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Benjamin Bloom's Taxonomy of Learning
Domains - Cognitive, Affective, Psychomotor
Domains - design and evaluation toolkit for
training and learning
Bloom's Taxonomy, (in full: 'Bloom's Taxonomy of Learning Domains', or strictly
speaking: Bloom's 'Taxonomy Of Educational Objectives') was initially (the first
part) published in 1956 under the leadership of American academic and
educational expert Dr Benjamin S Bloom. 'Bloom's Taxonomy' was originally
created in and for an academic context, (the development commencing in 1948),
when Benjamin Bloom chaired a committee of educational psychologists, based
in American education, whose aim was to develop a system of categories of
learning behaviour to assist in the design and assessment of educational
learning. Bloom's Taxonomy has since been expanded over many years by Bloom
and other contributors (notably Anderson and Krathwhol as recently as 2001,
whose theories extend Bloom's work to far more complex levels than are
explained here, and which are more relevant to the field of academic education
than to corporate training and development).
Most corporate trainers and HR professionals, coaches and teachers, will benefit
significantly by simply understanding the basics of Bloom's Taxonomy, as
featured below. (If you want to know more, there is a vast amount of related
reading and references, listed at the end of this summary explanation.)
Bloom's Taxonomy was primarily created for academic education,
however it is relevant to all types of learning.
Interestingly, at the outset, Bloom believed that education should focus on
'mastery' of subjects and the promotion of higher forms of thinking, rather than
a utilitarian approach to simply transferring facts. Bloom demonstrated decades
ago that most teaching tended to be focused on fact-transfer and information
recall - the lowest level of training - rather than true meaningful personal
development, and this remains a central challenge for educators and trainers in
modern times. Much corporate training is also limited to non-participative,
unfeeling knowledge-transfer, (all those stultifyingly boring powerpoint
presentations...), which is reason alone to consider the breadth and depth
approach exemplified in Bloom's model.
You might find it helpful now to see the Bloom Taxonomy overview. Did you
realise there were all these potential dimensions to training and learning?
development of bloom's taxonomy
Benjamin S Bloom (1913-99) attained degrees at Pennsylvania State University in
1935. He joined the Department of Education at the University of Chicago in
1940 and attained a PhD in Education in 1942, during which time he specialised
in examining. Here he met his mentor Ralph Tyler with whom he first began to
develop his ideas for developing a system (or 'taxonomy') of specifications to
enable educational training and learning objectives to be planned and measured
properly - improving the effectiveness of developing 'mastery' instead of simply
transferring facts for mindless recall. Bloom continued to develop the Learning
Taxonomy model through the 1960's, and was appointed Charles H Swift
Distinguished Service Professor at Chicago in 1970. He served as adviser on
education to several overseas governments including of Israel and India.
Bloom's (and his colleagues') initial attention was focused on the 'Cognitive
Domain', which was the first published part of Bloom's Taxonomy, featured in
the publication: 'Taxonomy Of Educational Objectives: Handbook 1, The
Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956).
The 'Taxonomy Of Educational Objectives: Handbook II, The Affective Domain'
(Bloom, Masia, Krathwohl) as the title implies, deals with the detail of the second
domain, the 'Affective Domain', and was published in 1964.
Various people suggested detail for the third 'Psychomotor Domain', which
explains why this domain detail varies in different representations of the
complete Bloom Taxonomy. The three most popularly referenced versions of the
Psychomotor Domain seem to be those of RH Dave (1967/70), EJ Simpson
(1966/72), and AJ Harrow (1972).
As such 'Bloom's Taxonomy' describes the three-domain structure, within which
the detail may vary, especially for the third domain.
Bloom's Taxonomy has therefore since 1956 provided a basis for ideas which
have been used (and developed) around the world by academics, educators,
teachers and trainers, for the preparation of learning evaluation materials, and
also provided the platform for the complete 'Bloom's Taxonomy' (including the
detail for the third 'Psychomotor Domain') as we see it today. Collectively these
concepts which make up the whole Bloom Taxonomy continue to be useful and
very relevant to the planning and design of: school, college and university
education, adult and corporate training courses, teaching and lesson plans, and
learning materials; they also serve as a template for the evaluation of: training,
teaching, learning and development, within every aspect of education and
industry.
If you are involved in the design, delivery or evaluation of teaching, training,
courses, learning and lesson plans, you should find Bloom's Taxonomy useful, as
a template, framework or simple checklist to ensure you are using the most
appropriate type of training or learning in order to develop the capabilities
required or wanted.
