Bloom's Taxonomy

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Human

Machine Information

KnowledgeSkill

Attitude

Ethics

Moral

Social & Community Responsibility

Environmental Concerns

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Types of Learning OutcomesTypes of Learning Outcomes Most of us recognize that there are many Most of us recognize that there are many

different types of objectives and outcomes.different types of objectives and outcomes. Some are easy, only requiring the simple Some are easy, only requiring the simple

recall of a definition. recall of a definition. Others are more complex, requiring Others are more complex, requiring

problem solving or evaluation. problem solving or evaluation. One popular categorization scheme for One popular categorization scheme for

types of objectives is Benjamin Bloom’s types of objectives is Benjamin Bloom’s (1956) (1956) Taxonomy of Objectives for the Taxonomy of Objectives for the Cognitive Domain, which includes the Cognitive Domain, which includes the following levels:following levels:

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Bloom’s TaxonomyBloom’s Taxonomy Learning DomainsLearning Domains

• Cognitive DomainCognitive Domain Mental Skills (Knowledge)Mental Skills (Knowledge)

• Affective DomainAffective Domain Growth in Feelings or Growth in Feelings or Emotional Areas (Attitude)Emotional Areas (Attitude)

• Psychomotor Domain Psychomotor Domain Manual of Physical Skills Manual of Physical Skills (Skills)(Skills)

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Bloom’s Taxonomy (1950s)Bloom’s Taxonomy (1950s)

Structure for categorizing Structure for categorizing competenciescompetencies

Description of skills that must be Description of skills that must be demonstrated for each level of demonstrated for each level of thinking thinking

Action verbs that elicit student Action verbs that elicit student responses within that levelresponses within that level

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Cognitive DomainCognitive Domain

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Cognitive DomainsCognitive Domains

• Knowledge Knowledge

Recall data or information Recall data or information

• ComprehensionComprehension Understand the meaning, Understand the meaning, translation, interpolation, and translation, interpolation, and interpretation of instructions and interpretation of instructions and problems problems

• ApplicationApplication

Use a concept in a new situation or Use a concept in a new situation or unprompted use of an abstraction. unprompted use of an abstraction. Applies what was learned in the Applies what was learned in the classroom into novel situations in the classroom into novel situations in the work place. work place.

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• SynthesisSynthesis : :Builds a structure or pattern from Builds a structure or pattern from diverse elements. Put parts diverse elements. Put parts together to form a whole, with together to form a whole, with emphasis on creating a new emphasis on creating a new meaning or structure. meaning or structure.

• EvaluationEvaluation

Make judgments about the Make judgments about the value of ideas or materials value of ideas or materials

Cognitive DomainsCognitive Domains

Separates material or concepts Separates material or concepts into component parts so that its into component parts so that its organizational structure may be organizational structure may be understood. Distinguishes understood. Distinguishes between facts and inferences. between facts and inferences.

• AnalysisAnalysis

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COGNITIVE: learning is demonstrated by knowledge recall and the intellectual skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem-solving, and evaluating ideas or actions.Level Illustrative Verbs Definition Example

Knowledge

arrange, define, describe, duplicate, identify, label, list,match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state

rememberingpreviously learnedinformation

memory of specific facts, terminology, rules, sequences, procedures, classifications, categories, criteria, methodology, principles, theories, and structures

Comprehension

classify, convert, defend, describe, discuss, distinguish, estimate, explain, express, extend, generalize, give examples, identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, report, restate, review, select, summarize, translate

grasping the meaning of information

Stating the problem in own words, translating a chemical formula, understanding a flow chart, translating words and phrases from foreign language

Application

apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, elate, schedule, show, sketch, solve, use, write

applying knowledgeto actual situations

taking principles learned in math and applying them to figuring the volume of a cylinder in an internal combustion engine

Analysis analyze, appraise, break down, calculate, categorize, compare, contrast, criticize, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, model, outline, point out, question, relate, select, separate, subdivide, test

breaking downobjects or ideas into simpler parts and seeing how the parts relate and are organized

discussing how fluids and liquids differ, detecting logical fallacies in a student's explanation of 's 1st law of motion

Synthesis arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, design, explain, formulate, generate, integrate, manage,modify, organize, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write

rearrangingcomponent ideas into a new whole

writing a comprehensive report on a problem-solving exercise, planning a program or panel discussion, writing acomprehensive term paper

Evaluation appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value

making judgmentsbased on internalevidence or externalcriteria

evaluating alternative solutions to a problem, detecting inconsistencies in the speech of a student governmentrepresentative

