Bloom’s Taxonomy of Educational

Objectives
Introduction
Learning is everywhere. We can learn mental skills, develop our attitudes and acquire new physical skills
as we perform the activities of our daily living. Learning is not an event. It is a process. It is the continual
growth and change in the brain's architecture that results from the many ways we take in information,
process it, connect it, catalogue it, and use it (and sometimes get rid of it). Learning can generally be
categorized into three domains: cognitive, affective, and psychomotor. Within each domain are
multiple levels of learning that progress from more basic, surface-level learning to more complex,
deeper-level learning.

One of the basic questions facing educators has always been "Where do we begin in seeking to improve
human thinking?" (Houghton, 2004). Fortunately we do not have to begin from scratch in searching for
answers to this complicated question. The Communities Resolving Our Problems (C.R.O.P.) recommends,
"One place to begin is in defining the nature of thinking. Before we can make it better, we need to know more
of what it is" (Houghton, 2004).

Benjamin S. Bloom extensively contemplated the nature of thinking, eventually authoring or co-authoring 18
books. According to a biography of Bloom, written by former student Elliot W. Eisner, "It was clear that he
was in love with the process of finding out, and finding out is what I think he did best. One of Bloom's great
talents was having a nose for what is significant" (2002).

Although it received little attention when first published, Bloom's Taxonomy has since been translated into
22 languages and is one of the most widely applied and most often cited references in education. (Anderson
& Sosniak, 1994, preface), (Houghton, 2004), (Krathwohl, 2002), ( oz-TeacherNet, 2001).

In 1780, Abigail Adams stated, "Learning is not attained by chance; it must be sought for with ardor and
attended to with diligence" (quotationspage.com, 2005). Learning, teaching, identifying educational goals,
and thinking are all complicated concepts interwoven in an intricate web. Bloom was arduous, diligent, and
patient while seeking to demystify these concepts and untangle this web. He made "the improvement of
student learning" (Bloom 1971, Preface) the central focus of his life's work.

Discussions during the 1948 Convention of the American Psychological Association led Bloom to spearhead a
group of educators who eventually undertook the ambitious task of classifying educational goals and
objectives. Their intent was to develop a method of classification for thinking behaviors that were believed
to be important in the processes of learning. Eventually, this framework became a taxonomy of three
domains.

In 1956, eight years after the group first began, work on the cognitive domain was completed and a handbook
commonly referred to as "Bloom's Taxonomy" was published. This chapter focuses its attention on the
cognitive domain.
While Bloom pushed for the use of the term "taxonomy," others in the group resisted because of the
unfamiliarity of the term within educational circles. Eventually Bloom prevailed, forever linking his name and
the term. The small volume intended for university examiners "has been transformed into a basic reference
for all educators worldwide. Unexpectedly, it has been used by curriculum planners, administrators,
researchers, and classroom teachers at all levels of education" (Anderson & Sosniak, 1994, p. 1). While it
should be noted that other educational taxonomies and hierarchical systems have been developed, it is
Bloom's Taxonomy which remains, even after nearly fifty years, the de facto standard.
What is Bloom's Taxonomy?

Understanding that "taxonomy" and "classification" are synonymous helps dispel uneasiness with the term.
Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of
complexity. Throughout the years, the levels have often been depicted as a stairway, leading many teachers
to encourage their students to "climb to a higher (level of) thought." The lowest three levels are: knowledge,
comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation. "The
taxonomy is hierarchical; [in that] each level is subsumed by the higher levels. In other words, a student
functioning at the 'application' level has also mastered the material at the 'knowledge' and 'comprehension'
levels." (UW Teaching Academy, 2003). One can easily see how this arrangement led to natural divisions of
lower and higher level thinking.

Clearly, Bloom's Taxonomy has stood the test of time. Due to its long history and popularity, it has been
condensed, expanded, and reinterpreted in a variety of ways. Research findings have led to the discovery of
a veritable smorgasbord of interpretations and applications falling on a continuum ranging from tight
overviews to expanded explanations.

A. Cognitive Domain

The cognitive domain contains learning skills predominantly related to mental (thinking) processes.
Learning processes in the cognitive domain include a hierarchy of skills involving processing information,
constructing understanding, applying knowledge, solving problems, and conducting research. There are
six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, evaluation.
Bloom’s taxonomy focused on describing levels of attainments rather than process skills, and did not
substantially address the manner in which the learner proceeds from one level to the next. The cognitive
domain includes skill clusters that organize a complete, concise, and complementary listing of the learning
skills most critical for each process.
 Cognitive Domain Brain Analysis

