Bloom’s Taxonomy of the Cognitive Domain

SAMPLE
LEVEL (Low to Hi) DEFINITION ACTION VERBS
BEHAVIORS
Write List
Learner recalls or Label Name
recognizes information, State Define The student will define
ideas, and principles in Describe Outline the 6 levels of Bloom's
KNOWLEDGE the approximate form in Identify Recall taxonomy of the
which they were Label Recite cognitive domain.
learned. List Select
Match State

Explain Summarize
Paraphrase Describe
Learner translates, Illustrate Convert The student will explain
comprehends, or Generalize Extend the purpose of Bloom's
COMPREHENSION interprets information Discriminate Defend taxonomy of the
based on prior learning. Infer Distinguish cognitive domain.
Paraphrase Estimate
Predict Summarize

Use Compute
Learner selects, Solve Demonstrate
transfers, and uses data Apply Construct The student will
and principles to Change Organize write an instructional
APPLICATION complete a problem or Prepare Demonstrate objective for each level
task with a minimum of Relate Develop of Bloom's taxonomy.
direction. Solve Modify
Transfer Operate

Analyze Categorize
Learner distinguishes, Compare Contrast
classifies, and relates the Separate Break down The student will
assumptions, Infer Deduce compare and contrast
ANALYSIS hypotheses, evidence, or Outline Diagram the cognitive and
structure of a statement Point out Differentiate affective domains.
or question. Relate Distinguish
Illustrate Subdivide

The student will design

Create Design
Learner originates, a classification scheme
Hypothesize Invent
integrates, and combines for writing educational
Develop Categorize
SYNTHESIS ideas into a product,
Devise Compile
objectives that combines
plan or proposal that is the cognitive, affective,
Formulate Compose
new to him or her. and psychomotor
Predict Produce
Domains.

Judge Recommend
Learner appraises, Critique Justify The student will judge
assesses, or critiques on Appraise Compare the effectiveness of
EVALUATION a basis of specific Contrast Support writing objectives using
standards and criteria. Criticize Validate Bloom's taxonomy.
Defend
 Affective Domain

LEVEL (High to Low) DESCRIPTION ACTION VERBS

All behavior displayed is consistent with

one’s value system. Values are integrated
into a pervasive philosophy that never allows Avoid Display
expressions that are out of character with Exhibit Internalize
CHARACTERIZATION those values. Evaluation at this level Manage Require
involves the extent to which one has Resist Resolve
developed a consistent philosophy of life Revise
(e.g., exhibits respect for the worth and
dignity of human beings in all situations).

Commitment to a set of values. This level

involves (a) forming a reason why one
Abstract Formulate
values certain things and not others, and (b)
Balance Select
making appropriate choices between things
ORGANIZATION Compare Systemize
that are and are not valued. One is expected
Decide Theorize
to organize likes and preferences into a value
Define
system and then to decide which ones will be
dominant.

Display behavior consistent with a single

Act Express
belief or attitude in situations where one is
Argue Help
neither forced nor asked to comply. One is
VALUING expected to demonstrate a preference or
Convince Organize
Debate Prefer
display a high degree of certainty and
Display
conviction.

One is required to comply with given Applaud Participate

expectations by attending or reacting to Comply Play
RESPONDING certain stimuli. One is expected to obey, Discuss Practice
participate, or respond willingly when asked Follow Volunteer
or directed to do something. Obey

Attend Listen
One is expected to be aware of or to
Be aware Look
passively attend to certain stimuli or
RECEIVING phenomena. Simply listening and being
Control Notice
Discern Share
attentive are the expectations.
Hear
 Psychomotor behaviors
Performed actions that are neuromuscular in nature and demand certain levels of physical dexterity.

LEVEL (High to low) DESCRIPTION ACTION VERBS

Automatically With ease
High level of proficiency is necessary. The
Effortlessly Naturally
behavior is performed with the least
NATURALIZATION With perfection
expenditure of energy, becomes routine,
Professionally With poise
automatic, and spontaneous.
Routinely Spontaneously

Confidence Smoothness
Requires the display of coordination of a series
Coordination Speed
of related acts by establishing the appropriate
ARTICULATION Harmony Stability
sequence and performing the acts accurately,
Integration Timing
with control as well as with speed and timing.
Proportion

Requires performance of some action

independent of either written instructions or a Accurately Proficiently
visual model. One is expected to reproduce an Errorlessly With balance
PRECISION
action with control and to reduce errors to a Independently
minimum. With control

Performance of an action with written or

verbal directions but without a visual model or
direct observation. The action may be
Align Place
performed crudely or without neuromuscular
Balance Repeat
coordination at this stage. Notice that the
MANIPULATION Follow Rest (on)
action verbs are the same as those for the
Grasp Step (here)
imitation stage. The difference is that these
Hold
actions are performed with the aid of written
and verbal instruction, not visual
demonstration.

Align Place
The learner observes and then imitates an
Balance Repeat
action. These behaviors may be crude and
IMITATION Follow Rest (on)
imperfect. The expectation that the individual
Grasp Step (here)
is able to watch and then repeat an action.
Hold

Writing Learning Objectives

http://www.park.edu/cetl/quicktips/writinglearningobj.html