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Home / Education / Teachers corner / Bloom's Taxonomy

of Learning Domains

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Bloom's
Taxonomy of
Learning
Domains
CONTENTS
1. The Three Types of Learning
i. Cognitive Domain
ii. Affective Domain
iii. Psychomotor Domain
iv. Other Psychomotor Domains
2. Bloom's Revised Taxonomy

The Three Types of Learning

There is more than one type of learning. A committee
of colleges, led by Benjamin Bloom (1956), identified
three domains of educational activities:

1. Cognitive: mental skills (Knowledge)

2. Affective: growth in feelings or emotional areas
(Attitude)
3. Psychomotor: manual or physical skills (Skills)

Since the work was produced by higher education,

the words tend to be a little bigger than we normally
use. Domains can be thought of as categories.
Trainers often refer to these three domains as
Knowledge, Skills and Attitude (KSA). This taxonomy
of learning behaviours can be thought of as ‘the
goals of the training process.’ That is, after the
training session, the learner should have acquired
new skills, knowledge and/or attitudes.

The committee also produced an elaborate

compilation for the cognitive and affective domains,
but none for the psychomotor domain. Their
explanation for this oversight was that they have little
experience in teaching manual skills within the
college level.

This compilation divides the three domains into

subdivisions, starting from the simplest behaviour to
the most complex. The divisions outlined are not
absolutes and there are other systems or hierarchies
that have been devised in the educational and
training world. However, Bloom's taxonomy is easily
understood and is probably the most widely applied
one in use today.

Cognitive Domain
The cognitive domain (Bloom, 1956) involves
knowledge and the development of intellectual skills.
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, which are listed in
order below, starting from the simplest behavior to
the most complex. The categories can be thought of
as degrees of difficulties. That is, the first one must
be mastered before the next one can take place.

Category Example and Key Words

Knowledge: Recall Examples: Recite a policy.

data or information. Quote prices from memory to a

customer. Knows the safety

rules.

Key Words: defines, describes,

identifies, knows, labels, lists,

matches, names, outlines,

recalls, recognizes, reproduces,

selects, states.

Comprehension: Examples: Rewrites the

Understand the principles of test writing. Explain

meaning, translation, in one's own words the steps for

interpolation, and performing a complex task.

interpretation of Translates an equation into a

instructions and computer spreadsheet.

problems. State a

problem in one's own Key Words: Comprehends,

words. converts, defends,

distinguishes, estimates,

explains, extends, generalizes,

gives Examples, infers,

interprets, paraphrases,

predicts, rewrites, summarizes,

translates.

Application: Use a Examples: Use a manual to

concept in a new calculate an employee's

situation or vacation time. Apply laws of

unprompted use of an statistics to evaluate the

abstraction. Applies reliability of a written test.

what was learned in

the classroom into Key Words: applies, changes,

novel situations in the computes, constructs,

work place. demonstrates, discovers,

manipulates, modifies,

operates, predicts, prepares,

produces, relates, shows,

solves, uses.

Analysis: Separates Examples: Troubleshoot a piece

material or concepts of equipment by using logical

into component parts deduction. Recognize logical

so that its fallacies in reasoning. Gathers

organizational structure information from a department

may be understood. and selects the required tasks

Distinguishes between for training.

facts and inferences.

Key Words: analyzes, breaks

down, compares, contrasts,

diagrams, deconstructs,
Navigation

differentiates, discriminates,

distinguishes, identifies,

illustrates, infers, outlines,

relates, selects, separates.

Synthesis: Builds a Examples: Write a company

structure or pattern operations or process manual.

from diverse elements. Design a machine to perform a

Put parts together to specific task. Integrates training

form a whole, with from several sources to solve a

emphasis on creating a problem. Revises and process

new meaning or to improve the outcome.

structure.

Key Words: categorizes,

combines, compiles, composes,

creates, devises, designs,

explains, generates, modifies,

organizes, plans, rearranges,

reconstructs, relates,

reorganizes, revises, rewrites,

summarizes, tells, writes.

Evaluation: Make Examples: Select the most

judgments about the effective solution. Hire the most

value of ideas or qualified candidate. Explain and

materials. justify a new budget.

Key Words: appraises,

compares, concludes,

contrasts, criticizes, critiques,

defends, describes,

discriminates, evaluates,

explains, interprets, justifies,

relates, summarizes, supports.

Affective Domain
The affective domain (Krathwohl, Bloom, Masia,
1973) 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 Example and Key Words

Receiving Phenomena: Examples: Listen to others

Awareness, willingness to with respect. Listen for and

hear, selected attention.. remember the name of newly

introduced people.

Key Words: asks, chooses,

describes, follows, gives,

holds, identifies, locates,

names, points to, selects,

sits, erects, replies, uses.

Responding to Examples: Participates in

Phenomena: Active class discussions. Gives a

participation on the part of presentation. Questions new

the learners. Attends and ideals, concepts, models,

reacts to a particular etc. in order to fully

phenomenon. Learning understand them. Know the

outcomes may emphasize safety rules and practices

compliance in responding, them.

willingness to respond, or
Key Words: answers,
satisfaction in responding
assists, aids, complies,
(motivation).
conforms, discusses, greets,

helps, labels, performs,

practices, presents, reads,

recites, reports, selects, tells,

writes.

