bloom's taxonomy overview Here's a really simple adapted 'at-a-glance' representation of Bloom's Taxonomy.

The definitions are intended to be simple modern day language, to assist explanation and understanding. This simple overview can help you (and others to understand and explain the taxonomy. !efer bac" to it when considering and getting to grips with the detailed structures - this overview helps to clarify and distinguish the levels. #or the more precise original Bloom Taxonomy terminology and definitions see the more detailed domain structures beneath this at-a-glance model. $t's helpful at this point to consider also the 'conscious competence' learning stages model, which provides a useful perspective for all three domains, and the concept of developing competence by stages in se%uence.
Cognitive knowledge &. !ecall data '. (nderstand *. +pply (use Affective attitude &. !eceive (awareness '. !espond (react *. ,alue (understand and act /. 1rganise personal value system 2. $nternali4e value system (adopt behaviour Psychomotor skills &. $mitation (copy '. )anipulation (follow instructions *. -evelop .recision /. +rticulation (combine, integrate related s"ills 2. 5aturali4ation (automate, become expert

/. +nalyse (structure0elements

2. 3ynthesi4e (create0build

6. 7valuate (assess, 8udge in relational terms

(-etail of Bloom's Taxonomy -omains9 ':ognitive -omain' - '+ffective -omain' - '.sychomotor -omain' 5.B. $n the :ognitive -omain, levels 2 and 6, 3ynthesis and 7valuation, were subse%uently inverted by +nderson and ;rathwhol in '<<&. +nderson and ;rathwhol also developed a complex two-dimensional extension of the Bloom Taxonomy, which is not explained here. $f you want to learn more about the bleeding edge of academic educational learning and evaluation there is a list of further references below. #or most mortals in teaching and training what's on this page is probably enough to ma"e a start, and a big difference. 5ote also that the .sychomotor -omain featured above is based on the domain detail established by !H -ave (who was a student of Bloom in &=6> (conference paper and &=>< (boo" . The -ave model is the simplest and generally easiest to apply in the corporate development environment. +lternative .sychomotor -omains structures have been suggested by others, notably Harrow and 3impson's models detailed below. $ urge you explore the 3impson and Harrow .sychomotor -omain alternatives - especially for the development of children and young people, and for developing s"ills in adults that ta"e people out of their comfort 4ones. This is because the 3impson and Harrow models offer different emotional perspectives and advantages, which are useful for certain learning situations, and which do not appear so obviously in the structure of the -ave model. (Bac" to the development of Bloom's Taxonomy. Bloom's Taxonomy in more detailed structure follows, with more formal terminology and definitions. !efer bac" to the Bloom Taxonomy overview any time you need to refresh or clarify your perception of the model. $t is normal to find that the extra detail can initially cloud the basic structure - which is actually %uite simple - so it's helpful to "eep the simple overview to hand. bloom's taxonomy learning domains - detailed structures 1. bloom's taxonomy - cognitive domain - (intellect - knowledge - 'think' Bloom's Taxonomy &=26 :ognitive -omain is as follows. +n ad8usted model was produced by +nderson and ;rathwhol in '<<& in which the levels five and six (synthesis and evaluation were inverted (reference9 +nderson ? ;rathwohl, + Taxonomy for @earning, Teaching, and +ssessing9 + !evision of Bloom's Taxonomy of 7ducational 1b8ectives, '<<& . This is why you will see different versions of this :ognitive

-omain model. -ebate continues as to the order of levels five and six, which is interesting given that Bloom's Taxonomy states that the levels must be mastered in order. $n my humble opinion it's possible to argue either case (3ynthesis then 7valuation, or vice-versa depending on the circumstances and the precise criteria stated or represented in the levels concerned, plus the extent of 'creative thin"ing' and 'strategic authority' attributed to or expected at the '3ynthesis' level. $n short - pic" the order which suits your situation. (#urther comment about synthesis and evaluation priority. cognitive domain
examples of activity to be trained, or demonstration and evidence to be measured multiple-choice test, recount facts or statistics, recall a process, rules, definitionsA %uote law or procedure explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors '"ey words' (verbs which describe the activity to be trained or measured at each level arrange, define, describe, label, list, memorise, recognise, relate, reproduce, select, state explain, reiterate, reword, criti%ue, classify, summarise, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorise, paraphrase, reference, example use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play

level

category or 'level'

behaviour descriptions

&

;nowledge

recall or recognise information

'

