Bloom's Taxonomy of Learning Domains_1

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Forinternalcirculationonly.TunkuAbdulRahmanCollege.Allrightsreserved.

Compiled by Department of Quality Assurance, Tunku Abdul

Rahman College, Kuala Lumpur.

Blooms

Taxonomy

of

Learning

Domains

TunkuAbdulRahmanCollege


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IINNTTRROODDUUCCTTIIOONN

There is more than one type of learning. A committee of colleges, led by

Benjamin Bloom (1956), identified three domains of educational activities:

I. Cognitive: mental skills (Knowledge)

II. Psychomotor: manual or physical skills (Skills)

III. Affective: feelings or emotional skills (Attitude)

The three domains are divided into subdivisions, starting from the simplest

behaviour to the most complex. The divisions outlined are not absolutes and

there are other systems or hierarchies that have been devised in the

educational and training world. However, Blooms taxonomy is easily

understood and is probably the most widely applied one in use today.

This compilation of Blooms Taxonomy of Learning Domains is sourced from

the following sources:

British Columbia Institute of Technology. (1996). Writing learning

outcomes. Retrieved May 20, 2010, from http://www.lru.bcit.ca

Clark, D. R. (2004). Bloomstaxonomyof learningdomains. Retrieved May

20, 2010, from http://www.nwlink.com/~donclark/hrd/bloom.html

Universiti Putra Malaysia. (nd). Putrasatria.Serdang: UPM.

The table on pages 3 to 19 show samples of action verbs that could be used

for learning outcomes in different domains and categories. The action verbs

listed are not exhaustive and exclusive. The action verbs can be used

interchangeably in different domains and categories depending on the subject

matter.


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II..

CCOOGGNNIITTIIVVEE

DDOOMMAAIINN

The cognitive domain (Bloom, 1956) involves knowledge and the

development of intellectual skills. This includes the recall or recognition of

specific facts, procedural patterns and concepts that serve in the developmentof intellectual abilities and skills. The SIXmajor categories in this domain are

listed from the simplest behaviour to the most complex.

C1. KNOWLEDGE:Recall data or information.

SkillsInvolved ActionVerbs Examples

Observation and

recall of information

Knowledge of dates,

events, places

Knowledge of major

ideas

Mastery of subject

matter

Count

Define

Describe

Draw

Duplicate

Find

Identify

Know

Label

List

Locate

Match

Memorize

Name

Order

Outline

Point

Quote

Read

Recall

Recite

Recognize

Record

Repeat

Reproduce

Relate

Select

Sequence

State

Tell

Write

etc.

Recite a policy

Quote prices from

memory to a

customer

Know the safety rules


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C2. COMPREHENSION:Understand the meaning, translation interpolation

and, interpretation of instructions and problems. State a problem in

ones own words.

Skills

Involved

Action

Verbs

Examples

Understanding

information

Grasp meaning

Translate

knowledge into new

context

Interpret facts

Compare or

contrast facts

Order, group or

infer causes

Predict

consequences

Associate

Calculate

Change

Compare

Comprehend

Compute

ConcludeConvert

Classify

Defend

Demonstrate

Describe

Discuss

Distinguish

Estimate

Example

Express

Explain

Extend

Extrapolate

Generalise

Give

examples

Identify

Illustrate

Indicate

Interpret

InferLocate

Match

Paraphrase

Predict

Relate

Report

Restate

Review

Rewrite

Select

Summarise

Transform

Translate

etc.

Rewrite the

principles of test

writing.

Explain in ones own

words the steps for

performing a

complex task.

Translate an

equation into a

computer

spreadsheet.


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5

C3. APPLICATION:Use a concept in a new situation or unprompted use of

an abstraction. Apply what was learned in the classroom into novel

situations.

Skills

Involved

Action

Verbs

Examples

Use information

Use methods,

concepts or theories

in new situations

Solve problems

using required skills

or knowledge

Add

Apply

Adapt

Build

Calculate

Change

ChooseClassify

Complete

Construct

Compute

Demonstrate

Discover

Divide

Dramatize

Examine

Graph

Illustrate

Interpolate

Interpret

Make

Manipulate

Modify

Operate

Paint

Predict

PractisePrepare

Produce

Provide

Relate

Show

Sketch

Solve

Subtract

Translate

Use

Write

etc.

