BLOOM’S TAXONOMY

REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE

Recall facts and basic Explain ideas or concept Use information in new Draw connections among Justify a stand or decision Produce new or original
concepts situations ideas work
Define Classify Execute Differentiate Appraise Design
Duplicate Describe Implement Organize Argue Assemble
List Discuss Solve Relate Defend Construct
Memorize Explain Use Compare Judge Conjecture
Repeat Identify Demonstrate Contrast Select Develop
State Locate Interpret Distinguish Support Formulate
REcognize Operate Examine Value Author
Report Schedule Experiment Critique Investigate
Select Sketch Question Weigh
Translate Test

TAXONOMY OF OBJECTIVES - COGNITIVE

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
Bring together parts
Recall of information Translation, Application of Breakdown knowledge of knowledge to form Judgement about the
interpretation or knowledge to a new into parts and show a whole and build value of materials and
extrapolation of situation relationships among relationships for new methods for given
knowledge the parts situations purposes
Describe Arrange Solve Analyse Describe Appraise
Name Explain Demonstrate Appraise Name Estimate
Recite Interpret Apply Calculate Recite Select
Recognize Classify Construct Diagram Recognize Argue
List Express Predict Discriminate List Evaluate
Mtch Locate Prepare Distinguish Match Support
Relate Describe Produce Question Relate Judge
Repeat Identify Sketch Test Repeat Value
Reproduce Report Solve Differentiate Reproduce Attack
State Discuss Use Categorize State Predict
Indicate write Cntrast Score
Restate Examine Compare
Sort Experiment Rate
Translate Compare defend
extrapolate Inventory
citicize
 TAXONOMY OF OBJECTIVES - AFFECTIVE

RECEIVING RESPONDING TO VALUING ORGANIZATION INTERNALIZING VALUES

PHENOMENA PHENOMENA (CHARACTERIZATION)
Definition
 Awareness  Active participation on  The worth of value of a  Organizes values into  Has a value system that
 Willingness to hear the part of the learners person attaches to a priorities by contrasting controls their behavior
 Selected attention  Attends and reacts to a particular object, different values, resolving  The behavior is pervasive,
particular phenomenon phenomenon, or behavior conflicts between them, and consistent, predictable,
 Learning outcomes  This ranges from simple creating unique value system. and most importantly,
may emphasize acceptance to the more  The emphasis is on characteristic of the
compliance in complex state of comparing, relating, and learner.
responding commitment synthesizing values.  Instructional objectives are
 Willingness to respond  Valuing is based on the concerned with the
 Satisfaction in internalization of a set of student’s general patterns
responding (motivation) specified value, while of adjustment (personal,
clues to these values are social, emotional).
expressed in the
learner’s overt behavior
and are often identifiable
Example
 Listen to others with  Participate in class  Demonstrate belief in the  Recognize the need for  Show self-reliance when
respect discussions democratic process balance between freedom working independently
 Listen for and  Give presentation  Is sensitive towards and responsible behavior  Cooperate in group
remember the name of  Question new ideals, individual and cultural  Accept responsibilit for one’s activities (display
newly introduce concepts, models, etc differences (value behavior teamwork)
people in order to fully diversity)  Explain the role of a  Use an objective approach
understand them  Show the ability to solve systematic planning in solving in problem solving
 Know the safety rules problems problems.  Displa a professional
and practise them  Propose a plan to social  Accept professional ethical commitment t ethical
improvement and follow standards practice on a daily basis
through with commitment  Create a life plan in harmony  Revise judgments and
 Inform management on with abilities, interests, and changes behavior in light
matters that one feel beliefs. of new evidence
strongly about  Prioritize time effectively to  Valu people for what they,
meet the needs of the not ow they look
organization, family, and self
 TAXONOMY OF OBJECTIVES - AFFECTIVE
RECEIVING RESPONDING TO VALUING ORGANIZATION INTERNALIZING VALUES
PHENOMENA PHENOMENA (CHARACTERIZATION)
Example
Ask Answer Complete Adhere Act
Choose Assist Demonstrate Alter Discriminate
Describe Aid Differentiate Arrange Display
Follow Comlies Explain Combine Influence
Give Conform Follow Compare Listen
Hold Discuss Form Complete Modify
Identify Greet Initiate Defend Perform
Locate Help Invite Explain Practice
Name Label Join Formulate Propose
Point to Perform Justify Generalize Qualify
Select Practice Propose Idntify Question
Sit Present Read Integrate Revise
Erect Read Report Modify Serve
Replies Recite Select Order Solve
Use Report Share Organize Verify
Select Study Prepare
Tell Work Relate
Write Synthesize