Valuing: The worth or Examples: Demonstrates

value a person attaches belief in the democratic

to a particular object, process. Is sensitive towards

phenomenon, or individual and cultural

behavior. This ranges differences (value diversity).

from simple acceptance to Shows the ability to solve

the more complex state of problems. Proposes a plan to

commitment. Valuing is social improvement and

based on the follows through with

internalization of a set of commitment. Informs

specified values, while management on matters that

clues to these values are one feels strongly about.

expressed in the learner's

Key Words: completes,
overt behavior and are
demonstrates, differentiates,
often identifiable.
explains, follows, forms,

initiates, invites, joins,

justifies, proposes, reads,

reports, selects, shares,

studies, works.

Organization: Organizes Examples: Recognizes the

values into priorities by need for balance between

contrasting different freedom and responsible

values, resolving conflicts behavior. Accepts

between them, and responsibility for one's

creating an unique value behavior. Explains the role of

system. The emphasis is systematic planning in

on comparing, relating, solving problems. Accepts

and synthesizing values. 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: adheres, alters,

arranges, combines,

compares, completes,

defends, explains,

formulates, generalizes,

identifies, integrates,

modifies, orders, organizes,

prepares, relates,

synthesizes.

Internalizing values Examples: Shows self-

(characterization): Has a reliance when working

value system that controls independently. Cooperates in

their behavior. The group activities (displays

behavior is pervasive, teamwork). Uses an

consistent, predictable, objective approach in

and most importantly, problem solving. Displays a

characteristic of the professional commitment to

learner. Instructional ethical practice on a daily

objectives are concerned basis. Revises judgments

with the student's general and changes behavior in light

patterns of adjustment of new evidence. Values

(personal, social, people for what they are, not

emotional). how they look.

Key Words: acts,

discriminates, displays,

influences, listens, modifies,

performs, practices,

proposes, qualifies,

questions, revises, serves,

solves, verifies.

Psychomotor Domain
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. The seven major categories are listed
from the simplest behavior to the most complex:

Category Example and Key

Words

Perception: The ability to use Examples: Detects

sensory cues to guide motor non-verbal

activity. This ranges from communication cues.

sensory stimulation, through Estimate where a ball

cue selection, to translation. 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 Examples: Knows

includes mental, physical, and and acts upon a

emotional sets. These three sequence of steps in a

sets are dispositions that manufacturing process.

predetermine a person's Recognize one's

response to different situations abilities and limitations.

(sometimes called mindsets). 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 Examples: Performs a

stages in learning a complex mathematical equation

skill that includes imitation and as demonstrated.

trial and error. Adequacy of Follows instructions to

performance is achieved by build a model.

practicing. Responds hand-

signals of instructor

while learning to

operate a forklift.

Key Words: copies,

traces, follows, react,

reproduce, responds

Mechanism: This is the Examples: Use a

intermediate stage in learning a personal

complex skill. Learned computer. Repair a

responses have become leaking faucet. Drive a

habitual and the movements car.

can be performed with some

Key Words:
confidence and proficiency.
assembles, calibrates,

constructs, dismantles,

displays, fastens, fixes,

grinds, heats,

manipulates,

measures, mends,

mixes, organizes,

sketches.

Complex Overt Response: Examples: Maneuvers

The skillful performance of a car into a tight

motor acts that involve complex parallel parking spot.

movement patterns. Proficiency Operates a computer

is indicated by a quick, quickly and accurately.

accurate, and highly Displays competence

coordinated performance, while playing the piano.

requiring a minimum of

energy. This category includes Key Words:

performing without hesitation, assembles, builds,

and automatic performance. For calibrates, constructs,

example, players are often utter dismantles, displays,

sounds of satisfaction or fastens, fixes, grinds,

expletives as soon as they hit a heats, manipulates,

tennis ball or throw a football, measures, mends,

because they can tell by the feel mixes, organizes,

of the act what the result will sketches.

produce.
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.

Adaptation: Skills are well Examples: Responds

developed and the individual effectively to

can modify movement patterns unexpected

to fit special requirements. 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 Examples: Constructs

movement patterns to fit a a new theory. Develops

particular situation or specific a new and

problem. Learning outcomes comprehensive training

emphasize creativity based programming. Creates

upon highly developed skills. a new gymnastic

routine.

Key Words: arranges,

builds, combines,

composes, constructs,

creates, designs,

initiate, makes,

originates.

Other Psychomotor Domains

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:

Dave's (1975)

Imitation: Observing and patterning behavior

after someone else. Performance may be of
low quality. Example: Copying a work of art.

Manipulation: Being able to perform certain

actions by following instructions and practicing.
Example: Creating work on one's own, after
taking lessons, or reading about it.
Precision: Refining, becoming more exact.
Few errors are apparent. Example: Working
and reworking something, so it will be ‘just
right.’
Articulation: Coordinating a series of actions,
achieving harmony and internal consistency.
Example: Producing a video that involves
music, drama, color, sound, etc.
Naturalisation: Having high level performance
become natural, without needing to think much
about it. Examples: Michael Jordan playing
basketball, Nancy Lopez hitting golf ball, etc.

Harrow's (1972)

Reflex movements: Reactions that are not

learned.
Fundamental movements: Basic movements
such as walking, or grasping.
Perception: Response to stimuli such as
visual, auditory, kinesthetic, or tactile
discrimination.
Physical abilities: 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.
No discursive communication: Effective
body language, such as gestures and facial
expressions.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, revisited
the cognitive domain in the learning taxonomy in the
mid-nineties and made some changes, with perhaps
the two most prominent ones being, 1) changing the
names in the six categories from noun to verb forms,
and 2) slightly rearranging them.

Source :nwlink

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