Use a manual to

calculate an

employees vacation

time.

Apply laws of

statistics to evaluate

the reliability of a

written test.


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C4. ANALYSIS:Separate materials or concepts into component parts so

that its organisational structure may be understood.


Seeing patterns

Organisation of

parts

Recognition of

hidden meaning

Identification of

components

Analyse

Appraise

Arrange

Attribute

Breakdown

Calculate

Categorise

Classify

Choose

Contrast

Combine

Compare

Criticise

Deconstruct

Deduce

Design

Detect

Develop

Diagram

Differentiate

Discriminate

Dissect

Distinguish

Divide

Explain

Examine

Experiment

Identify

Illustrate

Infer

Inquire

Investigate

List

Order

Organise

Outline

Point out

Probe

Relate

Select

Separate

Subdivide

Survey

Utilise

etc.

Troubleshoot a piece

of equipment by

using logical

deduction

Recognise logical

fallacies in

reasoning.

Gather information

from a department

and select the

required tasks for

training.


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C5. SYNTHESIS: Build a structure or pattern from diverse elements. Put

parts together to form a whole, with emphasis on creating a new

meaning or structure.

Skills

Involved

Action

Verbs

Examples

Use old ideas to

create new ones

Generalise from given

facts

Relate knowledge

from several areas

Predict or draw

conclusions

Arrange

Assemble

Blend

Build

Categorise

Combine

CompareCompile

Compose

Conceive

Construct

Create

Derive

Design

Develop

Devise

Discuss

Explain

Formulate

Generate

Group

Hypothesize

Invent

Integrate

Manage

Modify

Organise

Originate

Plan

Produce

ProposeRearrange

Reconstruct

Relate

Reorganise

Report

Revise

Rewrite

Roleplay

Schematize

Specify

Summarise

Support

Tell

Transform

Write

etc.

Write a company

operation or process

manual.

Design a machine to

perform a specific

task.

Integrate training

from several sources

to solve a problem

Revise and process

to improve an

outcome.


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C6. EVALUATION:Makejudgements about the value of ideas or materials.


Compare and

discriminate

between ideas

Assess value of

theories or

presentations

Make choices based

on reasoned

argument

Verify value of

evidence

Recognise

subjectivity

Appraise

Argue

Arbitrate

Assess

Attach

Choose

Compare

Conclude

Contrast

Convince

Consider

Criticise

Critique

Decide

Defend

DescribeDetermine

Discriminate

Estimate

Explain

Evaluate

Grade

Interpret

Judge

Justify

Measure

Predict

Prioritise

Rank

Rate

Recommend

Reject

Relate

Select

Summarise

SupportTest

Weight

etc.

Select the most

effective solution.

Hire the most

qualified candidate.

Explain and justify a

new budget.


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IIII..

PPSSYYCCHHOOMMOOTTOORR

DDOOMMAAIINN

The psychomotor domain includes physical movement, coordination and use

of the motorskill areas. Development of these skills requires practice and is

measured in terms of speed, precision, distance, procedures or techniques inexecution. The SEVEN major categories in this domain are listed from the

simplest behaviour to the most complex.

P1. PERCEPTION: The ability to use sensory cues to guide motor activity.

This ranges from sensory stimulation, through cue selection to

translation.

Skills

Involved

Action

Verbs

Examples

Ability to use sensory

cues to guide motor

activity.

Range from sensory

stimulation, through

cue selection to

translation.

Choose

Describe

Detect

Differentiate

Distinguish

Hear

IdentifyIsolate

Listen

Observe

Perceive

Relate

See

Select

Sense

Smell

Taste

View

Watch

etc.

Detect non verbal

communication cues.

Estimate where a ball

will land after it is

thrown and then

moving to the correct

location to catch the

ball.

Adjust heat of stove to

correct temperature by

smell and taste of food

Adjust the height of the

forks on a forklift by

comparing where the

forks are in relation to

the pallet.


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P2. SET:Readiness to act. It includes mental, physical and emotional sets.