Training or learning design and evaluation need not cover all aspects of
the Taxonomy - just make sure there is coverage of the aspects that
are appropriate.
As such, if in doubt about your training aims - check what's possible, and
perhaps required, by referring to Bloom's Taxonomy.
This has given rise to the obvious short-hand variations on the theme which
summarise the three domains; for example, Skills-Knowledge-Attitude, KAS, Do-
Think-Feel, etc.
Various people have since built on Bloom's work, notably in the third domain, the
'psychomotor' or skills, which Bloom originally identified in a broad sense, but
which he never fully detailed. This was apparently because Bloom and his
colleagues felt that the academic environment held insufficient expertise to
analyse and create a suitable reliable structure for the physical ability
'Psychomotor' domain. While this might seem strange, such caution is not
uncommon among expert and highly specialised academics - they strive for
accuracy as well as innovation. In Bloom's case it is as well that he left a few
gaps for others to complete the detail; the model seems to have benefited from
having several different contributors fill in the detail over the years, such as
Anderson, Krathwhol, Masia, Simpson, Harrow and Dave (these last three having
each developed versions of the third 'Psychomotor' domain).
In each of the three domains Bloom's Taxonomy is based on the premise that
the categories are ordered in degree of difficulty. An important premise of
Bloom's Taxonomy is that each category (or 'level') must be mastered
before progressing to the next. As such the categories within each domain
are levels of learning development, and these levels increase in difficulty.
The simple matrix structure enables a checklist or template to be constructed for
the design of learning programmes, training courses, lesson plans, etc. Effective
learning - especially in organisations, where training is to be converted into
organisational results - should arguably cover all the levels of each of the
domains, where relevant to the situation and the learner.
The learner should benefit from development of knowledge and intellect
(Cognitive Domain); attitude and beliefs (Affective Domain); and the ability to
put physical and bodily skills into effect - to act (Psychomotor Domain).
1. Receive
1. Recall data 1. Imitation (copy)
(awareness)
2. Manipulation
2. Respond
2. Understand (follow
(react)
instructions)
3. Value
3. Develop
3. Apply (use) (understand
Precision
and act)
4. Articulation
4. Organise
4. Analyse (combine,
personal
(structure/elements) integrate related
value system
skills)
5. Internalize
5. Naturalization
5. Synthesize value system
(automate,
(create/build) (adopt
become expert)
behaviour)
6. Evaluate (assess,
judge in relational
terms)
cognitive domain
'key words'
(verbs
examples of which
activity to be describe
category or behaviour trained, or the activity
level
'level' descriptions demonstration to be
and evidence to trained or
be measured measured
at each
level)
arrange,
multiple-choice test, define,
recount facts or describe, label,
recall or
statistics, recall a list, memorise,
1 Knowledge recognise
process, rules, recognise,
information
definitions; quote relate,
law or procedure reproduce,
select, state
use, apply,
discover,
manage,
use or apply execute, solve,
knowledge, put put a theory into produce,
theory into practical effect, implement,
3 Application practice, use demonstrate, solve construct,
knowledge in a problem, manage change,
response to real an activity prepare,
circumstances conduct,
perform, react,
respond, role-
play
identify constituent
parts and functions
analyse, break
interpret of a process or
down,
elements, concept, or de-
catalogue,
organizational construct a
compare,
principles, methodology or
quantify,
structure, process, making
measure, test,
4 Analysis construction, qualitative
examine,
internal assessment of
experiment,
relationships; elements,
relate, graph,
quality, reliability relationships, values
diagram, plot,
of individual and effects;
extrapolate,
components measure
value, divide
requirements or
needs
review strategic
options or plans in
terms of efficacy,
return on
investment or cost-
assess
effectiveness,
effectiveness of
practicability; assess review, justify,
whole concepts,
sustainability; assess,
in relation to
perform a SWOT present a case
values, outputs,
analysis in relation for, defend,
efficacy, viability;
to alternatives; report on,
6 Evaluation critical thinking,
produce a financial investigate,
strategic
justification for a direct,
comparison and
proposition or appraise,
review;
venture, calculate argue, project-
judgement
the effects of a plan manage
relating to
or strategy; perform
external criteria
a detailed and
costed risk analysis
with
recommendations
and justifications
Refresh your understanding of where this fits into the Bloom Taxonomy
overview.