KNOWLEDGE  Ability to remember facts without necessarily understanding

 Includes those behaviors and test situations which emphasize the
remembering, either by recognition or recall, of ideas, material, or
phenomena.
collect, define, describe, find, identify, list, memorize, name, order, recall,
Sample verbs
recognize, repeat, show, state
COMPREHENSION  Ability to understand and interpret learned information.
 Objectives, behaviors, or responses which represent an understanding of
the literal message contained in a communication
clarify, contrast, convert, decode, defend, describe, differentiate, discuss,
Sample verbs
distinguish, explain, illustrate, predict
APPLICATION  Ability to use learned materials in new situations
 The learner can use knowledge correctly given an appropriate situation
where no mode of solution is specified.
apply, assess, calculate, complete, compute, demonstrate, develop, examine,
Sample
interpret, produce, select, show, transfer
ANALYSIS  Ability to break down information into its components
  Emphasizes the breakdown of the material into its constituent parts
and detection of the relationships of the parts and of the way they
are organized
analyze, appraise, break down, categorize, compare, connect, criticize,
differentiate, divide, examine, investigate
SYNTHESIS  Ability to put parts together
 Ability to integrate different elements or concepts in order to form a
sound pattern or structure so a new meaning can be established
arrange, assemble, combine, compile, compose, construct, create, design,
develop, generate, invent, make, plan, prepare
EVALUATION  Ability to judge value of material for given purpose
 It involves the use of criteria as well as standards for appraising the
extent to which particulars are accurate, effective, economical, or
satisfying.
appraise, argue, conclude, convince, criticize, decide, evaluate, grade, interpret,
judge, rate, recommend

1. At Knowledge Level of learning a student can define terms.

2. At Comprehension Level of learning a student can work assigned problems and
can example what they did.
3. At Application Level of learning a student recognizes what methods to use and
then use the methods to solve problems.
4. At Analysis Level of learning a student can explain why the solution process
works.
5. At Synthesis Level of learning a student can combine the part of a process in new
and useful ways.
6. At Evaluation Level of learning a student can create a variety of ways to solve
the problem and then, based on established criteria, select the solution method
best suited for the problem.

Teachers and learners need to understand the hierarchy of processes and skills within the cognitive
domain so they appreciate prerequisite skills for learning as well as the way these skills need to be
transformed to master more complicated elements of discipline- specific concept inventories.
Development of learning skills should never be taken for granted in teaching or learning new content.
Skills associated with lower-level processes should be introduced in foundation courses and
elevated in intermediate-level coursework. Skills associated with higher-level processes should be
thoughtfully introduced and reinforced in upper-division courses. Methodically invoking key learning
skills from different process areas and clusters across the cognitive domain also provides a method for
infusing richness in course activities while strengthening lifelong learning skills.

B. Affective Domain

Most people think of learning as an intellectual or mental function. However, learning is not a just a
cognitive (mental) function. You can also learn attitudes, behaviors, and physical skills. The affective
domain involves our feelings, emotions and attitudes. The affective domain involves our feelings,
emotions, and attitudes.

RECEIVING One is expect to be aware of or to passively attend to certain stimuli or

phenomena. Simply listening and being attentive are the expectations.
Attend, Listen, Be aware, Look, Control, Notice, Discern, Share, Hear
RESPONDING One is required to comply with given expectations by attending or
reacting to certain stimuli. One is expected to obey, participate, or
respond willingly when asked or directed to do something.
Applaud, Participate, Comply, Play, Discuss, Practice, Follow
Volunteer, Obey
VALUING Display behavior consistent with a single belief or attitude in situations
where one is neither forced nor asked to comply. One is expected to
demonstrate a preference or display a high degree of certainty and
conviction.
Act, Express, Argue, Help, Convince, Organize, Debate, Prefer, Display
ORGANIZATION Commitment to a set of values. This level involves 1) forming a reason
why one values certain things and not others, and 2) making appropriate
choices between things that are and are not valued. One is expected to
organize likes and preferences into a value system and then to decide
which ones will be dominant.
Abstract, Formulate, Balance, Select, Compare, Systemize, Decide
Theorize, Define
CHARACTERIZATION All behavior displayed is consistent with one’s value system. Values are
integrated into a pervasive philosophy that never allows expressions that
are out of character with those values. Evaluation at this level involves
the extent to which one has developed a consistent philosophy of life
(e.g., exhibits respect for the worth and dignity of human beings in all
situations).
Avoid, Display, Exhibit, Internalize, Manage, Require, Resist, Resolve,
Revise
 This domain includes the manner in which we deal with things emotionally, such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes. This domain is
categorized into 5 sub-domains, which include:
(1). Receiving (2) Responding (3) Valuing (4) Organization (5) Characterization

1. Receiving Phenomena: The receiving is the awareness of feelings, emotions, and the
ability to utilize selected attention. Example: Listening attentively to a friend.
Listening attentively to someone; watching a movie, listening to a lecture; watching
waves crash on the sand.

2. Responding to Phenomena: Responding is active participation of the learner.

Example: Participating in a group discussion. Having a conversation; participating
in a group discussion, giving a presentation, complying with procedures, or
following directions.

