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Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl

published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly

known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college

instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge,

Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were

presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for

putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and

concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of

Educational Objectives (Handbook One, pp. 201-207):

Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the

recall of a pattern, structure, or setting.”

Comprehension “refers to a type of understanding or apprehension such that the individual knows what is

being communicated and can make use of the material or idea being communicated without necessarily

relating it to other material or seeing its fullest implications.”

Application refers to the “use of abstractions in particular and concrete situations.”

Analysis represents the “breakdown of a communication into its constituent elements or parts such that

the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made

explicit.”

Synthesis involves the “putting together of elements and parts so as to form a whole.”

Evaluation engenders “judgments about the value of material and methods for given purposes.”

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See itsACORN record for

call number and availability.

While many explanations of Bloom’s Taxonomy and examples of its applications are readily available on the

Internet,this guide to Bloom’s Taxonomy is particularly useful because it contains links to dozens of other web

sites.

Barbara Gross Davis, in the “Asking Questions” chapter of Tools for Teaching, also provides examples of

questions corresponding to the six categories. This chapter is not available in the online version of the book,

but Tools for Teaching is available in the CFT Library. See itsACORN record for call number and availability.

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The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and

assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for

Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of

“educational objectives” (in Bloom’s original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their

categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe

the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Recognizing

Recalling

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Executing

Implementing

Analyze

Differentiating

Organizing

Attributing

Evaluate

Checking

Critiquing

Create

Generating

Planning

Producing

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a

separate taxonomy of the types of knowledge used in cognition:

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Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary

of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom’s Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of

this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and

students alike understand the purpose of that interchange.

2. Teachers can benefit from using frameworks to organize objectives because

3. Organizing objectives helps to clarify objectives for themselves and for students.

4. Having an organized set of objectives helps teachers to:

“plan and deliver appropriate instruction”;

“design valid assessment tasks and strategies”;and

“ensure that instruction and assessment are aligned with the objectives.”

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B l o o m ' s T a x o n o m y o f L e a r n i n g D o m a i n s

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr

Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and

evaluating concepts, processes, procedures, and principles, rather than just remembering facts

(rote learning). It is most often used when designing educational, training, and learning processes.

T h e T h r e e D o m a i n s o f L e a r n i n g

The committee identified three domains of educational activities or learning (Bloom, et al. 1956):

o Cognitive: mental skills (knowledge)

o Affective: growth in feelings or emotional areas (attitude or self)

o Psychomotor: manual or physical skills (skills)

Since the work was produced by higher education, the words tend to be a little bigger than we

normally use. Domains may be thought of as categories. Instructional designers, trainers, and

educators often refer to these three categories as KSA

(Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning

behaviors may be thought of as “the goals of the learning process.” That is, after a learning

episode, the learner should have acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive and affective domains,

they omitted the psychomotor domain. Their explanation for this oversight was that they have little

experience in teaching manual skills within the college level. However, there have been at

least three psychomotor models created by other researchers.

Their compilation divides the three domains into subdivisions, starting from the simplest cognitive

process or behavior to the most complex. The divisions outlined are not absolutes and there are

other systems or hierarchies that have been devised, such as the Structure of Observed Learning

Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely

applied one in use today.

C o g n i t i v e D o m a i n

The cognitive domain involves knowledge and the development of

intellectual skills (Bloom, 1956). This includes the recall or

recognition of specific facts, procedural patterns, and concepts that

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serve in the development of intellectual abilities and skills. There are six major categories of

cognitive an processes, starting from the simplest to the most complex (see the  table below for an

in-depth coverage of each category):

o Knowledge

o Comprehension

o Application

o Analysis

o Synthesis

o Evaluation

The categories can be thought of as degrees of difficulties. That is, the first ones must normally be

mastered before the next one can take place.

