D o m a i n s B l o o m ' s Ta x o n o m y

of Learning
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.

The Three Domains of Learning

The
committee
identified
or learning (Bloom, et al. 1956):

three domains of

educational

activities

o Cognitive: mental skills (knowledge)

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

or

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.

Cognitive Domain
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 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 indepth coverage of each category):

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 Ta 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:

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

Ta b l e o f t h e R e v i s e d
Cognitive Domain
Category

Examples,
key
words
(verbs),
technologies for learning (activities)

and

Examples: Recite a policy. Quote prices

from memory to a customer. Recite the
safety rules.
Remembering: Recall or
retrieve previous learned
information.

Key
Words:
defines,
describes,
identifies, knows, labels, lists, matches,
names, outlines, recalls, recognizes,
reproduces, selects, states
Technologies: book marking, 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
participating in cooperative
taking
notes,
storytelling,

analogy,
learning ,
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.
Distinguishes
between
facts and inferences.

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 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

Examples: Select the most effective

solution. Hire the most qualified
candidate. Explain and justify a new
budget.
Evaluating:
Make
judgments
about
the
value
of
ideas
or
materials.

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 essay, network with others

Cognitive Processes
Knowledge Matrix

and

Levels

of

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
ones 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
Dimension

Remembe Understan
Apply Analyze Evaluate Create
r
d

Factual
Conceptual
Procedural
Metacognitiv
e
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-bystep 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
Dimension

Remembe Understan
Apply Analyze Evaluate Create
r
d

Facts
Concepts
Processes
Procedures
Principles
Metacognitiv
e
An example matrix that has been filled in might look something like this:
The
Knowledge

Remember Understand Apply

Analyze

Evaluate Create

Dimension
Facts

list

paraphrase

classify

Concepts

recall

explains

Processes

outline

estimate

Procedures

reproduce

Principles

state

Metacognitive proper use

outline

rank

categorize

demonstrate contrast

criticize

modify

produce

diagram

defend

design

give
an
relate
example

identify

critique

plan

converts

solve

differentiates conclude revise

interpret

discover

infer

predict

actualize

B l o o m ' s Ta x o n o m y : T h e
A ff 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
the cognitive and psychomotor (Bloom, et al.,
1956). For an overview of the three domains,
see the introduction .
The affective domain (Krathwohl, Bloom, Masia,
1973) includes the manner in which we deal
with things emotionally, such as feelings, values ,
appreciation,
enthusiasms,motivations ,
and attitudes . 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,

Examples:
Listen to others
with respect.
Listen for and

remember the name of

newly introduced people.
selected attention.

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).

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.

Key Words: acknowledge,

asks, attentive, courteous,
dutiful, follows, gives,
listens, understands

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

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

priorities by contrasting different
values, resolving conflicts between
them, and creating an unique value
system. The emphasis is on
comparing, relating, and synthesizing
values.

Examples: Recognizes the

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,

Examples: Shows selfreliance 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.
social, emotional).

Key Words: acts,

discriminates, displays,
influences, modifies,
performs, qualifies,
questions, revises, serves,
solves, verifies

B l o o m ' s Ta x o n o m y : T h e
Ps 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 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.

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.

Complex Overt Response

(Expert): The skillful
performance of motor acts that
involve complex movement
patterns. Proficiency is
indicated by a quick, accurate,

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

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.

Examples: Maneuvers a car into

a tight parallel parking spot.
Operates a computer quickly and
accurately. Displays competence
while playing the piano.

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 throw a football,
because they can tell by the
feel of the act what the result
will produce.

Adaptation: Skills are well

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

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 or adjectives that indicate
that the performance is quicker,
better, more accurate, etc.

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.

Other Psychomotor Domain

Ta 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):

Category

Imitation Observing
and patterning behavior
after someone else.
Performance may be of
low quality.

Manipulation Being
able to perform certain
actions by memory or
following instructions.

Example and Key Words (verbs)

Examples: Copying a work of art.

Performing a skill while observing a
demonstrator.
Key Words: copy, follow, mimic,
repeat, replicate, reproduce, trace

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.

Naturalization
Mastering a high level
performance until it
become second-nature or
natural, without needing to
think much about it.

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

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.
Key Words: create, design, develop,

invent, manage, naturally

Harrow (1972):

Category

Reflex Movements
Reactions that are not
learned, such as a involuntary
reaction

Fundamental Movements
Basic movements such as
walking, or grasping.

Perceptual Abilities
Response to stimuli such as
visual, auditory, kinesthetic, or
tactile discrimination.

Physical Abilities (fitness)

Stamina that must be
developed for further
development such as strength
and agility.

Example and Key Words (verbs)

Examples: instinctive response

Key Words: react, respond

Examples: perform a simple task

Key Words: grasp an object, throw
a ball, walk

Examples: track a moving object,

recognize a pattern
Key Words: catch a ball, draw or
write

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, such
as gestures and facial
expressions.

Examples: Express one's self by

using movements and gestures
Key Words: arrange, compose,
interpretation