Bloom ‘s Taxonomy Objectives

Presented to; Sir Munawwar Qureshi

Content
 Introduction
 What is Domain
 Cognitive Domain
 Lower level thinking
 Higher order thinking
 Affective Domain
 Psychomotor Domain
 Factors Affecting Psychomotor Skills
 Areas of application of Blooms Taxonomy
 References
Introduction
 The Taxonomy of educational objectives is a
framework for classifying statements of what we
expect or intend students to learn as a result of
instruction.
 Bloom ‘s Taxonomy was created in 1956 under
the leadership of educational psychologist Dr.
Benjamin Bloom in order to promote higher form
of thinking in education such as analyzing and
evolution process, concept, procedure and
principles , rather than just remembering facts.

Anderson, L. W. & Sosniak, L. A., eds. (1994

What is a Domain?

 A domain simply means category.

 These three divisions are called domains.

1 Cognitive Mental skill( knowledge)

Growth in feelings or
2
Affective educational areas
(attitude or self)
3 Psychomotor Manual or physical skills
( skills)
Cognitive Domain (Knowledge and
Intellectual Skill)

This domain represents the intellectual components of

mental life and, thus, is very important with respect to
education. This domain is further classified into 6
categories which are as follows.
 Evaluation Creating
Synthesis Evaluating

Higher level thinking

Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

Original Taxonomy Revised Taxonomy

 In the Remembering level of Bloom's Taxonomy, questions
are asked only to test whether a student has gained specific
information from the lesson. Can the student recall or
recognize the learned information?
Choose, Define, Find. How, Label, List, Match, Name,
Omit,Recall,Relate,Select,Show,Spell,Tell,What,When,Wh
ere,Which,Who,Why

.
The understanding level of Bloom's Taxonomy has
students go past simply recalling facts and instead has
them understanding the information. Can the student
explain, interpret, and translate ideas that were
learned? With this level, they will be able to interpret
the facts.
Verbs:Classify,Compare,Contrast,Demonstrate,Explai
n,Extend,Illustrate,Infer,Interpret,Outline,Relate,Rephr
ase,Show,Summarize,Translate
Cont….

Applying Solve problems to new situations by

applying acquired knowledge, facts, techniques
and rules in different way.
Can the student use the information in a new
context different than the one learned.
Verbs: Translate, manipulate, calculate, exhibit,
demonstrate, collect, solve, adapt, apply in non
familiar context, change, interpret, operate, choose,
demonstrate, dramatize, employ, illustrate,
schedule, sketch, solve, write
In the analysis level, students will be required to go
beyond knowledge and application and actually see
patterns that Can the student distinguish between the
different parts?
 Verbs :Compare, contrast, criticize, organize,
differentiate, discriminate, distinguish, examine,
experiment, question ,investigate, research, revise,
make a diagram, dissect, categorize, order, group,
survey, test, inspect, arrange, separate
In Evaluation here students are expected to assess
information and come to a conclusion such as its value
or the bias behind it.
 Can the student make decisions based on reflection,
critical thinking, and assessment to justify a stand or
decision?
 Verbs: Make a hypothesis, check, critique, experiment,
judge, test, monitor, appraise, argue, defend, select,
support, value, evaluate, rate, validate, predict, score,
revise, determine, debate, rank, reject, probe, criticize,
discriminate etc.
Create Compile information together in a different way
by combining elements in a new pattern or proposing
alternative solutions.
Can the student create a new product or point of view?
Verbs: Design, assemble, construct, plan, create,
develop, formulate, devise, make, write, forecast,
predict, set up, compile, originate, imagine, invent,
organize, improvise, act, blend etc.
Lower level thinking
 Remembering, understanding, and lower level
applying
Used for:
◦ Evaluate student preparation, understanding of
concepts, general conceptual learning
◦ Diagnostic of strengths and weaknesses
◦ Revisions and summary of topics learned
Higher order Thinking
 Complex application, analysis, evaluation, and
creation
 Used for:
◦ Increase critical thinking and analysis
◦ Problem solving skills
◦ Discussions and debates
◦ Presentations and research
◦ Project creation and completion
 II. Affective Domain
 It is concerned with the interests, emotions, mental
tendencies and the values of the students.This domain is
difficult to develop as interests, emotions, mental
tendencies are individual conditions. It is the duty of the
teacher to develop these domains.
 Further categories in affective Receiving
 domain are as follows.
Responding

Valuing

Organization

.Characterization by a value
or value complex
Cont…
 1. Receiving: Receiving refers to a student's
willingness to attend a particular phenomena or stimuli
(classroom activities, textbook, music, etc). From a
teaching standpoint, it is concerned with getting,
holding and directing the student's attention.