B l o o m ' s R e v i s e d T a x o n o m y

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in

the mid-nineties and made some changes, with perhaps the three most prominent ones being

(Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):

o changing the names in the six categories from noun to verb forms

o rearranging them as shown in the chart below

o creating a processes and levels of knowledge matrix

The chart shown below compares the original taxonomy with the revised one:

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This new taxonomy reflects a more active form of thinking and is

perhaps more accurate. The new version of Bloom's Taxonomy,

with examples and keywords is shown below, while the old

version may be found here

T a b l e o f t h e R e v i s e d C o g n i t i v e D o m a i n

CategoryExamples, key words (verbs), and

technologies for learning (activities)

Remembering:

Recall or retrieve

previous learned

information.

Examples: Recite a policy.

Quote prices from memory to

a customer. Recite the safety

rules.

Key Words: defines,

describes, identifies, knows,

labels, lists, matches, names,

outlines, recalls, recognizes,

reproduces, selects, states

Technologies: book marking,

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flash cards, rote learning based on

repetition, reading

Understanding:

Comprehending the

meaning, translation,

interpolation, and

interpretation of instructions

and problems. State a

problem in one's own words.

Examples: Rewrite the principles of test

writing. Explain in one's own words the

steps for performing a complex task.

Translate an equation into a computer

spreadsheet.

Key Words: comprehends, converts,

defends, distinguishes, estimates, explains,

extends, generalizes, gives an example,

infers, interprets, paraphrases, predicts,

rewrites, summarizes, translates

Technologies: create an analogy,

participating in cooperative learning, taking

notes, storytelling, Internet search

Applying: Use a concept in

a new situation or

unprompted use of an

abstraction. Applies what

was learned in the

classroom into novel

situations in the work place.

Examples: Use a manual to calculate an

employee's vacation time. Apply laws of

statistics to evaluate the reliability of a

written test.

Key Words: applies, changes, computes,

constructs, demonstrates, discovers,

manipulates, modifies, operates, predicts,

prepares, produces, relates, shows, solves,

uses

Technologies:  collaborative learning, create

a process, blog, practice

Analyzing: Separates

material or concepts into

component parts so that its

organizational structure may

be understood.

Examples: Troubleshoot a piece of

equipment by using logical deduction.

Recognize logical fallacies in

reasoning. Gathers information from a

department and selects the required tasks

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Distinguishes between facts

and inferences.

for training.

Key Words: analyzes, breaks down,

compares, contrasts, diagrams,

deconstructs, differentiates, discriminates,

distinguishes, identifies, illustrates, infers,

outlines, relates, selects, separates

Technologies: Fishbowls, debating,

questioning what happened, run a test

Evaluating: Make judgments

about the value of ideas or

materials.

Examples: Select the most effective

solution. Hire the most qualified candidate.

Explain and justify a new budget.

Key Words: appraises, compares,

concludes, contrasts, criticizes, critiques,

defends, describes, discriminates,

evaluates, explains, interprets, justifies,

relates, summarizes, supports

Technologies: survey, blogging

Creating: Builds a structure

or pattern from diverse

elements. Put parts together

to form a whole, with

emphasis on creating a new

meaning or structure.

Examples: Write a company operations or

process manual. Design a machine to

perform a specific task. Integrates training

from several sources to solve a problem.

Revises and process to improve the

outcome.

Key Words: categorizes, combines,

compiles, composes, creates, devises,

designs, explains, generates, modifies,

organizes, plans, rearranges, reconstructs,

relates, reorganizes, revises, rewrites,

summarizes, tells, writes

Technologies: Create a new model, write an

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essay, network with others

C o g n i t i v e P r o c e s s e s a n d L e v e l s o f K n o w l e d g e M a t r i x

Bloom's Revised Taxonomy not only improved the usability of it by using action words, but added a

cognitive and knowledge matrix.

While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that

could be processed, they were not discussed very much and remained one-dimensional:

o Factual - The basic elements students must know to be acquainted with a discipline or solve problems.

o Conceptual – The interrelationships among the basic elements within a larger structure that enable them to

function together.

o Procedural - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and

methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the

above three levels of knowledge to form a matrix. In addition, they added another level of

knowledge - metacognition:

o Metacognitive – Knowledge of cognition in general, as well as awareness and knowledge of one’s own

cognition.