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compute

describe

discuss

explain

express

identify

locate

report

restate

review

tell

translate

apply

calculate

dramatize

employ

examine

illustrate

interpret

operate

practice

schedule

sketch

solve

use

cite

count

define

draw

list

name

record

relate

repeat

underline

analyze

appraise

calculate

categorize

compare

contrast

debate

diagram

differentiate

examine

inventory

question

test

arrange

assemble

collect

compose

construct

create

design

formulate

integrate

manage

organize

plan

prescribe

propose

appraise

assess

choose

compare

criticize

estimate

evaluate

judge

measure

rank

rate

revise

score

select

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION

The hierarchical steps in the cognitive domain.COGNITIVE DOMAIN

Goodhart F., Verdi P., Kennedy S. Assuring Quality in Health Education. Presented at the Mid-Atlantic College Health Association, October 25, 1991. MD,: Baltimore.

Simple

Complex

Cognitive – thought or knowledge - What learner is able to do

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learn

Terms to AvoidTerms to Avoid

appreciate

understand

know

All critically important goals, but not observable learning objectives

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AffectiveAffective Domain Domain

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What is Affective DomainWhat is Affective Domain

Affective Domain describes the way Affective Domain describes the way people react emotionally and their people react emotionally and their ability to feel other living things as ability to feel other living things as pain/joypain/joy

Affective objectives typically target Affective objectives typically target the awareness and growth in the awareness and growth in attitudes, emotions and feelingsattitudes, emotions and feelings

Affective domain has 5 levels – lower Affective domain has 5 levels – lower to higher orderto higher order

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Affective DomainAffective Domain

• Receiving : Receiving :

• The lowest level : the student The lowest level : the student passively pays attentionpassively pays attention

• Without this level no learning Without this level no learning occursoccurs

• Receiving is about students’ Receiving is about students’ memory and recognition as well memory and recognition as well

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•Responding Responding : :

• Active participation by learners – Active participation by learners – not only attends to the stimulus not only attends to the stimulus but also reacts to the stimulus in but also reacts to the stimulus in some waysome way

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• Valuing Valuing : :

• Value a person attaches to a particular Value a person attaches to a particular object, phenomenon, or behavior. object, phenomenon, or behavior. • This ranges from simple acceptance to This ranges from simple acceptance to the more complex state of commitment. the more complex state of commitment. • Valuing is based on the internalization Valuing is based on the internalization of a set of specified values, while clues to of a set of specified values, while clues to these values are expressed in the these values are expressed in the learner's overt behavior and are often learner's overt behavior and are often identifiable. identifiable.

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• OrganizingOrganizing :

• Organizes values into priorities by contrasting different valuesvalues,

• Resolving conflicts, and creating an unique value system.

• The emphasis is on comparing, relating, and synthesizing values.


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• Characterization:Characterization:

• Has a value system that controls behavior.

• The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner.

• Instructional objectives are concerned with the student's general patterns of adjustment(personal, social, emotional).


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Psychomotor DomainPsychomotor Domain

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What is Psychomotor DomainWhat is Psychomotor Domain

Psychomotor Domain describes Psychomotor Domain describes the ability to physically the ability to physically manipulate a tool or instrument manipulate a tool or instrument like a hand or a hammerlike a hand or a hammer

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Psychomotor DomainPsychomotor Domain• Perception The ability to use sensory cues to

guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.

• Example

• Detects non-verbal communication cues •Estimates where the ball will land after it is thrown and then•Moving to the correct location to catch•Adjust heat of stove to correct temprature by smell and taste of food

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Psychomotor DomainPsychomotor Domain• 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).

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Psychomotor DomainPsychomotor Domain• Guided Response:

• The early stages in learning a complex skill that includes imitation and trial and error.

• Adequacy of performance is achieved by practicing.

Example

• Performs a mathematical equation as demonstrated

• Response to hand signals of teacher while learning to operate a forklift

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Psychomotor DomainPsychomotor Domain• Mechanism:

Example:• Use a personal computer• Repair a leaking tap• Drive a car

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• 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.

Psychomotor DomainPsychomotor Domain• Complex Overt Response: • 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.

• Example: players are 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.

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Psychomotor DomainPsychomotor Domain• Adaptation

Skills are well developed and the individual can modify movement patterns to fit special requirements.

• Example

• Modifying instructions to meet the needs of learners

• Perform a task with a machine that was not originally intended to do

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Psychomotor DomainPsychomotor Domain• Origination

• Creating new movement patterns to fit a particular situation or specific problem.

• Learning outcomes emphasize creativity based upon highly developed skills

• Example: Construct a new theory• Develop a new and comprehensive

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Thank YouThank You

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Bloom's Taxonomy

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