Revised Taxonomy Of Objectives

Bloom's taxonomy is a set of three hierarchical models used for classification of

educational learning objectives into levels of complexity and specificity. The three lists cover the
learning objectives in cognitive, affective and psychomotor domains. The cognitive domain list
has been the primary focus of most traditional education and is frequently used to structure
curriculum learning objectives, assessments and activities.

Types of Objectives
Cognitive
Affective
Psychomotor

Cognitive Domain
Lorin Anderson, a former student of Bloom, along with David Krathwohl, one of Boom's
original partners, 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 nun to verb forms, and 2) slightly rearranging them (Anderson, Krathwol,
Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000; Pohl, 2000). This new taxonomy
reflects a more active form of thinking and is perhaps more accurate.

Here is the hierarchy of revised taxonomy of cognitive domain:

The levels are described as follows:
Bloom’s Definition Verbs

 Choose • Quote
Remembering- Exhibit memory  Define • Recall
of previously learned material by  Distinguish • Relate
recalling facts, terms basic Cite • Reproduce

concepts and answers. Give example • Review

Group • Select

Find • Show

How • Spell
 Know • Tell
 Label • Underline
 List • What
 Locate • When
 Match • Where
 Memorize • Which
 Name • Who
 Omit • Why

Understanding-  Classify • Interpret
Demonstrate understanding of  Compare • Outline
facts and ideas by comparing,  Contrast • Relate
translating, interpreting, giving  Discuss • Rephrase
descriptions, and stating main Describe • Restate

idea. Demonstrate • Retell

Explain • Reorganize

Extend • Show
 Give main idea • Summarize
  Identify • Translate
 Illustrate
 Infer

Applying- Solve problems to new  Apply • Manipulate
situations by applying acquired  Build • Operate
 Choose • Sequence
 Exhibit • Change Show
Illustrate • Collect

Calculate • Demonstrate

Make • Dramatize

Practice • Use
 Draw

 Adapt

Bloom’s Definition Verbs

knowledge, facts, techniques and rules  Construct  Mode

in a different way.  Develop  Organize
 Experiment with  Plan
 Identify  Select
Interview Solve
 
Make use of Utilize
 
Analyzing- Examine and break  Analyze  Inference
information into parts by  Assume  Inquire
identifying motives or causes. Make  Categorize  Inspect
inferences and find evidence to  Classify  Investigate
support generalizations. Compare List
 
Conclusion Motive
 
Contrast Probe
 
Criticize Relationships
 Detect  Research
 Diagram  Separate
 Discover  Sift
 Discriminate  Simplify
 Dissect  Survey
 Distinguish  Take part in
 Divide  Test for
 Examine  Theme
Function
 

Evaluating- Present and defend  Agree  Criticize
opinions by making judgements  Appraise  Decide
about Information, validity of  Assess  Deduct
ideas, or quality of work based on  Award  Defend
a set of criteria. Compare Determine
 
Conclude Disprove
 
Justify Estimate
 
Criteria Evaluate
 
 Explain

 Importance

 Influence

 Interpret

 Judge

Bloom’s Definition Verbs

 Justify  Rate
 Mark  Recommended
 Measure  Rule on
 Opinion  Select
Perceive Support
 
Prioritize Value
 
Prove

Creating- Compile information  Act  Improve
together in a different way by  Adapt  Infer
combining elements in a new pattern  Appraise  Invent
or proposing alternative solutions.  Assemble  Make up
Argue Maximize
 
Blend Measure
 
Build Minimize
 
Change Modify
 Combine  Original
 
  Compare  Originate
 Compile  Organize
 Compose  Plan
 Construct  Predict
Create Prioritize
 
Delete Propose
 
Defend Revise
 
Design Set up
 Develop  Solution
 Devise  Solve
 Discuss  Suppose
 Elaborate  Rank
 Estimate  Recommend
 Forecast  Reject
 Formulate  Tell why
 Happen  Test
Imagine Theory
 
 

Whichever taxonomy you prefer, there are key verbs for each level you can use when writing
cognitive
objectives.