When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes

a nice performance aid for creating performance objectives:

          The Cognitive Dimension

The Knowledge

DimensionRemember Understand Apply Analyze Evaluate Create

Factual

Conceptual

Procedural

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Metacognitive

However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer,

2007):

o Facts - Specific and unique data or instance.

o Concepts - A class of items, words, or ideas that are known by a common name, includes multiple specific

examples, shares common features. There are two types of concepts: concrete and abstract.

o Processes - A flow of events or activities that describe how things work rather than how to do things. There are

normally two types: business processes that describe work flows and technical processes that describe how

things work in equipment or nature. They may be thought of as the big picture, of how something works.

o Procedures - A series of step-by-step actions and decisions that result in the achievement of a task. There are

two types of actions: linear and branched.

o Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also

what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one

can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical

models (theories).

Thus, the new matrix would look similar to this:

The Cognitive Dimension

The Knowledge

DimensionRemember Understand Apply Analyze Evaluate Create

Facts

Concepts

Processes

Procedures

Principles

Metacognitive

An example matrix that has been filled in might look something like this:

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The

Knowledge

Dimension

Remember Understand Apply Analyze Evaluate Create

Facts list paraphrase classify outline rank categorize

Concepts recall explains demonstrate contrast criticize modify

Processes outline estimate produce diagram defend design

Procedures reproducegive an

examplerelate identify critique plan

Principles state converts solve differentiates conclude revise

Metacognitive proper use interpret discover infer predict actualize

B l o o m ' s T a x o n o m y : T h e A f f e c t i v e D o m a i n

The affective domain is one of three domains in Bloom's Taxonomy, with the

other two being thecognitive and psychomotor (Bloom, et al., 1956). For an

overview of the three domains, see theintroduction.

The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in

which we deal with things emotionally, such as feelings,  values, appreciation,

enthusiasms, motivations, andattitudes. The five major categories are listed from

the simplest behavior to the most complex:

Category Example and Key Words (verbs)

Receiving Phenomena: Awareness,

willingness to hear, selected attention.

Examples: Listen to others with

respect. Listen for and

remember the name of newly

introduced people.

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Key Words: acknowledge, asks,

attentive, courteous, dutiful,

follows, gives, listens,

understands

Responds to Phenomena: 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 in

responding (motivation).

Examples: Participates in class

discussions. Gives a

presentation. Questions new

ideals, concepts, models, etc.

in order to fully understand

them. Know the safety rules

and practice them.

Key Words: answers, assists,

aids, complies, conforms,

discusses, greets, helps,

labels, performs, presents, tells

Valuing: The worth or value a person

attaches to a particular object,

phenomenon, or behavior. 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 learner's

overt behavior and are often identifiable.

Examples: Demonstrates belief

in the democratic process. Is

sensitive towards individual and

cultural differences (value

diversity). Shows the ability to

solve problems. Proposes a

plan to social improvement and

follows through with

commitment. Informs

management on matters that

one feels strongly about.

Key Words: appreciates,

cherish, treasure,

demonstrates, initiates, invites,

joins, justifies, proposes,

respect, shares

Organization: Organizes values into Examples: Recognizes the

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priorities by contrasting different values,

resolving conflicts between them, and

creating an unique value system. The

emphasis is on comparing, relating, and

synthesizing values.

need for balance between

freedom and responsible

behavior. Explains the role of

systematic planning in solving

problems. Accepts professional

ethical standards. Creates a life

plan in harmony with abilities,

interests, and beliefs.

Prioritizes time effectively to

meet the needs of the

organization, family, and self.

Key Words: compares, relates,

synthesizes

Internalizes Values(characterization):

Has a value system that controls their

behavior. The behavior is pervasive,

consistent, predictable, and most

important characteristic of the learner.

Instructional objectives are concerned

with the student's general patterns of

adjustment (personal, social,

emotional).

Examples: Shows self-reliance

when working independently.

Cooperates in group activities

(displays teamwork). Uses an

objective approach in problem

solving. Displays a professional

commitment to ethical  practice

on a daily basis. Revises

judgments and changes

behavior in light of new

evidence. Values people for

what they are, not how they

look.