3. Valuing: Valuing is the ability to see the worth of something and express it. Valuing
is concerned with the worth you attach to a particular object, phenomenon,
behavior, or piece of information. This level ranges from simple acceptance to the
more complex state of commitment.
Simpler acceptance may include your desire for a team to improve its skills,
while more complex level of commitment may include taking responsibly for the
overall improvement of the team.
Examples: Proposing a plan to improve team skills, supporting ideas to increase
proficiency, or informing leaders of possible issues. It is the ability to see the worth
of something and express it. Example: An activist shares his ideas on the increase in
salary of laborers.

4. Organization: ability to prioritize a value over another and create a unique value
system. Example: A teenager spends more time in her studies than with her
boyfriend.

5. Characterization: the ability to internalize values and let them control the
person`s behavior. Example: A man marries a woman not for her looks but for
what she is.

This domain forms a hierarchical structure and is arranged from simpler feelings to
those that are more complex. This hierarchical structure is based on the principle of
internalization. Internalization refers to the process whereby your affect toward
something goes from a general awareness level to a point where the affect is
internalized and consistently guides or controls your behavior. Therefore, with
movement to more complexity, you become more involved, committed, and internally
motivated.

C. Psychomotor Domain
 Psychomotor objectives are those specific to discreet physical functions,
reflex actions and interpretive movements. It is interesting to note that while the
cognitive taxonomy was described in 1956, and the affective in 1964, the
psychomotor domain were not fully described until the 1970s.

IMITATION The learner observes and then imitates an action. These behaviors may be crude
and imperfect. The expectation that the individual is able to watch and then
repeat an action.
Align, Place, Balance, Repeat, Follow, Rest (on), Grasp, Step (here), Hold
MANIPULATION Performance of an action with written or verbal directions but without a visual
model or direct observation. The action may be performed crudely or without
neuromuscular coordination at this stage. Notice that the action verbs are the
same as those for the imitation stage. The difference is that these actions are
performed with the aid of written and verbal instruction, not visual demonstration.
Align, Place, Balance, Repeat, Follow, Rest (on), Grasp, Step (here), Hold
PRECISION Requires performance of some action independent of either written instructions
or a visual model. One is expected to reproduce an action with control and to
reduce errors to a minimum.
Accurately, Proficiently, With balance, Independently, With control
ARTICULATION Requires the display of coordination of a series of related acts by establishing the
appropriate sequence and performing the acts accurately, with control as well as
with speed and timing.
Confidence, Smoothness, Coordination, Speed, Harmony, Stability, Integration,
Timing, Proportion
NATURALIZATION High level of proficiency is necessary. The behavior is performed with the least
 expenditure of energy, becomes routine, automatic, and spontaneous.
Automatically, Spontaneously, Effortlessly, With ease, Naturally, With perfection,
Professionally, With poise, Routinely

Traditionally, these types of objectives are concerned with the physically encoding of information,
with movement and/or with activities where the gross and fine muscles are used for expressing or
interpreting information or concepts. This area also refers to natural, autonomic responses or reflexes.
The psychomotor domain is comprised of utilizing motor skills and coordinating them. The seven
categories under this include:

1. Perception: the ability to apply sensory information to motor activity. Example: A cook
adjusts the heat of stove to achieve the right temperature of the dish.
2. Set: the readiness to act. Example: An obese person displays motivation in performing
planned exercise.
3. Guided Response: the ability to imitate a displayed behavior or to utilize trial and error.
Example: A person follows the manual in operating a machine.
4. Mechanism: the ability to convert learned responses into habitual actions with
proficiency and confidence. Example: A mother was able to cook a delicious meal after
practicing how to cook it.
5. Complex Overt Response: the ability to skilfully perform complex patterns of actions.
Example: Typing a report on a computer without looking at the keyboard.
6. Adaptation: the ability to modify learned skills to meet special events. Example: A designer
uses plastic bottles to create a dress.
7. Origination: creating new movement patterns for a specific situation. Example: A
choreographer creates a new dance routine.
Other Psychomotor Domains As mentioned earlier, the committee did not produce a
compilation for the psychomotor domain model, but others have. The one discussed above
is by Simpson (1972). There are two other popular versions:

Dave (1975) 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 exertion.

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.
 Non-discursive communication - Body language.

Bloom’s Taxonomy is a tool about thinking. Its framework can provide us with ideas to create lessons,
assignments, and projects aligned to core that, over time, help students advance to more complex levels
of thinking.

Sources:

1. Bloom’s Taxonomy – Emerging Perspectives on Learning, Teaching, and Technology (Mary Forehand,
University of Georgia)

2. Three Domains of Learning: Cognitive, Affective and Psychomotor (Md. Enamul Hoque, Education and
Development Research Council)

3. Taxonomy of Educational Objectives: Cognitive Domain (Bloom, et.al., 1956)

4. Cognitive, Affective, and Psychomotor Domains (https://courses. washington. edu/ pharm 439 /
Blooms tax. htm)