Based on the 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive
Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl) 1956. Note that levels 5 and
6, Synthesis and Evaluation, were subsequently inverted by Anderson and
Krathwhol in 2001, on which point:
'key words'
(verbs
examples of which
experience, or describe the
category or behaviour
level demonstration activity to
'level' descriptions
and evidence to be trained
be measured or measured
at each
level)
ask, listen,
listen to teacher or focus, attend,
trainer, take interest take part,
in session or discuss,
open to
learning experience, acknowledge,
1 Receive experience,
take notes, turn up, hear, be open
willing to hear
make time for to, retain,
learning experience, follow,
participate passively concentrate,
read, do, feel
react, respond,
seek
clarification,
participate actively interpret,
in group discussion, clarify, provide
active participation other
in activity, interest references and
react and
in outcomes, examples,
2 Respond participate
enthusiasm for contribute,
actively
action, question and question,
probe ideas, present, cite,
suggest become
interpretation animated or
excited, help
team, write,
perform
build, develop,
formulate,
qualify and quantify
defend, modify,
reconcile internal personal views,
Organise or relate,
conflicts; state personal
4 Conceptualize prioritise,
develop value position and
values reconcile,
system reasons, state
contrast,
beliefs
arrange,
compare
'key words'
(verbs
which
examples of
describe the
activity or
category or behaviour activity to
level demonstration
'level' descriptions be trained
and evidence to
or
be measured
measured
at each
level)
watch teacher or
copy action of copy, follow,
trainer and repeat
1 Imitation another; observe replicate,
action, process or
and replicate repeat, adhere
activity
reproduce re-create,
carry out task from
activity from build, perform,
2 Manipulation written or verbal
instruction or execute,
instruction
memory implement
construct,
adapt and
relate and combine solve, combine,
integrate
associated activities coordinate,
expertise to
4 Articulation to develop methods integrate,
satisfy a non-
to meet varying, adapt, develop,
standard
novel requirements formulate,
objective
modify, master
automated,
define aim,
unconscious design, specify,
approach and
mastery of manage,
5 Naturalization strategy for use of
activity and invent, project-
activities to meet
related skills at manage
strategic need
strategic level
mental, physical or
arrange,
emotional
2 Set readiness prepare, get
preparation before
set
experience or task
imitate or follow
Guided imitate, copy,
3 attempt instruction, trial and
Response follow, try
error
make,
competently
basic perform,
4 Mechanism respond to stimulus
proficiency shape,
for action
complete
'key words'
(verbs
which
examples of
describe
activity or
category or the activity
level description demonstration
'level' to be
and evidence to
trained or
be measured
measured
at each
level)
Reflex involuntary respond physically
1 react, respond
Movement reaction instinctively
endure,
maintain,
develop strength,
repeat,
4 Physical Abilities fitness endurance, agility,
increase,
control
improve,
exceed
drive, build,
execute and adapt
juggle, play a
Skilled complex advanced,
5 musical
Movements operations integrated
instrument,
movements
craft
express and
meaningfully convey feeling
activity expresses
Non-discursive expressive and meaning
6 meaningful
Communication activity or through
interpretation
output movement and
actions
in conclusion
Bloom's Taxonomy is a wonderful reference model for all involved in teaching,
training, learning, coaching - in the design, delivery and evaluation of these
development methods. At its basic level (refresh your memory of the Bloom
Taxonomy overview if helpful), the Taxonomy provides a simple, quick and easy
checklist to start to plan any type of personal development. It helps to open up
possibilities for all aspects of the subject or need concerned, and suggests a
variety of the methods available for delivery of teaching and learning. As with
any checklist, it also helps to reduce the risks of overlooking some vital aspects
of the development required.
The more detailed elements within each domain provide additional reference
points for learning design and evaluation, whether for a single lesson, session or
activity, or training need, or for an entire course, programme or syllabus, across
a large group of trainees or students, or a whole organisation.
And at its most complex, Bloom's Taxonomy is continuously evolving, through
the work of academics following in the footsteps of Bloom's early associates, as a
fundamental concept for the development of formalised education across the
world.
As with so many of the classical models involving the development of people and
organisations, you actually have a choice as to how to use Bloom's Taxonomy.
It's a tool - or more aptly - a toolbox. Tools are most useful when the user
controls them; not vice-versa.
Use Bloom's Taxonomy in the ways that you find helpful for your own situation.