:omprehension

understand meaning, re-state data in one's own words, interpret, extrapolate, translate

+pplication

use or apply "nowledge, put theory into practice, use "nowledge in response to real circumstances

put a theory into practical effect, demonstrate, solve a problem, manage an activity

+nalysis

interpret elements, organi4ational principles, structure, construction, internal relationshipsA %uality, reliability of individual components

identify constituent parts and functions of a process or concept, or de-construct a methodology or process, ma"ing %ualitative assessment of elements, relationships, values and effectsA measure re%uirements or needs develop plans or procedures, design solutions, integrate methods, resources, ideas, partsA create teams or new approaches, write protocols or contingencies review strategic options or plans in terms of efficacy, return on investment or costeffectiveness, practicabilityA assess sustainabilityA perform a 3B1T analysis in relation to alternativesA produce a financial 8ustification for a proposition or venture, calculate the effects of a plan or strategyA perform a detailed

analyse, brea" down, catalogue, compare, %uantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide

3ynthesis (create0build

develop new uni%ue structures, systems, models, approaches, ideasA creative thin"ing, operations

develop, plan, build, create, design, organise, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify

7valuation

assess effectiveness of whole concepts, in relation to values, outputs, efficacy, viabilityA critical thin"ing, strategic comparison and reviewA 8udgement relating to external criteria

review, 8ustify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, pro8ectmanage

and costed ris" analysis with recommendations and 8ustifications

!efresh your understanding of where this fits into the Bloom Taxonomy overview. Based on the 'Taxonomy 1f 7ducational 1b8ectives9 Handboo" &, The :ognitive -omain' (Bloom, 7ngelhart, #urst, Hill, ;rathwohl &=26. This table is adapted and reproduced with permission from +llyn ? Bacon, Boston (3+, being the publishers and copyright owners of 'Taxonomy 1f 7ducational 1b8ectives' (Bloom et al &=26 . 5ote that levels 2 and 6, 3ynthesis and 7valuation, were subse%uently inverted by +nderson and ;rathwhol in '<<&, on which point9 cognitive domain - order ranking of 'synthesis' and 'evaluation' $n my view, the %uestion of the order of 3ynthesis and 7valuation is dependent upon the extent of strategic expectation and authority that is built into each, which depends on your situation. Hence it is possible to ma"e a case for Bloom's original order shown above, or +nderson and ;rathwhol's version of '<<& (which simply inverts levels 2 and 6 . The above version is the original, and according to the examples and assumptions presented in the above matrix, is perfectly appropriate and logical. $ also personally believe the above order to be appropriate for cor!orate and industrial training and develo!ment if '"valuation' is ta"en to represent executive or strategic assessment and decision-making, which is effectively at the !innacle of the cor!orate intellect-set. $ believe inversion of 3ynthesis and 7valuation carries a ris" unless it is properly %ualified. This is because the highest s"ill level absolutely must involve strategic evaluationA effective management - especially of large activities or organisations - relies on strategic evaluation. +nd clearly, strategic evaluation, is by implication included in the '7valuation' category. $ would also argue that in order to evaluate properly and strategically, we need first to have learned and experienced the execution of the strategies (ie, to have completed the synthesis step that we intend to evaluate. However, you should feel free to invert levels 2 and 6 if warranted by your own particular circumstances, particularly if your interpretation of '7valuation' is non-strategic, and not lin"ed to decision-ma"ing. :hanging the order of the levels is warranted if local circumstances alter the degree of difficulty. !emember, the taxonomy is based in the premise that the degree of difficulty increases through the levels - people need to learn to wal" before they can run - it's that simple. 3o, if your situation causes '3ynthesis' to be more challenging than '7valuation', then change the order of the levels accordingly (ie., invert 2 and 6 li"e +nderson and ;rathwhol did , so that you train people in the correct order. #. bloom's taxonomy - affective domain - (feeling$ emotions - attitude - 'feel' Bloom's Taxonomy second domain, the +ffective -omain, was detailed by Bloom, ;rathwhol and )asia in &=6/ (Taxonomy of 7ducational 1b8ectives9 ,olume $$, The +ffective -omain. Bloom, ;rathwohl and )asia. Bloom's theory advocates this structure and se%uence for developing attitude - also now commonly expressed in the modern field of personal development as 'beliefs'. +gain, as with the other domains, the +ffective -omain detail provides a framewor" for teaching, training, assessing and evaluating the effectiveness of training and lesson design and delivery, and also the retention by and affect upon the learner or trainee. affective domain examples of experience, or demonstration and evidence to be measured listen to teacher or trainer, ta"e interest in session or learning experience, ta"e notes, turn up, ma"e time for learning experience, '"ey words' (verbs which describe the activity to be trained or measured at each level as", listen, focus, attend, ta"e part, discuss, ac"nowledge, hear, be open to, retain, follow, concentrate, read, do, feel

