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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.
three domains of
educational
activities
or
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 processes,
starting from the simplest to the most
complex (see the table below for an indepth coverage of each category):
Knowledge
o Comprehension
o Application
o Analysis
o Synthesis
o 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):
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
Cognitive Domain
Category
Examples,
key
words
(verbs),
technologies for learning (activities)
and
Key
Words:
defines,
describes,
identifies, knows, labels, lists, matches,
names, outlines, recalls, recognizes,
reproduces, selects, states
Technologies: book marking, flash
cards, rote learning based on repetition,
reading
Understanding:
Comprehending
the
meaning,
translation,
interpolation,
and
interpretation
of
instructions
and
problems.
State
a
problem in one's own
words.
analogy,
learning ,
Internet
search
Analyzing:
Separates
material or concepts into
component parts so that
its
organizational
structure
may
be
understood.
Distinguishes
between
facts and inferences.
Creating:
Builds
a
structure or pattern from
diverse elements. Put
parts together to form a
whole, with emphasis on
creating a new meaning
or structure.
Cognitive Processes
Knowledge Matrix
and
Levels
of
Bloom's Revised Taxonomy not only improved the usability of it by using action
words, but added a cognitive and knowledge matrix.
While Bloom's original cognitive taxonomy did mention three levels of
knowledge or products that could be processed, they were not discussed very
much and remained one-dimensional:
o Metacognitive Knowledge of
cognition in general, as well as
awareness and knowledge of
ones own cognition.
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
Remembe Understan
Apply Analyze Evaluate Create
r
d
Factual
Conceptual
Procedural
Metacognitiv
e
However, others have identified five contents or artifacts (Clark, Chopeta, 2004;
Clark, Mayer, 2007):
Remembe Understan
Apply Analyze Evaluate Create
r
d
Facts
Concepts
Processes
Procedures
Principles
Metacognitiv
e
An example matrix that has been filled in might look something like this:
The
Knowledge
Analyze
Evaluate Create
Dimension
Facts
list
paraphrase
classify
Concepts
recall
explains
Processes
outline
estimate
Procedures
reproduce
Principles
state
outline
rank
categorize
demonstrate contrast
criticize
modify
produce
diagram
defend
design
give
an
relate
example
identify
critique
plan
converts
solve
interpret
discover
infer
predict
actualize
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
the cognitive and psychomotor (Bloom, et al.,
1956). For an overview of the three domains,
see the introduction .
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
Receiving
Phenomena:
Awareness,
willingness to hear,
Examples:
Listen to others
with respect.
Listen for and
Examples: Participates in
class discussions. Gives a
presentation. Questions new
ideals, concepts, models,
etc. in order to fully
understand them. Know the
safety rules and practice
them.
Key Words: answers,
assists, aids, complies,
conforms, discusses, greets,
helps, labels, performs,
presents, tells
Examples: Demonstrates
belief in the democratic
process. Is sensitive
towards individual and
cultural differences (value
diversity). Shows the ability
to solve problems. Proposes
a plan to social
improvement and follows
through with commitment.
Informs management on
matters that one feels
strongly about.
Key Words: appreciates,
cherish, treasure,
demonstrates, initiates,
invites, joins, justifies,
proposes, respect, shares
Internalizes
Values(characterization): Has a
value system that controls their
behavior. The behavior is pervasive,
consistent, predictable, and most
important characteristic of the
learner. Instructional objectives are
concerned with the student's general
patterns of adjustment (personal,
B l o o m ' s Ta x o n o m y : T h e
Ps 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.
Category
Mechanism (basic
proficiency): This is 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: Performs a
mathematical equation as
demonstrated. Follows
instructions to build a model.
Responds hand-signals of
instructor while learning to
operate a forklift.
Key Words: copies, traces,
follows, react, reproduce,
responds
Category
Imitation Observing
and patterning behavior
after someone else.
Performance may be of
low quality.
Manipulation Being
able to perform certain
actions by memory or
following instructions.
Precision Refining,
becoming more exact.
Performing a skill within a
high degree of precision
Articulation
Coordinating and adapting
a series of actions to
achieve harmony and
internal consistency.
Naturalization
Mastering a high level
performance until it
become second-nature or
natural, without needing to
think much about it.
Harrow (1972):
Category
Reflex Movements
Reactions that are not
learned, such as a involuntary
reaction
Fundamental Movements
Basic movements such as
walking, or grasping.
Perceptual Abilities
Response to stimuli such as
visual, auditory, kinesthetic, or
tactile discrimination.
Skilled movements
Advanced learned movements
as one would find in sports or
acting.
Nondiscursive
communication Use
effective body language, such
as gestures and facial
expressions.