These three sets are dispositions that predetermine a persons response

to different situations (sometimes called mindsets).

Skills

Involved

Action

Verbs

Examples

Readiness to act.

Skills include mental,

physical and

emotional sets. These

three sets are

dispositions that

determine a persons

response to differentsituations (sometimes

called mindsets).

Achieve a posture

Assume a body stance

Begin

Display

Establish a body position

Explain

MovePlace arms, hands, etc.

Position the body

Proceed

React

Show

Sit

Stand

State

Station

Volunteer

etc.

Know and act upon a

sequence of steps in

a manufacturing

process.

Recognise ones

abilities and

limitations.

Show desire to learn

a new process

(motivation).


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P3. GUIDED RESPONSE: The early stages in learning complex skill that

includes imitation and, trial and error. Adequacy of performance is

achieved by practising.

Skills

Involved

Action

Verbs

Examples

The early stages in

learning a complex

skill that include

imitation and, trial

and error.

Adequacy of

performance is

achieved bypractising.

Copy

Duplicate

Follow

Imitate

Manipulate with guidance

Operate under

supervisionPractice

React

Repeat

Reproduce

Respond

Trace

Try

etc.

Perform a

mathematical equation

as demonstrated.

Follow instructions to

build a model.

Respond to hand

signals of instructor

while learning to

operate a forklift.


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P4. MECHANISM:This is the intermediate stage in learning a complex skill.

Learned responses have become habitual and the movements can be

performed with some confidence and proficiency.

Skills

Involved

Action

Verbs

Examples

This is the

intermediate stage in

learning a complex

skill.

Learned responses

become habitual and

the movements can

be performed withconfidence and

proficiency.

Assemble

Calibrate

Complete with confidence

Conduct

Construct

Demonstrate

DismantleDisplay

Execute

Fasten

Fix

Grind

Heat

Improve efficiency

Increase speed

Make

Manipulate

Measure

Mend

Mix

Organise

Pace

Produce

Show dexterity

Sketch

etc.

Use a personal

computer.

Repair a leaking

faucet.

Drive a car.


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P5. COMPLEXOVERTRESPONSE: The skillful performance of motor acts

that involve complex movement patterns. Proficiency is indicated by a

quick, accurate, and highly coordinated performance, requiring a

minimum of energy. This category includes performing without

hesitation and automatic performance.


The skilful performance

of motor acts that

involve complex

movement patterns.

Proficiency is indicated

by a quick, accurate andhighly coordinated

performance, requiring a

minimum of energy.

This category includes

performing without

hesitation and automatic

performance.

For example, playersoften 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 result will

produce.

Act habitually

Advance with

assurance

Assemble

Build

Calibrate

Construct

Control

Direct

Dismantle

Display

Excel

Fasten

Fix

Grind

Guide

Heat

Maintain

efficiency

Manage

Manipulate

Master

Measure

Mend

Mix

Organise

Perfect

Perform

automaticallyProceed

Sketch

etc.

Manoeuvre a car

into a tight

parallel parking

spot.

Operate a

computerquickly and

accurately.

Display

competence

while playing the

piano.


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P6. ADAPTATION:Skills are welldeveloped and the individual can modify

movement patterns to fit special requirements.


Skills are well

developed and the

individual can modify

movement patterns to

fit special requirements.

Alter

Adapt

Change

Rearrange

Reorganize

Revise

Vary

etc.

Respond effectively to

unexpected

experiences.

Modify instruction to

meet the needs of the

learners.

Perform a task with a

machine that is not

originally intended to

do (machine is not

damaged and there is

no danger in performing

the new task).

P7. ORIGINATION: Creating new movement patterns to fit a particular

situation or specific problem. Learning outcomes emphasize creativity

based upon highly developed skills.


Creating new

movement patterns to

fit a particular

situation or specific

problem.

Learning outcomes

emphasize creativity

based upon highly

developed skills.

Arrange

Build

Combine

ComposeConstruct

Create

Design

Initiate

Make

Originateetc.

Construct a new theory.

Develop a new and

comprehensive training

programming. Create a new gymnastic

routine.