level

category or 'level'

behaviour descriptions

&

!eceive

open to experience, willing to hear

participate passively participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, %uestion and probe ideas, suggest interpretation decide worth and relevance of ideas, experiencesA accept or commit to particular stance or action %ualify and %uantify personal views, state personal position and reasons, state beliefs self-reliantA behave consistently with personal value set react, respond, see" clarification, interpret, clarify, provide other references and examples, contribute, %uestion, present, cite, become animated or excited, help team, write, perform

'

!espond

react and participate actively

,alue

attach values and express personal opinions

argue, challenge, debate, refute, confront, 8ustify, persuade, criticise,

1rganise or :onceptuali4e values $nternali4e or characterise values

reconcile internal conflictsA develop value system

build, develop, formulate, defend, modify, relate, prioritise, reconcile, contrast, arrange, compare act, display, influence, solve, practice,

adopt belief system and philosophy

Based on the 'Taxonomy 1f 7ducational 1b8ectives9 ,olume ', The +ffective -omain' (Bloom, )asia, ;rathwohl &=6/. 3ee also 'Taxonomy 1f 7ducational 1b8ectives9 Handboo" &, The :ognitive -omain' (Bloom, 7ngelhart, #urst, Hill, ;rathwohl &=26. This table is adapted and reproduced with permission from +llyn ? Bacon, Boston (3+, being the publishers and copyright owners of 'Taxonomy 1f 7ducational 1b8ectives' (Bloom et al &=26 . This domain for some people can be a little tric"ier to understand than the others. The differences between the levels, especially between *, /, and 2, are subtle, and not so clear as the separations elsewhere in the Taxonomy. Cou will find it easier to understand if you refer bac" to the bloom's taxonomy learning domains ata-glance. %. bloom's taxonomy - !sychomotor domain - (!hysical - skills - 'do' The .sychomotor -omain was ostensibly established to address s"ills development relating to manual tas"s and physical movement, however it also concerns and covers modern day business and social s"ills such as communications and operation $T e%uipment, for example telephone and "eyboard s"ills, or public spea"ing. Thus, 'motor' s"ills extend beyond the originally traditionally imagined manual and physical s"ills, so always consider using this domain, even if you thin" your environment is covered ade%uately by the :ognitive and +ffective -omains. Bhatever the training situation, it is li"ely that the .sychomotor -omain is significant. The -ave version of the .sychomotor -omain is featured most prominently here because in my view it is the most relevant and helpful for wor"- and life-related development, although the .sychomotor -omains suggested by 3impson and Harrow are more relevant and helpful for certain types of adult training and development, as well as the teaching and development of young people and children, so do explore them all. 7ach has its uses and advantages. dave's !sychomotor domain taxonomy
level category or 'level' behaviour descri!tions exam!les of activity or demonstration and evidence to be measured watch teacher or trainer and repeat action, process or activity 'key words' (verbs which describe the activity to be trained or measured at each level copy, follow, replicate, repeat, adhere