Key Words: acts, discriminates,

displays, influences, modifies,

performs, qualifies, questions,

revises, serves, solves, verifies

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B l o o m ' s T a x o n o m y : T h e P s y c h o m o t o r D o m a i n

The psychomotor domain (Simpson, 1972) 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, procedures, or

techniques in execution. Thus, psychomotor skills rage from

manual tasks, such as digging a ditch or washing a car, to more

complex tasks, such as operating a complex piece of machinery

or dancing.

The seven major categories are listed from the simplest behavior to the most complex:

Category Example and Key Words (verbs)

Perception (awareness): The

ability to use sensory cues to

guide motor activity.  This ranges

from sensory stimulation, through

cue selection, to translation.

Examples:  Detects 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. Adjusts heat of stove

to correct temperature by smell and

taste of food. Adjusts the height of

the forks on a forklift by comparing

where the forks are in relation to the

pallet.

Key Words: chooses, describes,

detects, differentiates, distinguishes,

identifies, isolates, relates, selects.

Set: Readiness to act. It includes

mental, physical, and emotional

sets. These three sets are

dispositions that predetermine a

person's response to different

situations (sometimes called

mindsets).

Examples:  Knows and acts upon a

sequence of steps in a

manufacturing process. Recognize

one's abilities and limitations. Shows

desire to learn a new process

(motivation). NOTE: This subdivision

of Psychomotor is closely related

with the “Responding to phenomena”

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subdivision of the Affective domain.

Key Words: begins, displays,

explains, moves, proceeds, reacts,

shows, states, volunteers.

Guided Response: The early

stages in learning a complex skill

that includes imitation and trial and

error. Adequacy of performance is

achieved by practicing.

Examples:  Performs a mathematical

equation as demonstrated. Follows

instructions to build a model.

Responds hand-signals of instructor

while learning to operate a forklift.

Key Words: copies, traces, follows,

react, reproduce, responds

Mechanism (basic proficiency):

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.

Examples:  Use a personal

computer. Repair a leaking faucet.

Drive a car.

Key Words: assembles, calibrates,

constructs, dismantles, displays,

fastens, fixes, grinds, heats,

manipulates, measures, mends,

mixes, organizes, sketches.

Complex Overt Response (Expert):

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. For

example, players are often utter

sounds of satisfaction or expletives

as soon as they hit a tennis ball or

Examples:  Maneuvers a car into a

tight parallel parking spot. Operates

a computer quickly and accurately.

Displays competence while playing

the piano.

Key Words: assembles, builds,

calibrates, constructs, dismantles,

displays, fastens, fixes, grinds,

heats, manipulates, measures,

mends, mixes, organizes, sketches.

NOTE: The Key Words are the same

as Mechanism, but will have adverbs

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throw a football, because they can

tell by the feel of the act what the

result will produce.

or adjectives that indicate that the

performance is quicker, better, more

accurate, etc.

Adaptation: Skills are well

developed and the individual can

modify movement patterns to fit

special requirements.

Examples:  Responds effectively to

unexpected experiences.  Modifies

instruction to meet the needs of the

learners. Perform a task with a

machine that it was not originally

intended to do (machine is not

damaged and there is no danger in

performing the new task).

Key Words: adapts, alters, changes,

rearranges, reorganizes, revises,

varies.

Origination: Creating new

movement patterns to fit a

particular situation or specific

problem. Learning outcomes

emphasize creativity based upon

highly developed skills.

Examples:  Constructs a new theory.

Develops a new and comprehensive

training programming. Creates a new

gymnastic routine.

Key Words: arranges, builds,

combines, composes, constructs,

creates, designs, initiate, makes,

originates.

 

O t h e r P s y c h o m o t o r D o m a i n T a x o n o m i e s

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 by Dave (1970) and Harrow (1972):

Dave (1975):

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Category Example and Key Words (verbs)

Imitation — Observing and

patterning behavior after

someone else. Performance

may be of low quality.

Examples: Copying a work of art.

Performing a skill while observing a

demonstrator.

Key Words: copy, follow, mimic, repeat,

replicate, reproduce, trace

Manipulation — Being able

to perform certain actions by

memory or following

instructions.