Example of Questions for Each Level

Remember
• Who? What? Where? When? How?
• Describe: _______.  What is _______?
Understand
• Re-tell ________ in your own words.
• What is the main idea of ________?
• What differences exist between _____ and _____?
• Write a brief outline.
Apply
• How is _____ an example of _____?
• How is _____ related to _____?
 • Why is _____ significant?
• Describe an example of when ____ happens.
Analyze
• What are the parts of ________?
• Classify this according to ________.
• Create an outline/concept map of ________.  Provide evidence that
_____ is correct.
Evaluate
• Compare and contrast _____ to _____.
• Select the best product.
• Critique the play.
• Judge the following in these merits: ___________.

Create
• Organize the following: ________.
• Predict what will happen next.
• What solutions would you suggest for ________?  How would you
design a new ________?

Affective Domain
Affective objectives are designed to change an individual's attitude, choices, and relationships. It
describe the way people react emotionally and their ability to feel other living things' pain or joy.
Affective objectives or domain typically target the awareness and growth in attitudes, emotion,
and feelings.
There are five levels in the affective domain moving through the lowest order processes to the
highest.
Receiving
The lowest level; the student passively pays attention. Without this level, no learning can occur.
Receiving is about the student's memory and recognition as well.
Responding
The student actively participates in the learning process, not only attends to a stimulus; the
student also reacts in some way.
Valuing
The student attaches a value to an object, phenomenon, or piece of information. The student
associates a value or some values to the
knowledge they acquired.
Organizing
The student can put together different values, information, and ideas, and can accommodate them
within their own schema; the student is comparing, relating and elaborating on what has been
learned.
Characterizing
The student at this level tries to build abstract knowledge Skills in the psychomotor domain
describe the ability to physically manipulate a tool or instrument like a hand or a hammer.

The levels are described as follows:

23
Here are key verbs for each level you can use when writing affective objectives:
Definitions Verbs

Receiving- Awareness,  Ask  Points to

willingness to learn, selected  Choose  Select
attention.
 Describe  Site
 Follow  Erects
 Give  Replies
 Holds  Uses
 Locate
Name

Responding- Active participation  Answers  Perform
on the part of the learners.  Assists  Practice
Attends and reacts to a particular Aid Presents
 
phenomenon. Learning outcomes Complies Read
 
may emphasize compliance in
 Conforms  Recite
responding (motivation)
 Discuss  Report
 Greet  Select
Help Tell
 
Label Write
 
Valuing- The worth or value a  Complete  Join
person attaches to a particular  Demonstrate  Justify
object, phenomenon, or behavior. Differentiate Propose
 
This ranges from simple Explain Report
 
acceptance to the more complex
 Follow  Select
state of commitment.
 Forms  Shares
 Initiates  Studies
Invites Work
 

Organization- Organizes values into  Adhere  Generalizes

priorities by contrasting different  Alter  Identify
values, resolving Arranges Integrate
 
 Combines  Modify
 Compare
Definitions Verbs

conflicts between them, and  Complete  Order

creating a unique value system.  Defend  Organizes
The emphasis is on comparing, Explain Prepare
 
relating, and synthesizing values. Formulate Relate
 
 Synthesizes

Characterization of Values- Has a  Acts  Proposes

value system that control their  Discriminate  Qualifies
behavior. The behavior is Display Questions
 
pervasive, consistently, Influences Revises
 
predictable, and most importantly,
 Listen  Serve
characteristic of the learner.
 Modify  Solve
 Perform  Verify
Practices

Psychomotor Domain
The Psychomotor domain 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, procedure, or techniques in execution. The seven major categories are listed from the
simplest behavior to the most complex.
Simpson (1972) built this taxonomy on the work of Bloom and others:
Simpson’s Action Verbs
Psychomotor
Domain
Definitions
Perception-  Chooses  Detects
The ability to
Describes Differentiate
use sensory
 
cues to guide
motor activity.
This ranges
Simpson’s Psychomotor Domain Action Verbs
Definitions
From sensory simulation, through cues  Distinguishes • Relate
selection.
 Identifies • Select
 Isolate
Set- Readiness to act. Mental, physical,  Begin • React
and emotional dispositions that make
 Display • Show
one respond in a certain way to a
situation.  Explain • State
 Moves • Volunteer
 Proceed
Guided Responses- First attempts at a  Copies • React
physical skill. Trial and error coupled
 Traces • Reproduce
with practice lead to better performance.
 Follows • Responds
Mechanism- The intermediate stage in  Assembles • Manipulates
learning a physical skill. Responses are
 Calibrates • Measures
habitual with a medium level of
assurance and proficiency.  Constructs • Mends
 Dismantles • Mixes
 Displays • Organizers
 Fasten • Sketches
 Fixes
 Grinds
Complex Overt Response - Complex  Assembles • Displays
movements are possible with a
 Calibrates • Fasten
 Constructs • Fixes
 Dismantles