&

&mitation

copy action of anotherA observe and replicate

'

'ani!ulation

reproduce activity from instruction or memory

carry out tas" from written or verbal instruction perform a tas" or activity with expertise and to high %uality without assistance or instructionA able to demonstrate an activity to other learners relate and combine associated activities to develop methods to meet varying, novel re%uirements define aim, approach and strategy for use of activities to meet strategic need

re-create, build, perform, execute, implement

Precision

execute s"ill reliably, independent of help

demonstrate, complete, show, perfect, calibrate, control,

Articulation

adapt and integrate expertise to satisfy a non-standard ob8ective

construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify, master

(aturali)ation

automated, unconscious mastery of activity and related s"ills at strategic level

design, specify, manage, invent, pro8ect-manage

Based on !H -ave's version of the .sychomotor -omain ('-eveloping and Briting Behavioral 1b8ectives', &=><. The theory was first presented at a Berlin conference &=6>, hence you may see -ave's model attributed to &=6> or &=>< . !efresh your understanding of where the .sychomotor -omain fits into the Bloom Taxonomy overview. $t is also useful to refer to the ':onscious :ompetence' model, which arguably overlays, and is a particularly helpful perspective for explaining and representing the '.sychomotor' domain, and notably -ave's version. (The ':onscious :ompetence' model also provides a helpful perspective for the other two domains - :ognitive and +ffective, and for the alternative .sychomotor -omains suggested by Harrow and 3impson below. alternative !sychomotor domain taxonomy versions -ave's .sychomotor -omain above is probably the most commonly referenced and used psychomotor domain interpretation. There are certainly two othersA 3impson's, and Harrow's, (if you "now any others please contact us . $t's worth exploring and understanding the differences between the three .sychomotor -omain interpretations. :ertainly each is different and has a different use. $n my view the -ave model is ade%uate and appropriate for most adult training in the wor"place. #or young children, or for adults learning entirely new and challenging physical s"ills (which may re%uire some additional attention to awareness and perception, and mental preparation , or for anyone learning s"ills which involve expression of feeling and emotion, then the 3impson or Harrow models can be more useful because they more specifically address these issues. 3impson's version is particularly useful if you are ta"ing adults out of their comfort 4ones, because it addresses sensory, perception (and by implication attitudinal and preparation issues. #or example anything fearsome or threatening, li"e emergency routines, conflict situations, tough physical tas"s or conditions. Harrow's version is particularly useful if you are developing s"ills which are intended ultimately to express, convey and0or influence feelings, because its final level specifically addresses the translation of bodily activities (movement, communication, body language, etc into conveying feelings and emotion, including the effect on others. #or example, public spea"ing, training itself, and high-level presentation s"ills. The Harrow and 3impson models are also appropriate for other types of adult development. #or example, teaching adults to run a difficult meeting, or ma"e a parachute 8ump, will almost certainly warrant attention on sensory perception and awareness, and on preparing oneself mentally, emotionally, and physically. $n such cases therefore, 3impson's or Harrow's model would be more appropriate than -ave's. sim!son's !sychomotor domain taxonomy 7li4abeth 3impson's interpretation of the .sychomotor domain differs from -ave's chiefly because it contains extra two levels prior to the initial imitation or copy stage. +rguably for certain situations, 3impson's first two levels, '.erception' and '3et' stage are assumed or incorporated within -ave's first '$mitation' level, assuming that you are dealing with fit and healthy people (probably adults rather than young children , and that 'getting ready' or 'preparing oneself' is part of the routine to be taught, learned or measured. $f not, then the more comprehensive 3impson version might help ensure that these two prere%uisites for physical tas"

development are chec"ed and covered. +s such, the 3impson model or the Harrow version is probably preferable than the -ave model for the development of young children. !sychomotor domain (sim!son exam!les of activity or demonstration and evidence to be measured use and0or selection of senses to absorb data for guiding movement mental, physical or emotional preparation before experience or tas" imitate or follow instruction, trial and error competently respond to stimulus for action execute a complex process with expertise alter response to reliably meet varying challenges develop and execute new integrated responses and activities 'key words' (verbs which describe the activity to be trained or measured at each level recognise, distinguish, notice, touch , hear, feel, etc

level

category or 'level'

descri!tion

&

Perce!tion

awareness

'