 Ask ,chooses, follow, describe, give, select ,locate,

replies, uses.
Cont ….
 2. Responding: Responding refers to an active

participation on the part of the student. At this level, he

not only attends a particular phenomenon, but also
reacts to it in some way.

 Answer,assists,greets,help,performs,practice,presents,r

eads,recites,reports
Cont….
 .Valuing: Valuing is concerned with the worth or

value a student attaches to a particular object,

phenomenon or behaviour.

 Completes,differentiates,follows,form,initiate,joins,i

nvites,shares,studies,proposes
Cont ….
 4.Organization: Organization is concerned with
bringing together different values, resolving conflicts
between them, and beginning the building of an
internally consistent value system. Thus, the emphasis
is on comparing, relating and synthesizing values.
Alters ,defends, orders, relates ,synthesizes, integrates,
combine, generalizes,explain.
Cont….
 5.Characterization by a value or Value Complex: At

this level of the affective domain, an individual has a

value system that has controlled his behavior for
sufficiently long time for him to have developed a
characteristic “life style”.

 Acts ,display, influences, listen, qualifies, questions,

revises, serves, varifies, solves.

III. Psychomotor Domain

 This domain is concerned with the training of

students’ physical activities and development of
skills. There are five categories in this domain .
 Imitation
 Manipulation
 Precision
 Articulation
 Naturalization
 1.Imitation: It is the lowest level of psycho

muscular activity. It initiates as an impulse and

grows into an overt act. The performance of the act
may also be repeated. Assembles
,builds,cleans,follows,heats,paints.
 Manipulation: It involves a preference for some

actions over the others. The directions are followed

and then, the acts are performed by the students.
Selection of an act is an important aspect.

 Changes,constructs, fixes,fastens,manipulates,grips

etc.
 .Precision: Precision is acquired by practice or

repetition of a performance. It is related to the

speed of an action as well as the ability to control
an act.

 Connects,corrects,drills,dismantles,identifies,ham

mers
 4.Articulation: It is the ability to handle many actions
together and involves co-ordination in an action.
 Makes ,nails, mends, mixes, sharpens, designs

 5.Naturalization: The perfection attained by an individual

in completing a task results in naturalization. After this, the
actions of students become mechanical and are performed
without any planning.
 Wraps, weights, uses,sketches, stirs,sets,starts,sews
Factors Affecting Psychomotor Skills
 Psychological feedback.

 Factors Affecting Psychomotor Skills

 Amount of practice.

 Task complexity.

 Work distribution.

 Motive-incentive conditions.

 Environmental factors.
Areas of application of Blooms Taxonomy
 Blooms Taxonomy can be applied in the following
specific areas according to the author(Giessen
,2014)
 Write and revise learning objectives
 Plan curriculum
 Identify simple to most difficult skills
 Effectively align objectives to assessment
techniques and standards
 Incorporate knowledge to be learned
 Facilitate questioning
 Taxonomy is used most frequently at policy making levels
and sparingly by schools and teachers in the classroom
(Anderson and Sosniak, 1994)
 References:

 Citation: Bloom, B. S. (ed.). Taxonomy of Educational Objectives. Vol. 1: Cognitive

Domain. New York: McKay, 1956.

 Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO
taxonomy (Structure of the Observed Learning Outcome). Academic Press.

 Newton, G., & Martin, E. (2013). Blooming, SOLO taxonomy, and phenomenography as
assessment strategies in undergraduate science education. Journal of college science
teaching, 43(2), 78-90.

 Jimoyiannis, A. (2013). Using SOLO taxonomy to explore students’ mental models of the
programming variable and the assignment statement. Themes in Science and Technology
Education, 4(2), 53-74.