SIMPSON’S PSYCHOMOTOR DOMAIN

CATEGORY
Perception Set Guided Mechanism Complex Overt Adaptation Origination
(awareness Response (Basic Response
Proficiency) (expert)
The ability to use Readiness to act. The early stages This is the The skillful Skills are well Creating new
memory cues to It includes mental, in learning a intermediate stage performance of developed and the movement
guide motor physical, and complex skill that in learning a motor acts that individual can patterns to fit a
activity. emotional sets. includes imitation complex skill. involve complex modify movement particular situation
This ranges from These three sets and trial and error. Learned movement patterns to fit or specific
sensory are dispositions Adequacy of responses have patterns. special problem. LEarning
stimulation, that predetermine performance is become habitual Proficiency is requirements. outcomes
through cue a person’s achieved by and the movement indicated by a emphasize
selection, to response to practicing. can be performed quick, accurate, creativity based
translation different situations with some and highly upon highly
(sometimes called confidence and coordinated developed skills.
mindsets). proficiency. performance,
requiring a
minimum of
energy.
 This category
includes
performing without
hesitation, and
automatic
performance. For
example, players
often utter sounds
of satisfaction or
expletives as soon
as they hit a tennis
ball or throw a
football because
they can tell by the
feel of the act what
the result will
produce.

EXAMPLE
Detects non-verbal Knows and acts Performs a Use a personal Maneuvers a car Responds Constructs a new
communication upon a sequence mathematical computer. into a tight parallel effectively to theory.
cues. of steps in a equation as REpair a leaing parking spot. unexpected Develops a new
Estimate where a manufacturing demonstrated. faucet Operate experiences. and
ball will land after it process. Follows Drive a car computers quickly Modifies comprehensive
is thrown and then Recognize one’s instructions to and accurately instruction to meet training
moving to the abilities and build a model. Display the needs of the programming.
correct location to limitations. Shows Responds hand- competence while learners. Creates a new
catch the ball. desire to learn a signals of playing a piano. Perform a task gymnastic routine
Adjusts heat of new process instructor while with a machine
stove to correct (motivation). learning to operate that it was not
temperature by This category is a forklift originally intended
smell and taste of closely related to to do (machine is
food. Adjusts the “Responding to not damaged and
height of the forks phenomena” there is no danger
on a forklift by subdivision of in performing the
comparing where Affective domain. new task)
the forks are in
relation to the
pallet.
Perception Set Guided Mechanism Complex Overt Adaptation Origination
(awareness Response (Basic Response
Proficiency) (expert)
KEYWORDS
Choose Begin Copy Assemble Assemble Adapt Arrange
Describe Display Trace Calibrate Build Alter Build
Detect Explain Follow Construct Calibrate Changes Combine
Differentiate Move React Dimantle Construct Rearrange Compose
Distinguis Proceed Reproduce Display Dismantle Reorganize Construct
Identifiy REact Respond Fasten Display Revise Creates
Isolate Show Fixes Fasten Varies Desgn
Relate State Grind Fix Initiate
Select Volunteer Heat Grind Make
Manipulate Heat originate
Measure Manipulate
Mend Measure
Mix Mend
Organize Mixes
sketch Organize
sketch

Armstrong, P (2023). Bloom’s Taxonomy. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Cullinane, A (2023). Bloom’s Taxonomy Cognitive. https://www.researchgate.net/figure/Blooms-taxonomy-of-educational-objectives-cognitive-domain-1956-with-
associated-verbs_fig1_303955006
StudyLib (2023). Bloom’s Taxonomy Affective. https://studylib.net/doc/12406937/bloom-s-taxonomy--affective-domain
https://www.astate.edu/dotAsset/7a3b152c-b73a-45d6-b8a3-7ecf7f786f6a.pdf
https://ivanteh-runningman.blogspot.com/2016/09/blooms-taxonomy.html