*et

readiness

arrange, prepare, get set

+uided ,es!onse 'echanism Com!lex -vert ,es!onse Ada!tation

attempt

imitate, copy, follow, try ma"e, perform, shape, complete coordinate, fix, demonstrate ad8ust, integrate, solve

basic proficiency

expert proficiency adaptable proficiency

>

-rigination

creative proficiency

design, formulate, modify, re-design, trouble-shoot

+dapted and simplified representation of 3impson's .sychomotor -omain ('The classification of educational ob8ectives in the psychomotor domain', &=>' . 7li4abeth 3impson seems actually to have first presented her .sychomotor -omain interpretation in &=66 in the $llinois Dournal of Home 7conomics. Hence you may see the theory attributed to either &=66 or &=>'. harrow's !sychomotor domain taxonomy Harrow's interpretation of the .sychomotor domain is strongly biased towards the development of physical fitness, dexterity and agility, and control of the physical 'body', to a considerable level of expertise. +s such the Harrow model is more appropriate to the development of young children's bodily movement, s"ills, and expressive movement than, say, the development of a corporate trainee's "eyboard s"ills. By the same to"en, the Harrow model would be perhaps more useful for the development of adult public spea"ing or artistic performance s"ills than -ave's or 3impson's, because the Harrow model focuses on the translation of physical and bodily activity into meaningful expression. The Harrow model is the only one of the three .sychomotor -omain versions which specifically implies emotional influence on others within the most expert level of bodily control, which to me ma"es it rather special. +s ever, choose the framewor" that best fits your situation, and the needs and aims of the trainees or students.
!sychomotor domain (harrow level category or 'level' descri!tion exam!les of activity or demonstration and 'key words' (verbs which describe the activity to be

evidence to be measured respond physically instinctively alter position, move, perform simple action use than one ability in response to different sensory perceptions develop strength, endurance, agility, control execute and adapt advanced, integrated movements activity expresses meaningful interpretation

trained or measured at each level react, respond

&

,eflex 'ovement .asic /undamental 'ovements Perce!tual Abilities

involuntary reaction

'

basic simple movement

grasp, wal", stand, throw

basic response

catch, write, explore, distinguish using senses endure, maintain, repeat, increase, improve, exceed drive, build, 8uggle, play a musical instrument, craft express and convey feeling and meaning through movement and actions

Physical Abilities

fitness

*killed 'ovements

complex operations

(on-discursive Communication

meaningfully expressive activity or output

+dapted and simplified representation of Harrow's .sychomotor -omain (&=>' . (5on-discursive means intuitively direct and well expressed. in conclusion Bloom's Taxonomy is a wonderful reference model for all involved in teaching, training, learning, coaching - in the design, delivery and evaluation of these development methods. +t its basic level (refresh your memory of the Bloom Taxonomy overview if helpful , the Taxonomy provides a simple, %uic" and easy chec"list to start to plan any type of personal development. $t helps to open up possibilities for all aspects of the sub8ect or need concerned, and suggests a variety of the methods available for delivery of teaching and learning. +s with any chec"list, it also helps to reduce the ris"s of overloo"ing some vital aspects of the development re%uired. The more detailed elements within each domain provide additional reference points for learning design and evaluation, whether for a single lesson, session or activity, or training need, or for an entire course, programme or syllabus, across a large group of trainees or students, or a whole organisation. +nd at its most complex, Bloom's Taxonomy is continuously evolving, through the wor" of academics following in the footsteps of Bloom's early associates, as a fundamental concept for the development of formalised education across the world. +s with so many of the classical models involving the development of people and organisations, you actually have a choice as to how to use Bloom's Taxonomy. $t's a tool - or more aptly - a toolbox. Tools are most useful when the user controls themA not vice-versa. (se Bloom's Taxonomy in the ways that you find helpful for your own situation.