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A2. RESPONDINGTOPHENOMENA:Active participation on the part of the

learners. Attend and react to a particular phenomenon. Learning

outcomes may emphasize on compliance in responding, willingness to

respond, or satisfaction in responding (motivation).


Active

participation on

the part of the

learners.

Attend and react

to a particular

phenomenon.

Learning

outcomes may

emphasize

compliance in

responding,

willingness to

respond or

satisfaction inresponding.

Agree to

Answer freely

Assist

Aid

Care for

CommunicateComply

Conform

Consent

Contribute

Cooperate

Discuss

Follow

Form

Greet

Help

Label

Obey

Participate willingly

Perform

Practise

PresentRead voluntarily

Recite

Report

Respond

Select

Tell

Write

Visit

Volunteer

etc.

Participate in

class discussions.

Give a

presentation.

Question new

ideas, concepts,

models, etc. to

fully understand

them.

Know and

practice safety

rules.


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A3. VALUING PHENOMENA: The worth or value a person attaches to a

particular object, phenomenon or behaviour. This ranges from simple

acceptance to the more complex state of commitment. Valuing is based

on the internalization of a set of specified values, while clues to these

values are expressed in the learners overt behaviour and are oftenidentifiable.


Valuing is based

on the

internalization of

a set of specified

values, whileclues to these

values are

expressed in the

learners overt

behaviour and are

often identifiable.

Adopt

Assume

responsibility

Behave

according to

Choose

Commit

Complete

Demonstrate

Desire to

Differentiate

Exhibit loyaltyExplain

Express

Follow

Form

Initiate

Invite

Join

Justify

Prefer

Propose

Read

Report

Seek

Select

Share

Show concern

Show continual

desire toStudy

Use resources to

Work

etc.

Demonstrate belief

in the democratic

process.

Sensitive towards

individual andcultural differences

(value diversity).

Show the ability to

solve problems.

Propose a plan to

social improvement

and follow through

with commitment. Inform

management on

matters that one

feels strongly about.


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A4. ORGANISINGVALUES: Organise values into priorities by contrasting

different values, resolving conflicts between them and creating a unique

value system. The emphasis is on comparing, relating and synthesizing

values.


Organise values into

priorities by

contrasting different

values, resolving

conflicts between them

and creating a unique

value.

Adapt

Adhere

Adjust

Alter

Arrange

Balance

Classify

Combine

Compare

Complete

Conceptualise

Defend

Explain

Formulate

Generalise

Group

Identify

Integrate

Modify

Order

OrganisePrepare

Rank

Relate

Synthesize

Theorize

etc.

Recognise the need for

balance between

freedom and

responsible behaviour.

Accept responsibility

for ones behaviour.

Explain the role ofsystematic planning in

solving problems.

Accept professional

ethical standards.

Create a life plan in

harmony with abilities,

interests and beliefs.

Prioritise timeeffectively to meet the

needs of organisation,

family and self.


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A5. INTERNALIZING VALUES: Has a value system that controls their

behaviour. The behaviour is pervasive, consistent, predictable and most

importantly, characteristic of the learner. Instructional objectives are

concerned with the students general patterns of adjustment (personal,

social, emotional).


Has a value system

that controls their

behaviour.

The behaviour is

pervasive, consistent,

predictable and mostimportantly,

characteristic of the

learner.

Instructional

objectives are

concerned with the

students general

patterns ofadjustment.

Act upon

Advocate

Defend

Discriminate

Display

Exemplify

Influence

Justify behaviour

Listen

Maintain

Modify

Perform

Practise

Propose

Qualify

Question

Revise

Serve

Solve

SupportVerify

etc.

Show selfreliance when

working independently.

Cooperate in group

activities (displays

teamwork).

Use an objective approach

in problem solving.

Display a professional

commitment to ethical

practise on a daily basis.

Revise judgements and

change behaviour in light

of new evidence.

Value people for what theyare, not how they look.


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REFERENCE

Bloom, B.S., Krathwohl, D.R. & Bertram, B.M. (1956). Taxonomy

of

educational

objective,

handbook

I:

the

cognitive

domain.New York: David McKay Co., Inc.

Documents

Bloom's Taxonomy of Learning Domains_1