minimum of wasted effort and a high  Manipulates Note: The Key Words are the
level of assurance they will be same as Mechanism, but will
 Measures
successful. have adverbs or adjectives that
 Mends indicate that the performance
is quicker, and better.
 Mixes
 Organizers
 Sketches
Adaptation- Movements can be  Adapts • Rearrange
modified for special situations.
 Alters • Reorganizes
 Changes • Revises
Origination - New movements can be  Arranges  Designs
created for special
situations.  Builds  Initiate
 Combines  Make
 Composes  Originates
 Constructs
 Creates
Dave (1970) developed this taxonomy:
• Imitation - Observing and copying someone else.
• Manipulation - Guided via instruction to perform a skill.
•Precision - Accuracy, proportion and exactness exist in the skill performance
without the presence of the original source.
•Articulation - Two or more skills combined, sequenced, and performed
consistently.
•Naturalization - Two or more skills combined, sequenced, and performed
consistently and with ease. The performance is automatic with little physical or
mental exertionS
Harrow (1972) developed this taxonomy. It is organized according to the degree of coordination
including involuntary responses and learned capabilities:
• Reflex movements - Automatic reactions.
•Basic fundamental movement - Simple movements that can build to more
complex sets of movements.
• Perceptual - Environmental cues that allow one to adjust movements.
• Physical activities - Things requiring endurance, strength, vigor, and agility.
• Skilled movements - Activities where a level of efficiency is achieved.
Here are key verbs for each level you can use when writing psychomotor objectives:
Key Verbs for the Psychomotor Domain
• bend  grinds  organizes
• calibrates  handle  perform (skillfully)
• constructs  heats  reach
• differentiate (by  manipulates  relax
touch)  measures  shorten
• dismantles  mends  sketches
• displays  mixes  stretch
• fastens  operate  write
• fixes
• grasp
How To Write Instructional Objectives
Instructional objectives should specify four main things:
 Audience - Who? Who is this aimed at?
 Behavior - What? What do you expect them to be able to do? This should be an overt,
observable behavior, even if the actual behavior is covert or mental in nature. If you can't
see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned
it.
 Condition - How? Under what circumstances will the learning occur? What will the
student be given or already be expected to know to accomplish the learning?
 Degree - How much? Must a specific set of criteria be met? Do you want total mastery
(100%), do you want them to respond correctly 80% of the time, etc. A common (and
totally nonscientific) setting is 80% of the time.
This is often called the ABCD's of objectives, a nice mnemonic aid!
Tip: Never use the word understand in an objective. It is too vague, and does not specify a
measurable behavior.
Examples of Well-written Objectives
Below are some example objectives which include Audience (A), Behavior (B), Condition (C),
and Degree of Mastery (D). Note that many objectives actually put the condition first.
Psychomotor - "Given a standard balance beam raised to a standard height, the student (attired
in standard balance beam usage attire) will be able to walk the entire length of the balance beam
(from one end to the other) steadily, without falling off, and within a six second time span."
Cognitive (comprehension level) - "Given examples and non-examples of constructivist
activities in a college classroom, the student will be able to accurately identify the constructivist
examples and explain why each example is or isn't a constructivist activity in 20 words or less."
Cognitive (application level) - "Given a sentence written in the past or present tense, the student
will
be able to re- write the sentence in future tense with no errors in tense or tense contradiction (i.e.,
I will see her yesterday.)."
Cognitive (creation/synthesis level) - "Given two cartoon characters of the student's choice, the
student will be able to list five major personality traits of each of the two characters, combine
these traits (either by melding traits together, multiplying together complimentary traits, or
negating opposing traits) into a composite character, and develop a short (no more than 20
frames) storyboard for a cartoon that illustrates three to five of the major personality traits of the
composite character."
Affective - "Given the opportunity to work in a team with several people of different races, the
student will demonstrate a positive increase in attitude towards non-discrimination of race, as
measured by a checklist utilized/completed by non-team members."