Examples: Being able to perform a skill on

one's own after taking lessons or reading

about it. Follows instructions to build a

model.

Key Words: act, build, execute, perform

Precision — Refining,

becoming more exact.

Performing a skill within a

high degree of precision

Examples:  Working and reworking

something, so it will be “just right.” Perform

a skill or task without assistance.

Demonstrate a task to a beginner.

Key Words: calibrate, demonstrate, master,

perfectionism

Articulation — Coordinating

and adapting a series of

actions to achieve harmony

and internal consistency.

Examples: Combining a series of skills to

produce a video that involves music,

drama, color, sound, etc. Combining a

series of skills or activities to meet a novel

requirement.

Key Words: adapt, constructs, combine,

creates, customize, modifies, formulate

Naturalization — Mastering

a high level performance

until it become second-

nature or natural, without

needing to think much about

it.

Examples:  Maneuvers a car into a tight

parallel parking spot. Operates a computer

quickly and accurately. Displays

competence while playing the piano.

Michael Jordan playing basketball or Nancy

Lopez hitting a golf ball.

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Key Words: create, design, develop,

invent, manage, naturally

 

Harrow (1972):

Category Example and Key Words (verbs)

Reflex Movements — Reactions

that are not learned, such as a

involuntary reaction

Examples:  instinctive response

Key Words: react, respond

Fundamental Movements —

Basic movements such as

walking, or grasping.

Examples:  perform a simple task

Key Words: grasp an object, throw a

ball, walk

Perceptual Abilities — Response

to stimuli such as visual,

auditory, kinesthetic, or tactile

discrimination.

Examples:  track a moving object,

recognize a pattern

Key Words: catch a ball, draw or write

Physical Abilities (fitness)—

Stamina that must be developed

for further development such as

strength and agility.

Examples:  gain strength, run a

marathon

Key Words: agility, endurance, strength

Skilled movements — Advanced

learned movements as one

would find in sports or acting.

Examples:  Using an advanced series

of integrated movements, perform a

role in a stage play or play in a set of

series in a sports game.

Key Words: adapt, constructs, creates,

modifies

Nondiscursive communication —

Use effective body language,

Examples:  Express one's self by using

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such as gestures and facial

expressions.

movements and gestures

Key Words: arrange, compose,

interpretation

Bloom’s Taxonomy

"Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three “domains” of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given programme. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well. 

Cognitive: the most-used of the domains, refers to knowledge structures (although sheer “knowing the facts” is its bottom level). It can be viewed as a sequence of progressive contextualisation of the material. (Based on Bloom, 1956)

The model above is included because it is still common currency, but Anderson and Krathwohl (2001) have made some apparently minor but actually significant modifications, to come up with:

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Revised taxonomy of the cognitive domainfollowing Anderson and Krathwohl (2001)

Note the new top category, which is about being able to create new knowledge within the domain, and the move from nouns to verbs.

In higher education, "understand" is still—in my view—problematic in its positioning. There is a higher, contextualised level of "understanding" which comes only with attempting to evaluate ideas and to try them out in new ways, or to "create" with them. It is what I expect at Master's level. The taxonomy is an epistemological rather than psychological hierarchy, but it also has a basic chronological element: you achieve certain levels before others. This higher, Gestalt, level of understanding comes last, in my experience: my principal evidence is in the use of research methods. The "real", intuitive, contextualised, critical, strategic understanding only happens when you have tried to be creative within the field... Argue with me (use the "comments welcome" link below). And thanks to all the people who have done so; I hope you found it a useful activity. I did! See more notes at the bottom of the page arising from those discussions.

Affective: the Affective domain has received less attention, and is less intuitive than the Cognitive. It is concerned with values, or more precisely perhaps with perception of value issues, and ranges from mere awareness (Receiving), through to being able to distinguish implicit values through analysis. (Kratwohl, Bloom and Masia (1964))

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Psycho-Motor: Bloom never completed work on this domain, and there have been several attempts to complete it. One of the simplest versions has been suggested by Dave (1975): it fits with the model of developing skill put forward by Reynolds (1965), and it also draws attention to the fundamental role of imitation in skill acquisition.