learning Domains or Blooms taxonomy, retrieved Feb 26, 2003 from: http//
www.nwlink. Com/m donclark/ Bloom, html.
Harrow, A. (1972) Taxonomy of psychomotor domain: A guide to development behavioural
objectives New York: David McKay company, Inc.
Huitt, W. (2000), Bloom e tal taxonomy of the cognitive Domain. Retrieved May 14, 2003
from. Http// Chiron. Valdoster edu/ resources/ tutorials assessment/ bloom taxonomy as p.
Mayer Robert (1999) Observable Verbs for Cognitive Domain Intructional Objectives.
Retived feb 26 2003 from http// ww2. Gsu.edu/a mstmbs/ crs tools cogverbs. Html.